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PHYSICAL EDUCATION 
 COMPLETE 
 
 FOR 
 
 SCHOOLS AND 
 PLAYGROUNDS 
 
 • *. * * 
 
 
 By 
 
 LAVINIA HENDEY KAULL 
 
 Director of Physical Education, Elementary Schools. Sacramento. California 
 
 1910-1913 Director Physical Education, State Normal School 
 Chico, California 
 
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 COPYRIGHT 1915 
 
 LAVINIA HENDEY KAULL 
 
 \K\\S I'LI'.I.ISHINO COMPANY, 
 Sacranuiitu, California. 
 
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 PREFACE 
 
 This book contains material for a complete conrse of study ia Physical Ed- 
 ucation adapted to the needs of the Elementary Schools. 
 
 It offers nothing theoretical or fancifid. but is a practical, reliable guide 
 and help to teachers, one based on experience in the schoolroom and demon- 
 strated on the playground. 
 
 Its purpose is to give to Normal School Students and Teachers a PRAC- 
 TICAL knowledge of Physical Education of the present time, one that will 
 enable them to introduce and carry on the work in both rural and city schools. 
 
 The principal claims for consideration are : 
 
 1. It covers the needs of all Elementary Schools, both Rural and City. 
 
 2. It suggests and advocates only plain, practical and durable equip- 
 ment, which the local carpenter can design and erect. 
 
 3. Its methods are all w^orkable. 
 
 4. It seeks the health, happiness and well being of the children. AND 
 
 5. It tells the teacher hoAv to secure these ends. 
 
 6. It combines all tilings needful in ONE BOOK which furnishes to the 
 busy instructor the help of most worth. 
 
 It includes : 
 
 1. A Brief History of the Playground ^lovement in Germany, Eng- 
 land and the United States. 
 
 2. Instruction in the Organization and Supervision of School Play- 
 grounds, with suuiit^stions for building and cost of simple appa- 
 ratus. 
 
 3. Instruction in Gynuiastics, with lessons for every grade. 
 ■4. Games and Folk Dances. 
 
 5. Suggestions to the Story Teller and a List of Stories for Elemen- 
 tary Schools. 
 
 6. Definite instructions in First Aid to the Injured and the Physical 
 Care of Children in the Schoolroom and on the Playground. 
 
 In all cases care has been exercised to select the Games and Folk Dances 
 that have been found to be of use in all schools and only those that have proved 
 the most popular with the children. The descriptions, classifications and ar- 
 rangements have been made with the idea of simplicity constantly in mind, 
 thus hoping to interest the novice as well as to assist those who have enjoyed 
 some special training in this happy work and to secure for the children the 
 greatest playing \-alui^ and physical usefulness. 
 
 LAVIXIA 11. KAULL 
 
" '■ -CONTENTS 
 
 CHAPTER I— SCHOOL PLAV( iKorXDS 11-2S 
 
 A Brief History oi' thi' Phiyiii-diind .Mdvciii/nt. 
 
 Organization of School JMavLirouiKls : 
 
 I)i\'i.sioii of (iiduiids: ( 'hissif ic;i1 ioii of Children: Fuiictioii jiiid 
 I'lii-jiosc of I'hiy and Athletics; .Stdiool Athh'tic Associations; 
 Keccss and Xoon J'eriods; Length of Time foi- a (lanie: Decora- 
 tion of School I*layijrounds; Rural School ( 'oiiditions. 
 
 Ecjuijimcnt for School l^iayurounds : 
 
 Estimates for Biiildiiii;' Sand Pin^. Teeters. Horizontal Pars, 
 Swino's, Volley Ball Courts, Basket Ball Conrts and Slides; 
 Rainy Day Apparatus; J^ockers, Surface for Athletic Fields. 
 
 Supervision of School Playgrounds: 
 
 The Teacher as a IMay Leader; Why Supervision is Necessary; 
 A Teacher's Personal .Mi^hods; General and Social Ends to he 
 Secui-ed : Conijiet it ion ; Conti'ol of Apparatus. 
 
 CHAPTER H— SWEDLSH GYMNASTICS 29-42 
 
 Why We Give Gymnastics; Rules for Teaching (iymnastics; The 
 Day's Order; Analysis of the Day's Order; Rhythm 'J'raining; Cor- 
 rect Sitting. Standing and Walking. Descriptions and Illustrations 
 of Some of the Simple Gymnastic Positions. 
 
 CHAPTER III— (lYMNASTIC LESSONS FOR PRHIARY GRADES. . . .48-84 
 Imagination Plays. Gymnastic Stories and Lessons for (ii-adi' 1; 
 Gymnastic Lessons for (Jrades TIT. TV and V. 
 
 CHAPTER 1\'— (;Y.AINAST1C LESSONS FOR (iKAALMAR (iRADES. .85-118 
 Twenty Lessons in Gymnastics for Grades VI, VII and VIII. 
 
 (■IL\i'TEK> V— GA:\IES FOR THE SCLIOOL ROOM AND PLAYiiHOUND 
 
 FOK' .\LL CKWDES 119-172 
 
 Indooi- and ( )ut(loor Games for All Crades, Includinu Rides for 
 Volley P.all. Captain Ball. Ccrmaii Pal P.a!l. Playground Base Pall. 
 Soccer h'oot Pall and 'i'ennis. 
 
 CllAPTEK' \'l S E L E C T E 1) F () L K D A N C E S FOR ELE.M ENTAHY 
 
 SCHOOLS 17;C202 
 
 .Music and Descriplions for the Following Dances: Chimes of Dun- 
 kirk. Da nisi I I )aniM' (d' ( ireet Iiil;-. Slioemakei-s ' Dance, 'i'aidoli, Al|)im' 
 Snow-l-'lake Dance. PlekiiiL;. Finidsh Reel, Norwegian .Munntain 
 .Mandi. Swedish ScdnUI is(dH'. Kmnaruo. IliLildand Sidiol ixdie, 
 ('I'csled lien and Pxiundinu liearl. 
 
CONTENTS (Continued) 
 
 CIIAl'TEK VII— «TORY TELLING AND UTORY LISTS FOR ELEMEN- 
 TARY SCHOOLS 203-214 
 
 ( HAITEK VJII— FIRST AID TO THE LXJURED 215-244 
 
 General Rnlts to l)e Observed in Gase of Sickness or Accident; 
 Some Thinus to l)e Remembered; Precautions; First Aid Outfit for 
 Schools; l>anda^es and How to Apply; Fractnrcs and Their Treat- 
 ment; Girculation ; Control of Hemorrhage; Pressure Points; lleal- 
 ino- of Wounds; Different Kinds of Wounds; Shock'; Heat and 
 Cold; Respiration; (Jas Poisonini;- ; Hescue and Resuscitation of 
 Drowning I'ei'sons; How to Locate Bodies Lost in the Water; To 
 Rescue From Fire; To Extinguish Fires; To Extinguish Purning 
 Clothing; Electricity; Emergencies; ^Methods of Transporting the 
 Sick and Lijui'ed ; Outline of First Aid Course for Granimai' Schools. 
 
 CHAPTER IX— THE PHYSICAL CARE OF CIHLDREX IX THE SCHOOL 
 ROOM AND OX THE PLAYGROUND 245-272 
 
 Health Records and Suggestions for Filling Out; Defective Feet; 
 Correct Shoes; Defects of the Nose, Thi'oat and Ear; Di^fective 
 Eyes ; Defective Teeth. 
 
 ( 'ontagious Diseases : 
 Chicken Pox 
 Diphtheria 
 Erysipelas 
 German iMeasles 
 La Grippe 
 ^Measles 
 Mumps 
 Small Pox 
 Whoojiing Cough 
 
 Contagious Eye and Skin Diseases: 
 Pink Eye 
 
 Diphtheria of the Eyes 
 Trachoma 
 Pediculosis 
 Scabies 
 Impetigo 
 
 Pulse, Temperature and Respiration; Helpful Hints for Teachers: 
 Health of the Teacher. 
 
CHAPTER I 
 
 School Playgrounds 
 
 A Brief History of the Playground Movement, with Suggestions for the 
 
 Organization, Equipment and Supervision of 
 
 School Playgrounds 
 
 A BRIEF HISTORY OF THE PLAYGROUND MOVEMENT 
 
 Germany. 'I'lit' play niovciut'iil in (im-inany is primarily one of education. 
 Among the great leaders in that country we find mentioned (iuts ^Ninths, Jahn, 
 Von Schenkendorf and Froebel. There is a play curriculum provided for the 
 schools and often institutes in play and play congresses for the teachers are 
 held in the different (n'l'iiiaii cities and much is done everywhere for the 
 encouragement of jilay fi^stivals. 
 
 School playgrounds are equipjied with simple apj^aratus and school gar- 
 dens and swimming pools are provided in sonu^ h)calities. Frequently the after- 
 noon is given over eutircdy to play, at which time the atti'tidance is obligatory. 
 The (Germans are great believers in shortening the school hours and lengthen- 
 ing the play, or recess periods, at which time the direction of the sports is in 
 charge of the reuulai' teacher. When the weather permits, their gymnastic ex- 
 ercises are taught in the open air and many school journeys into the country 
 are arranged for the children by the teachers. 
 
 In the uymnasinm loni;- hours of work are required, esjiecially of the boys, 
 producing a corresponding' lack of athh tic games and school spirit and loyalty. 
 There is no time for the development of such. As late as 1892, or thereabouts, 
 the English games of Cricket and Foot Ball were introduced into Germany, 
 though in the life of the University student very little attention is ))aid to ath- 
 letics of any sort, while a great interest is disjilayed in dueling by the great 
 majority of these young men. 
 
 In Germany we find private jilaygrounds connected with beer uardens, 
 concert halls, turnvereins and athletic associations and many nuuiicipal play- 
 grounds are located in the j^arks and vacant spaces. Here the mothers and 
 nurses play the part of supervisors, the favorite play spaces in many cases be- 
 ing the sand gardens. In the city of Berlin, the law requires that playgrounds 
 be suiq)lied in the interior courts of all tenenumt houses. 
 
 England. With the English, the play movement is chiefly one of recrea- 
 tion and this nation is fortunate in possessing a climate that is well adapted to 
 sport all the year round. There are schools for the people, schools for the sons 
 of "gentienu^n," Preparatory and Public Schools and Universities for boys and 
 men and High Schools and Universities for the girls. The English people are 
 a leisured class, chiefly people who give time and enthusiasm to play, and the 
 ability to islay is counted as one of the essential parts of the training of the 
 English gentleman. 
 
12 PHYSICAL EDUCATION' COMPLETE 
 
 The l)i);ii'(l Scluiols pi'dviclc ,i:r()iiii(ls that arr l<ci)t open from sunrise until 
 sunset, willi a janitor's liouse located on the <:f()uii(ls. These play spaces are 
 surfaced with cinders and no appai-atus is ju-ovided. (Jymnastic drills are 
 .uiveii ill the yard, (diildreii are taught to swim and arldetie leagues, especially 
 in Cricket and Foot ISall. are foiiiic(l. In the Preparatory S(dn)ols, Cricket and 
 Foot Ball are compulsory, ahoiit tw(» hours each day being re(piire(l for these 
 .sports. The gi'oiinds are large ent)Ugli so that all hoys |)lay at the same time. 
 Here the JNlasters coach and play on the teams with llie hoys. Contests are 
 mostly between the different doi'initories, thongh a few games with outside in- 
 stitutions are permitted. In the [*ublic Schools we find about the same ruh^s 
 existing. High {Schools for girls are located in the country and their sport:s are 
 made compulsory. The coaching is done by the ]Mistresses, Avho also participate 
 in the games. At the L'niversities the play is for the p\u'e fun of it and there is 
 a general partiei]!ation in games of all sorts. ^Municipal Playgrounds are in 
 charge of caretakers but no organized work is [jrovided. A great number of 
 Cricket and Foot Ball fields are located in and al)out London, while athletic 
 fields and clubs are very comiiion in the country sections. Tennis is one of the 
 favorite games with many of the English people. 
 
 United States. Tn our own land, the Playground Movement has swept 
 from the Atlantic to the Pacific with a wonderful ra]udity and the greatest 
 care must be exercised by all in charge of the work to prevent the pendulum 
 from swinging just as far the other w^ay and consequently undoing all the good 
 that has thus far been accomplished in this great and splendid work. "We. as a 
 nation and individuals of our nation, are very ajit to go on the theory that "if a 
 little is good, more is better," and we are more prone to overdo rather than 
 undei'do anything that ap[)eals to us. The Playgi'ound ^lovemeiit has appealed 
 to us most intensely and we are now fast in the grip of this iiitiu'esting and ben- 
 eficial work and each and every one should do all within the bounds of good, 
 common sense to prevent it from becoming a fad and. in consecpience. eventu- 
 ally, a thing of the past. 
 
 'i'he sources of this movement with us were many. A new^ sense of making 
 each life an efficient one. rounded out socially as well as intellectually, a new 
 sense of the realization of the \aliie of the greatest blessing that can conu' to 
 any of us, namely. HEALTH, the new social spirit, the ever-increasing conges- 
 tion of life in the cities. <liie in part to the great influx of foreigners, the intol- 
 erfd)le condition of city streets as jilay spaces for (diildreii and the long, idle 
 siimiiier vacation days. 
 
 Previous to this time tliei-e was a lack of ade<piate |)layi;i'(Uiiids. there was 
 no time |iro\-idi'd for i>lay during school hours, tliei'e was no organized jilax' (U- 
 athletics in the public eleiiieiitary sclio(»ls. Iiiehly specialized and \i'yy objec- 
 tionable athletics l"or the few existed in the High Schools and athletics at some 
 of the ('o||e<_!(.s and I'lii versit ies were the disgrace of those institutions, 'j'he 
 whole country was lixinu at a tr-emendous w(U'king pace. 'I'liere was practically 
 no I ro\ision for >port. park facilities were possible in but a I'i'W instances and 
 Inuirs id" labor were shortened, thus encoui'aging loafing and crime. These 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 13 
 
 were the sources wliidi .uave rise to the movement in our own land. 
 
 Our beiiinuiuL;' was made with the fSand Gardens of l^oston in 1886, since 
 which time the extension of tlie nu)vement throug-hout the United States has 
 been most rapid and successful. In California the first ^lunicipal Playground 
 was esta])lished in Los Angeles in 1905, Oakland followed in 1907, San Fran- 
 cisco in 1908 and Sacramento in 1911. 
 
 The ideals of the nu)vement have been primarily social, with the purpose 
 also of keeping the child away from the physical and moral dangers of the 
 street, until now, with its growth, it has come to take up a series of positive 
 and educational aims. 
 
 (Hi>torical Outline from A Xoriiial Course in Play, by The Xational Playground ;ind Recreative Asso- 
 ciation of America.) (By Permission.) 
 
 PLAYGROUND HOCKEY ON THE UNIVERSITY OF CALIFORNIA MODEL PLAYGROUND. 
 
 ORGANIZATION OF SCHOOL PLAYGROUNDS 
 
 Division of School Playgrounds. The ideal playgrouud allows one acre of 
 land to each 100 children and thirty square feet of space for each additional 
 chihl. AVe know that in most school yards, particularly those connected with 
 city schools, this is not possible, nor is it an absolute necessity, however, there 
 are many communities, especially in this great Northern California, where 
 there should be no difficulty in obtaining all the play space for the children 
 that is needed. In cases where the school grounds are not sufficientlv large to 
 accommodate the children, it should be made possible to secure additional ter- 
 ritory close at hand. All school grounds should be divided into four sections, 
 one each for large and small boys and girls. Further than this, it should bo 
 made possible to provide a separate play space for the very tiny tots, whero 
 both the little boys and girls may play together if so desired. 
 
 Classification of Children. Boys and girls, in their play, should be classi- 
 fied according to weight or height. In some communities, age, height and 
 weight are combined according to the following rule : 
 
 The age in years, plus one-half the height expressed in inches, plus one- 
 quarter the weight expressed in pounds, should not exceed the numbr sixty- 
 
]4 PHYSICAL EDUCATION COMPLETE 
 
 two fdi- classifieat ioii as a .lunior. .\iiytliiiig- above that niim))er would place 
 the boy or girl in llie Senior class. Example: 
 
 Age 12 
 
 Height 4', 6"=54" : 2=27 
 
 EXAMPLE: height 70 ms. : 4=175^-18 
 
 57 Junior Classification 
 
 In schools wlici'c Ihcre is little or no eonipetition, it is not necessary to 
 figure the classification so closely and cither a certain height or weight may be 
 used as the dividing line. 
 
 The standard of classification used Ihrouuhout the counti-y is as follows: 
 
 Members of the 80 lb. Class weigh SO lbs. and under 
 
 " " 95 " " " between 80 and 95 lbs. 
 
 " " 115 " " " '' 95 " 115 " 
 
 " " Unlimited Class weigh over 115 li)s. 
 
 The main idea lo be kept in the teacher's mind is, that under no circum- 
 stances, should she ask or expect an overgrown or backward boy or girl to 
 descend to the level of little folks in their i)lay. even it must be so in the life 
 within the school room. One quite often hears teachers of limited experience in 
 sncli matters, express surprise at the fact that certain large and backward pu- 
 pils do not like to play on the school grounds with children of their own grades, 
 bill sliovr a marked ])reference for association with the childi'cn of the liigher 
 grades and games for children of their own size. Certainly the child in such 
 cases is following a natural path and one that should be respectiMl on every 
 playground. 
 
 Function and Purpose of Play and Athletics. The function of play and 
 athbtics in the grade schools is to develoi) boys and girls ph\sic.illy. mentally 
 and morally. Organize for the i)urpose of giving play, athletics atul folk danc- 
 ing a place in the school life, for after all, the schoo's are the places whire the 
 most efficient and satisfactory plaxuroiind work is ln'ing done to-day. Every 
 boy aii<l uirl slioiild have an e(pial chance in these sjiorts. Let ns have 
 EXTENSIVE rather than intensive athletics, foi- it is a true statement that. 
 highly specialized athletics destroy the play idea. 
 
 Athletic Associations. AVhei-cvcr it is );ossible. organize an Athletic Asso- 
 ciation, one each \'n\' the i)oys and gii'ls. If there are not enough children to 
 peniiit (d' two associat ions, see to it that at least on,- is formed that will iiudude 
 all. The teachei' should be a member, iict the (diildreii control the oi'ganiza- 
 tion. but the teacher should, by all means, be the "Sib'iit Leader."" .\ Xi'vy im- 
 portant committee to a|)point is one to look after the ]tlaygroiind ajijiai-at ns, 
 such as balls, bats, etc.. and to see that all balls are kept in good repair and 
 well piimpe(| up. There is nothing that takes the fuii out nl' a ^ame ipiite so 
 fpiickly and easily as to have to play with balls that are soft and leaky. 
 
 Recess Periods. Some sdiools jn-ovide a short recess period in the morn- 
 ini;', with a longer one I'or the al'teruoon session. When this is the case, it seems 
 an ideal plan to utilize the siiortcr one I'or SiiiLiiiii;', ('ircle and Tag games, the 
 
FOR SCHOOLS AND PLAYGROUNDS 15 
 
 simpler ones, thai may be finished in a short space of time. The running games, 
 which give to each child an opportunity for great activity, are indeed most val' 
 nable . Usually a child has been sitting still for some time, the mind has been 
 active and in many cases the positions have been such as to check, to a certain 
 extent, the venous circulation and when the recess period in the day's pro- 
 gramme has been reached the child feels the need of great activity. Now is the 
 time to supply simple games and relay races that will start up a good circula- 
 tion, drive the venous blood on to the heart and give new energy for the next 
 set of hours in the school room. 
 
 Where the afternoon recess is of a length sufficient to complete games that 
 require some time for playing, it is well to give Volley Ball, Captain Ball, Long 
 Ball, etc. Then there are scores of good games that do not require any appara- 
 tus for playing. Any set rule cannot be laid down as to just what should be 
 given in the way of games or when they are to l)e played. All that can be done 
 is to give these few" suggestions and each teacher must work out a programme 
 to fit the needs of the children in her charge. 
 
 Noon Periods. This seems to be the proper time for organized games, un- 
 less arrangements are made for them after school hours, but such is not often 
 the case, and the boys and girls find it a natural thing to devote three-quarters 
 of an hour at noon to interesting play. During the noon period we have found 
 the most popular games to be Playground Base Ball, Basket Ball, Tennis, Ping- 
 pong and Croquet. 
 
 Many teachers complain of the great trouble and care the majority of the 
 eighth grade girls are to them. It seems to be a universal custom, or time in 
 their lives, when they prefer to spend their recreation periods in lounging 
 about the yard and in general, displaying very little interest in things that are 
 wholesome. Good, lively play has been the salvation of many a boy and girl 
 and if a teacher has the right spirit she will make an earnest endeavor to 
 arouse a keen interest in the games that these girls can and really do enjoy 
 playing. Much time and thought are required for these ever-present problems, 
 but it is possible to reach tlu^m if a teacher sets out to do so. Unhealthy thoughts 
 simply cannot survive in an atmosphere of joyous, happy play. 
 
 Little Folks. Th(^ little people make up one of the most interesting sec- 
 tions of any playground. Consider a moment the fact that th(^ little fellow of 
 to-day is the grown-up of to-morrow and how very necessary that lu^ should be 
 given every consideration and started for the morrow on the right trail. It 
 takes such a little bit to make these little ones happy. It is really surprising to 
 note the great pleasure they derive from a simple Circle Game or little inexpen- 
 sive rubber ball. Do not overlook them. See that they have a goodly share of 
 your attention and your reward will be manifold. As yet they have not devel- 
 oped the finer co-ordinations and should be allowed plenty of the larger move- 
 ments of the body and nothing is better for them than running, throwing, toss- 
 ing or rolling the large Indoor Base Ball or Volley Ball. 
 
 Length of Time for a Game. Few Playground Directors agree on the time 
 allowed for the use of a game, but certain it is that a game should be played 
 
16 PHYSICAL 2DLXATI0X COMPLETE 
 
 long enough to permit children to develoj) team work, ability and expertness in 
 it. No game i.s of interest to any one until the rules have been learned and the 
 chance given, wliicli then follows, to ;ic(|uire proficiency in the playing of it. 
 On the other hand, a game should not he i)layed for such a great length of time 
 that children become so weai-y of it that they nevei- wish to hear it mentioned 
 again. The happy medium in this respect must be found. When the first symp- 
 toms of lack of interest begin to appear it is the time to select another game. 
 Be ready for this change at any moment. By having a ready supply of new 
 games in one's mind, often the death of a good game is averted and children 
 will be glad to have the old games brought back again. Under such conditions 
 they will come to them in the guise of old friends and will be so greeted. 
 
 Team Names and Colors. Organize teams for the various games that will 
 permit. Let the children select names and colors for each team. Teach then* 
 to have a pride in all their organizations, which are wonderful honor and 
 loyaltj' builders. 
 
 Decoration of School Playgrounds. All school playgrounds should have 
 trees for shade and decoration. Girls' fields should be protected as much as 
 possible from the gaze of men and older boys, who are inclined to pay undue 
 attention to this section of a playground. Flower borders about the walks, 
 hedge fences, vines on the school buildings or fences, flower boxes set on the 
 stumps of trees that may be cut down or on the tops of gate posts and window 
 boxes all add to the appearance of the place and make it a joy to those who 
 live in its atmosphere. 
 
 Rural School Conditions. Nine out of every ten young teachers begin their 
 work as teachers in rural districts. Here the need for supervised play is just as 
 great as in our crowd(Hl cities. Country boys and girls frequently lead a very 
 lonely life as far as the companionship of children is concerned. They are re- 
 quired to do much of the drudgery that naturally falls to the lot of the farm- 
 er's home and little, if any, time is found there to indulge in good, wholesome 
 play. Unless thej' can be helped along this line on the school grounds the result 
 is readily seen, for it is an old saying and one full of truth that "All work 
 and no jilay makes Jack a dull l)o\." 
 
 The more active we can make the l)ody, the mure active will be the mind. 
 and to secure such benefits for the boys and girls of our land, whether they live 
 in the city or country village, we must give them every possible encouragement 
 in play- — lively, innocent, wholesome and joyous i)lay. , 
 
 Each rural school presents its own special problems and for the most j)art 
 they must be worl<ed out by the te;ichei-s in charge. There are scarcely two 
 schools in any county where the conditions for play are alike. First o^ all. the 
 numbei- of pupils attending is the chief difficulty for any ])layuroun(l work to 
 be accom])lished. AVe all know that the mor(^ companions we have in our play 
 the easiei" it is to play the games we enjoy and the hajipier we are in our play. 
 Many rural schools have in attendance but seven or eight |)U[)ils. while others 
 have between this iiumher and thirt.x' or forty. If we might have eight boys or 
 eight gii'ls oi" about the same age or size we could get along vei-y nicely, but 
 
FOR SCHOOLS AND PLAYGROUNDS 17 
 
 eight pupils for as many grades present as many problems, each child being a 
 [larticnlar jiroblem by himself. 
 
 ill 1he following section on Equipment for School Playgrounds, will be 
 found some suggestions for suitable apparatus for rural schools, and the chap- 
 ters on Games, Athletics, Exercises and Folk Dances will be found to contain 
 thiiiiis of interest to the teacher of rural schools. 
 
 EQUIPMENT FOR SCHOOL PLAYGROUNDS 
 
 Apparatus. Do not think you must set up expensive apparatus. That 
 which can be built by local carpenters is better for several reasons, particularly 
 in communities where intense heat and cold are experienced at the different 
 seasons of the year. Not every community can afford factory nuide apparatus 
 and it has been demonstrated over and over again that just as nuu-li fun and 
 enjoyment is to be derived from the less expensive vai'icty. It is extremely nec- 
 essary, however, that all apparatus should be very carefully and strongly con- 
 structed. Install as much of the following apparatus on yoni- school play- 
 grounds as possible : 
 
 1. SAND BINS. 
 
 2. TEETERS. 
 
 3. HORIZONTAL BARS. 
 
 4. SWINGS. 
 
 5. VOLLEY BALL COURTS. 
 
 6. BASKET BALL COURTS. 
 
 7. CROQUET COURTS. 
 
 8. TENNIS COURTS. 
 
 9. PING-PONG TABLES. 
 10. SLIDES. 
 
 The following estimates for installation of apparatus may be of value to 
 
 some : 
 
 Sand Bin. For an enclosure 12x16 ft. : 
 
 Lumber — 1 pc. 2 in.xl in.xl2 ft. Com $ .36 
 
 1 pc. 2 in.x6 in.xl6 ft. " ^ 
 
 1 pc. 2 in.xB in.xl2 ft. " V Fencing 72 
 
 1 pc. 1 in.x6 in.xl2 ft. " ) 
 
 28 in. Wire Netting at 4c 1.12 
 
 1 Hook and 2 Eyes for Gate 10 
 
 1 pr. 6 in. Strap Hinges 20 
 
 Staples 10 
 
 2 loads White Sand at $2.50 5.00 
 
 6 large Spoons at 50c per doz 25 
 
 Labor 3.50 
 
 Total $11.35 
 
18 
 
 PHYSICAL EDUCATION COMPLETE 
 
 Teeters. Set of two Teeters 
 
 l^uniher — 2 pes. 2 in.xKJ iii.xl4 ft. 84S — 
 
 Boards ;j<2.lU 
 
 2 pes. 6 in.x6 in-x") ft. S4S — 
 
 Posts 1.65 
 
 1 pe. (i iii.x(> in.x6 ft. S4S— Cap .99 
 
 Shaping- ends of Teeter Boards 1.00 
 
 4 iron Safety Guides at 80c 3.20 
 
 Nails 05 
 
 16 Bolts for Safety (luides 30 
 
 Labor 2.60 
 
 Total $11.89 
 
 Section of a Teeter Board showing the blocks which keep it from slipping past the balance point. 
 
 (Drawn by Hazel Reid, Chico Xormal, 1913.) 
 
 TEETER BOARD SHOWING HANDLES, OR "SAFETY GUIDES." 
 
 Horizontal Bar: 
 
 1 Hickory Bar, 6 ft $3.75 
 
 Lumber — 2 pes. 6 in.x6 in.xlO ft. SIS 1.47 
 
 Labor — Cutting holes in posts and setting 3.50 
 
 Total $8.72 
 
 Horizontal Bar: 
 
 Lumber— 3 Posts, 4 in.x4 in.x8 ft. S4S $3.10 
 
 12 ft. Iron Pipe, l'/4 in. diameter, outside measurement 1.60 
 Labor, setting _ -. 3.75 
 
 Total $8.45 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 19 
 
 OUTDOOR CLASS ON HORIZONTAL BARS, THIRD GRADE. 
 
 &^v*i"^-r;»;^ 
 
 SET DOUBLE SWINGS. 
 
 Set Double Swings: 
 
 Lumber— 2 pes. 6 iu.x6 iii.xlG ft. S4S— Posts $5.28 
 
 1 pc. 6 in.x6 in.xlO ft. S4S— Cap 1.65 
 
 8 pes. 4 in.x4 in.xl4 ft. S4S— Braces 2.80 
 
 2 pes. 2 in.x5 in.xl 1-6 ft.— Boards 30 
 
 Fencing — 5VL' pes. 4 iii.xl in.xl4ft. Com 2.16 
 
 8 pes. 1 m.x4 in.x20 ft. Com 1.20 
 
 80 ft Wire Netting 3.25 
 
 1 pr. 6 in. Strap Hinges 20 
 
 Carri(Ml Forward .$16.84 
 
20 PHYSICAL EDL' CATION COAIPLETE 
 
 Broug-Iit Fofwjii-d $16.84 
 
 1 Ilonk ;iii(l 2 Staples foi' gate 05 
 
 '^Vii !•'«• -U ill. Manila Rope 1.00 
 
 Staples and Nails 30 
 
 4 Iron Rings and Bolts 1.40 
 
 4 Rope Thimbles 60 
 
 Labor 8.75 
 
 oT; 
 
 tal ;i^28.94 
 
 Volley Ball Court: 
 
 LuinlxM-— 2 pes. 5 in.x") in.xlO ft. S4S— Posts .$1.70 
 
 1 Net 1.00 
 
 1 Canvas Volley Hall 2.50 
 
 Labor — setting posts 50 
 
 Total $ 5.70 
 
 Basket Ball Court: 
 
 Lumber — 2 pes. 6 in.x 6 in.xl6 ft. S4S — Posts .$ 4.65 
 
 S pes. 1 in.xl2 in.x 6 ft. SIS— Backs 2.00 
 
 1 pr. Goals 4.00 
 
 4 8-in. Bolts 15 
 
 1 Basket H ill 6.00 
 
 Labor 3.50 
 
 Total $20.30 
 
 * 
 
 Croquet : 
 
 1 Croquet Set $2.50 
 
 Total $2.50 
 
 Tennis : 
 
 Lumber— 2 pes. 6 in.xO in.x6 ft. S4S $1.98 
 
 Tennis Rackets from $1.50 to $8.00 each 
 
 Nets " 1.00 " 9.00 " 
 
 Balls, per do/ " 3.00 " 5.00 " 
 
 (See Wright & Ditson and A. G. Spaulding & Bros. 
 catalogues for prices on complete sets.) 
 
 Ping-pong: 
 
 Lumber— 5 pes. 1 iii.xl2 iii.xlO ft. Com. SIS $1.18 
 
 1 pc. 2 in.x4 in.xl2 ft. Com. SIS 30 
 
 8 pes. -5^ iii.x6 in.x3i/^ ft. No. 1 S4S 80 
 
 Labor 1.60 
 
 T Ping-pong set 2.00 
 
 Total ..$5.88 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 21 
 
 Slide. Slides may hv made up for a o-reat many different prices, ranging 
 from $ir).()() to .^25. 00. (Jood ready made slides may be bought at a cost of 
 from $20.00 to $:)0.00. 
 
 BASKET BALL BACKSTOP AND GOALS. 
 
 Rainy Day Apparatus and Games. Nothing helps out in a school for rainy 
 days like a little portable apparatus and a few games, particularly where the 
 pupils have to carry their lunches. The following list offers to teachers a 
 slight suggestion for rainy day equipment : 
 
 5 Bean Bag Boards, 21/2 ft. long by 2 ft. wide $1.45 
 
 24 Bean Bags, average size 4 in. by 4 in 1.80 
 
 Total : $2.75 
 
 2 Games of Jack Straws at 25e $ .50 
 
 3 Packs of Flinch at 50c 1.50 
 
 2 Sets Parchesi at 75c 1.50 
 
 4 Sets Dominoes at 50c 2.00 
 
 2 I614 ill- by 16 in. Checker Boards at 65c 1.30 
 
 2 Sets Checkers at 10c 20 
 
 1 Set Meccano 3.00 
 
 Total $10.00 
 
a 
 o 
 
 u 
 a, 
 
 z 
 
 o 
 o 
 z 
 
 >• 
 
 < 
 
 z 
 
 < 
 
 I 
 
 o 
 o 
 I 
 
 u 
 
 V) 
 
 < 
 
 O 
 
 Bi 
 
FOR SCHOOLS AND PLAYGROUNDS 23 
 
 Lockers. A]!(i{iaratus of the portable variety, balls, bats, etc., should have 
 some sort of a home provided for its conservation. If something np-to-date 
 cannot be supplied, it is an easy matter to secure dry goods boxes which may 
 be converted into lockers that will answer the purpose very nicely. For those 
 wishing to construct something better the following figures are given : 
 
 Luiiibir t'oi- Lockers 20 in.x21 in.xl6 ft., which may l)e 
 
 divided into five compartments $ 8.70 
 
 5 Hinges and 5 Hasps 50 
 
 5 Padlocks 80 
 
 5 Aluminum Figures for marking compartments 40 
 
 Staining 65 
 
 Butts 65 
 
 Oil 25 
 
 Labor 3.50 
 
 Total $15.45 
 
 Nets Strung on Wires. AYeather proof nets are expensive and few schools 
 can afford to purchase them. Cheap nets stretch and sag to a great degree. 
 This can be easily overcome by stringing the nets on wires and drawing them 
 up tightly before fastening for use. 
 
 Surface for Athletic Fields, Tennis Courts, etc. The ^Municipal Engineer- 
 ing Journal of Cincinnati, Ohio, issued January, 1913, gives the following idea 
 for surfacing Athletic Fields, Tennis Courts, etc. : 
 
 "Three or four inches of COARSE cinders well packed and rolled, covered 
 with one or two inches of SCREENED cinders mixed with equal })arts of damp- 
 ened cla,v and well rolled will make an ideal play surface for athletic fields. 
 Such a mixture packs well, is springy, does not get dusty in dry weather and 
 can be played on in the rain." 
 
 SUPERVISION OF SCHOOL PLAYGROUNDS 
 
 The one most important problem that faces any city, large or small, is the 
 boys and girls of that city and the making of each one of those lives an effici- 
 ent one. 
 
 "We act as we feel." Without health we can do nothing and in order 
 that we may have Health, Growth and Development we must have nutrition, 
 exercise and rest. Nutrition and rest are matters for the consideration of the 
 parents, wliile the jjlaygrounds provide most of the development for the child, 
 which means chiefly play, as the greatest share of his development is secured 
 in play. 
 
 Character is a matter of choosing to do the right thing when the wrong 
 one is presented. Nowhere as in play is the child given such an opportunity 
 for the training of character and good citizenship and there is nothing in all 
 our school curriculum as educational to him. Nowhere as in play is he given 
 
24 PHYSICAL EDUCATION COMPLETE 
 
 such an opportunity to receive from the outside world the most serious and 
 greatest variety of imjiressions and it is right here, in play, that he learns to 
 express himself clearly and intelligently. In play, children find their objects 
 of deepest and most enduring interests and as habits of thought and action for 
 good or ill are most easily set up in connection Avith those things that interest 
 one the most it is but natural that in their play children form habits that cling 
 to them all thi-ongh life, and play is just as necessary to the life of a little child 
 as air and sunshine ai-e needed 1o make tbe little plant a fruitful vine. 
 
 Playgrounds, to l)e successful, must be supervised and, furthermore, 
 MUST BE CONTROLLED. Jacob Riis has well said "It is the very parody 
 upon common sense to appropriate money for playgrounds and refuse to do so 
 for supervision. That is indeed saving at the spigot and wasting at the 
 bunghole. " 
 
 The Teacher as a "Play Leader," The teacher as a "Play Leader" has a 
 field for influence fertile beyond that of any other human being, for it is in 
 play that children begin their personal relations with each other and it is right 
 here they should be taught the meaning of courtesy, manliness and womanli- 
 ness and that of the greatest word in the true boy's and girl's vocabulary — 
 HONOR. In play they learn to control their muscles, to correlate hand and 
 eye and to establish their right to exist. Here is where they first learn to rec- 
 ognize the rights of each other and that those rights slundd be respected. Here 
 also they learn the rules of the game — fair play, "take your turn" and the 
 square deal. In play children soon begin to express the impressions they re- 
 ceive from those with whom they come mostly in contact, namely, parents and 
 teachers. In ])lay it is posisble for them to learn to nurse their troubles and 
 pains without a murmur, to l)e kind to opponents in defeat and thoughtful of 
 them in victory. Only in play is the real child nature displayed. Observe for 
 a (Short while the children on a playground as they play their various games. 
 One has not long to wait before selecting the "follower," the selfish individ- 
 ual, always elbowing to the front to "play to the grandstand," aiul the natural 
 leader, with his latent power for good or evil, as environnu^it and influence 
 may determine. Nowhere are life habits so easily formed as on a playground 
 or in |;lay anywhere, for that matter, and a tc^aeher has a score of chances eacli 
 day to direct liabit. In general, children learn their methods of play and their 
 attitnde towai'd it and op]ionents from those in charge of the jilay time, there- 
 fore it is of vital im]iortance that the type set before them should be of the 
 highest and l)est. 
 
 Why Supervision is Necessary. When playgrounds and jilay times are not 
 supervised we are very apt to fiiul that results obtained are anything luit those 
 we desire. A teacher should permit none but the best conduct at all tinu's and 
 undei' Jill eircMinslances, language only that is respectable and respectful iwid 
 she should see to it thai all children, large and small, weak' and strong, are 
 given a fair chance in names and on ajiparatus and that the play space is ])i'e- 
 vented l'f(Mii l)e<'oming a public nuisance tlirtuigh its iu)ise and disordei'. Not 
 all uanies are safe ones. ni;in\' of tlieiu heinu' extremeh' dangei'ous to life ,ind 
 
FOR SCHOOLS AND PLAYGROUNDS 25 
 
 liiiil). ami it is very important that such games be eliminated by the teachin- 
 from all use on the playiiround. 
 
 A Teacher's Personal Methods. It is very necessary, indeed, that a teach- 
 er should know how t(» l)e friendly with children, to be a good comrade, to sym- 
 pathize Avitli them, to take an interest in all their plans and experiences and 
 make a success of helping them in all their right endeavors. A teacher should 
 possess a good working knowledge of all games and the rules that control them 
 if she would hold the interest of the children in her care and be a strong influ- 
 ence in their midst. There is nothing that so quickly diminishes a teacher's 
 influence and standing with children on a playground as ignorance of rules of 
 games, or lack of interest in i)layground activities. 
 
 General Ends to be Secured. The general ends to be secured by play. 
 Iiroj'.erly supervised, ai'c: 
 
 1. Health. 
 
 2. Physical strength. 
 
 3. Organic strength. 
 
 4. The development of a maximum of energy. 
 
 5. The happiness of the children. 
 
 Social Ends to be Secured. : 
 
 1. Cleanliness. 
 
 2. Politeness. 
 
 4. Obedience to law. 
 
 3. Formation of friendships. 
 
 5. Loyalty. 
 
 6. Justice. 
 
 7. Honest}'. 
 
 8. Determination. 
 
 Cleanliness. ■'Cleanliness is an instinct, any deviation from which is an 
 abnormality." 
 
 There is a great difference between chronic dirt and that which is ac- 
 quired during a r(nising good game. Dirt acc^uired undcu- the latter conditions 
 is highly respectable, provided it is not allowed to form a permanent crust. Do 
 not ask or expect clean children to take hold of hands that are dirty. Children, 
 should be taught to care for their bodies properly. Unclean children, those 
 who give only the minimum amount of attention to their personal appearance, 
 should not be tohu-ated on a playground any more than in a school room, but 
 where play spaces are connected with schools there is very little, if any trouble 
 of this sort, as it is controlled through the school. 
 
 Politeness. It dtx^s not require much effort on the part of those in charge 
 to t(^M('li ])o]iteness, for if a teacher herself is polite, children will, in most cases, 
 imitale hei' in this resjiect as in many others. A teacher should emphasize this 
 point in her contact with childi-en, for then it is that we are apt to secure a 
 good average result from them. She should insist on po]it(Miess to everyone, 
 
26 PHYSICAL EDUCATION COMPLETE 
 
 herself included. Children will need instruction in this respect, for they are 
 very rarely natufally polite and do not know what politeness requires. 
 
 Formation of Friendships. A friendly spirit is very essential to the suc- 
 cess of play and it is one of the most valuable kinds of training that any play- 
 ground can give. Teachers should repress the forward, selfish, obstinate 
 ones, at the same time give all the encouragement possible to the shy and 
 backAvard children and teach all to be good comrades, good friends everywhere. 
 
 Obedience to Law. Children should be taught to live up to the rules of 
 all games, because they are the rules and that it is the proper thing to do. Do 
 not attempt to make children law-abiding from the fear of penalties. That 
 does not instill in them the lessons we would make life habits. We should 
 teach that right is might. 
 
 Loyalty. Strive to secure loyalty in all games, to nW teams, to the school 
 and its playground. The attitude of teachers determines the attitude of chil- 
 dren under their control. The idea of games and athletics is defeated when 
 children are taught loyalty that is of the blind sort, when they have it instilled 
 in them that there is no courtesy due opponents and that there is no such thing 
 as the rights of others. We see a great deal of this variety of loyalty in our 
 present day schools and in nearly every case the fault may be traced to the atti- 
 tude of the instructors in charge. Teach children to be courteous winners and 
 graceful losers, qualities that are fundanuMital to good citizenship. 
 
 Justice, (a) The teacher should permit no conduct on the ])layground 
 that does not belong to the "square deal" family. Talk and preach square 
 deal every time the opportunity presents itself and see to it that the oppor- 
 tunity presents itself so often that square deal becomes a natural thing with 
 children. 
 
 (b) The older children should not be allowed to take things away from the 
 younger ones. 
 
 (c) "Take your turn!" is a rule that should apply to all. 
 
 (d) Do not allow children to remain on coveted ap])aratus too long. Give 
 all a fair chance. 
 
 (e) Do not allow children to tantalize and annoy opiionents on the play- 
 ground at any time. 
 
 Honesty. Many are the opportunities for dishonesty in games and a 
 teacher should deal very severely with cluniting. Strive to .secure honest\- 
 above everything' else. 
 
 Determination. It is not uncommon to find ehildri'u who will try a "stunt" 
 once (ir twii-r and give it up if not successful. Some are very easily discour- 
 aged if tlieir opponents make a larger score or dis])lay more ability in games 
 than they and such children fre<pu'ntly attempt to withdraw from the uanie 
 and uive up enticely. Kight here we are afforded one of the best oi)portunities 
 to teach ehildren thai the will should succeed in spite of every obstacle. I\eep 
 a pleMliful supply of encouraucnieiit on hand for use in just such cases. 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 27 
 
 Competition. All life is one great competition and we have it within onr 
 power to help boys and girls prepare for it. Competition carried to a high de- 
 gree is not sport, while the proper dosage is — and most beneficial. The intense 
 competition that is a part of so many of the athletic contests of to-day does 
 away with all the benefits that may have been acqnired dnring the valnable 
 period of training. Over exertion on the field in competitive games and ath- 
 letics is far more common than most people realize. A sensible balance shonld 
 be maintained and it is the duty of every teacher in charge of this work to reg- 
 ulate competition whenever it is possible and it should be made possible by 
 them to regulate it. Talk with the athletes of days that are gone and you will 
 hear confessions that will often astonish you. It is one of a teacher's duties to 
 see that this phase of playground work is adjusted for the boys and girls in 
 their care. 
 
 'OFF TO THE SAND-PILE." 
 
 SUGGESTIONS FOR THE CONTROL OF APPARATUS 
 
 Sand Bin. 1. The Bin should, by all means, be enclosed in order that it 
 ma}' be kept clean. 
 
 2. In some communities it is advisable to change the sand every six or 
 eight weeks. 
 
 3. Lunches should not be eaten in the enclosure. 
 
 4. Boxes aud papers should not be thrown about in the Bin. 
 
 5. The sand should be kept moist enough to hold together for the construc- 
 tion work of the children. 
 
 6. Children should not be permitted to throw sand at each other. 
 
 Teeters. 1. A child should not jump or slide off the board when another 
 child is up ui the air. 
 
 2. Little children should not be permitted to stand on the boards to teeter. 
 
 3. They should not "bump" in order to attempt to displace the child on 
 the other end of the board. 
 
28 PHYSICAL EDUCATION COMPLETE 
 
 4. To get off the l)oard — the teeter sliould he first hrought to the hdrizon- 
 tal position, when the eliildren get off one at a tinie. 
 
 (Unless a child knows when his companion is going to get off the teeter 
 board, one of tliein. and p()s.sil)ly ])()th. may be injured.) 
 
 Swings. 1. Swings shonld always be enclosed. ]\Iany accidents are thus 
 prevented. 
 
 2. Little people should not liave to use swings that the older children 
 have. If possible, erect sets for the little ones and separate sets for both the 
 larger boys and girls. If this cannot be done, set definite hours for the use of 
 the swings, that all may have a chance on them. 
 
 (This applies to a great deal of the apparatus on any playground.) 
 
 3. Girls should not be allowed to swing standing up unless they are pro- 
 vided with bloomers, the darker ones being more preferable for playground 
 use. 
 
 Horizontal Bar. 1. Some provision shoidd be made for a landing pit for 
 use Avith HIGH bars. 
 
 2. See that the bar for girls is located in some more secluded portion of 
 the Playground. 
 
 3. Permit no girl to use the Bar who is not provided with liloomers. 
 
 Slide. This piece of apparatus will always re(juir(' the closest sort of su- 
 pervision. Definite rules for its use should be established and CARRIED OUT. 
 
 1. Children should not slide do•\^^l in ;iny but a sitting position. 
 
 2. The soles of the shoes should not come in contact with the slide. 
 
 3. Children should take their turn in climbing the stairs. There should 
 be no crowding on this portion of the apparatus. By insisting on this there 
 will be none, and one child will slide at a time. 
 
 5. Girls should udt be allowed on the Slide Avho do not wear Playground 
 bloomers. 
 
 6. Xails and screws should never be jiermitted to even peep above the 
 board, or sliding surface. 
 
 7. If the Slide is made of copper or zinc sheeting, eternal vigilance must 
 be exercised in its care, for a cut in the plate would cause an ugly Avound. If 
 made of Avood, it should be Avatched for splinters. (A wooden Slide should be 
 oiled frequently Avith raAv linseed oil or Avaxed.) 
 
 8. Boys and girls should not have to use the Slide at the same tinu\ Set 
 definite periods for each. 
 
 A Slide properly l)elongs to that section of any Playground that is devoted 
 to the little folk's. Do not have a stairwa\- built ovim- six feet liigh for your 
 Primary children and l)e sure that the whole piece of apparatus is strt)ngly -.wid 
 safely made. 
 
 (A portion of the outline used is from "A Xormal Course in Play," by The National Playground 
 and Recreative Association of America by permission.) 
 
CHAPTER II 
 
 Swedish Gymnastics 
 
 Why We Give Gymnastics — Rules for the Teaching of Gymnastics — The Day's 
 
 Order — Analysis of the Day's Order — Correct Sitting, Standing and 
 
 Walking Positions — Some Simple Gymnastic Positions 
 
 Swedish Educational Gymnastics. "(i\ imiastics are systematic, bodily ex- 
 ercises, based on scientific principles and founded on physiological rules." 
 Of the four kinds of gymnastics, namely. Medical, Educational, Military and 
 Aesthetic, we consider simply the Educational, or those used with a view to 
 
 SWEDISH GYMNASTICS. "ARMS SIDEWARD— RAISE !" 
 
 educating the mind and body. Foi- use in the school room the Swedish System 
 of Educational Gymnastics is the most practical. No apparatus is necessary 
 and every lesson provides a certain number of sets of movements that are 
 given in order, each group having a certain purpose to accomplish. 
 
 Why We Give Gymnastics. During the majority of hours spent in the 
 schoolroom, children are required to maintain the sitting position. As their 
 minds are intent upon the work before them, it is very natural fen- the head 
 and shoulders to droop forw^ard, the chest to become depressed to a greater or 
 less extent, the circulation of blood in the abdominal organs to be checked to a 
 certain degree, while the brain in its activity draws a great deal of blood to 
 that portion of the body. After a little while the mind grows weary of concen- 
 tration of its powers upon one thing and the muscles long for an opportunity 
 to share in activity. The circulation of the blood needs to be equalized, respi- 
 ration deepened and strengthened and poor postures of all kinds need to be 
 corrected, while the body in general needs to be given tone and strength. 
 
 Rules for Teachers of Gymnastics. The teacher wdio would lead a class 
 through a lesson in gymnastics, must bear in mind the following rules : 
 
 1. The lesson must be j)lanned with care and earnestness and should he 
 learned "bv heart." 
 
30 PHYSICAL EDUCATION COMPLETE 
 
 2. Tlie lesson should be constructed according to the systematic Progres- 
 sive Day's Order, working gradually from the least to the greatest amount of 
 exercise. 
 
 3. Have the children arranged in the aisles according to height. This plan 
 permits a teacher to see the work which is being done by each child. 
 
 4. It is verj^ important that all commands and instruction be given in a 
 quick tone, one full of life and snap. Energy and vim should be expressed in 
 every move the teacher makes. G^^mnastic lessons that are aimless and lifeless 
 lose all their value. 
 
 5. Children should be taught to execute all exercises with seriousness and 
 precision and should be encouraged to employ the greatest power of which 
 they are capable in the execution of the Day's Order, 
 
 6. Exercises should be repeated from one to ten times, but NEVER 
 required of the child so often as to produce fatigue. Gymnastics TAUGHT 
 INTELLIGENTLY NEED NEVER PRODUCE AN ILL EFFECT. A lesson 
 in gymnastics should always produce the result that is intended — that of 
 refreshing and invigorating the mind and body. 
 
 7. Teach children to breathe easily and naturally during the lesson. (They 
 should be cautioned against holding the breath during exercise of any kind.) 
 
 The Day's Order. A Day's Order comprises the following groups of 
 exercises : 
 
 1. ORDER ENERGISES. 
 
 2. LEG ENERGISES. 
 
 3. ARCH ENERGISES. 
 
 4. HEAVE ENERGISES. 
 
 5. BALANCE ENERGISES. 
 
 6. BACK ENERGISES. 
 
 7. ABDOMINAL ENERGISES. 
 
 8. LATERAL TRUNK ENERGISES. 
 
 9. JUMPING ENERGISES. 
 
 10. SLOW LEG, OR COOLING OFF ENERGISES. 
 
 11. RESPIRATORY ENERGISES. 
 
 Analysis of the Day's Order. Tlie ORDER ENERGISES are intended to- 
 draw the pupil's mind away from the work he has been doing and to concen- 
 trate his thoughts and attention upon the gymnastic lesson about to be given. 
 A number of these exercises should be given in quick succession and the teach- 
 er should not be satisfied to proceed with the work until she has secured the 
 alertnes^ in obejang commands that is necessary for beneficial work. 
 
 The LEG ENERGISES are given for the purpose of drawing the lilood in 
 larger ({uantities to the lower extremities, thus relieving the brain and the par- 
 tial congestion in the abdominal organs. These exercises also stimulate the 
 general circulation. 
 
 The ARCH ENERGISES expand and raise the chest and straighten the- 
 upper part of the back and neck. 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 31 
 
 The HEAVE EXERCISES lift and broaden the chest and give great 
 strength to the spine. 
 
 (By following the above four sets of gymnastic movements we have sent 
 to the imiscles more blood that is purer and better and more venous blood has 
 been sent on to the heart and lungs for purification. The mind is relieved 
 from the strain previously put upon it and muscular response to the will is 
 now secured,, while a stronger foundation for the following groups of exercises 
 has been supplied.) 
 
 The BALANCE EXERCISES train for equilibrium and the ability to con- 
 trol the body in difficult positions, at the same time educating the sense of 
 correct and graceful pose. 
 
 The BACK EXERCISES train for correct carriage of the shoulder blades 
 and back and by giving strength to the muscles on each side of the spinal col- 
 umn, do much toward correcting faulty groAvth of the spine. 
 
 ^^ 
 
 1 "--WW 
 
 
 SWEDISH GYMNASTICS. "ARMS FORWARD— BEND !' 
 
 The ABDOMINAL EXERCISES and those concerned with the fore part 
 of the body strengthen the abdominal wall muscles and stimulate the abdom- 
 inal organs by the change of pressure that is exerted upon them. 
 
 The LATERAL TRUNK EXERCISES strengthen the waist muscles, stim- 
 ulate internal organs and tone up the spinal nerves. 
 
 (The movements mentioned above, followed in order and gradually in- 
 creased in force, require stronger action from the circulatory and respiratory 
 organs. The exercises should never be pushed to the point where the pupil 
 becomes breathless or suffers any uncomfortable heart symptoms.) 
 
 The JUMPING and RUNNING EXERCISES have an all-round effect 
 upon the whole body. The highest demand is now made upon the heart and 
 lungs and consequently circulation and respiration are deepened and quick- 
 ened, while the nerves and muscles of the entire body are stimulated and 
 strengthened. 
 
 The SLOW LEG or COOLING OFF EXERCISES now follow and grad- 
 ualh' bring the heart back to its normal state. 
 
32 PHYSICAL EDUCATION COMPLETE 
 
 The RESPIRATORY p]XERCTSES given by deep, rhythmic breathing 
 movements taken in connection with the Slow Leg Exercises, help prepare the 
 body foi" the rest that is now due after the exertion of the lesson. 
 
 Rhythm Training. Even though music is available for use in marching 
 lessons, do not depend upon it entirely for the teaching of RHYTHM. ^lake 
 use of the imitation of the sound of the raindrops — drip, drip, drip — and the 
 clock — tick, tick, tick— in order to teach and develop rhythm in little children. 
 It is far wiser to be independent of the piano, particularly in the first and 
 second grades, where rythm training should be given every possible considera- 
 tion. Never lose an ojiportunity to strongly develop tlie sense of rhythm: and 
 the earlier this training is commenced the better for the children concerned. 
 We do find pupils now and then who apparently have no rhythm in their na- 
 tures and it is most distressing to note their vain endeavors to accomplish the 
 work which is done with ease by other members of their class. Possibly, had 
 their earlier training been given more attention, they might now be enjoying 
 the happiness, at least in part, that comes to those who possess a keen sense 
 of rhythm. 
 
 Correct Standing Position. In order to teach the correct standing posi- 
 tion it is necessary to call attention to certain rules which should be kept con- 
 stantly before the children. Avoid always the command, "Shoulders Back!" 
 When attention is so called to poor positions of the shoulders, children in many 
 cases assume unnatural and highly exaggerated positions Avhich the instructor 
 is then called upon to correct. If children can be taught the correct positions 
 which the body should assume, and this is possible, the shoulders will hang 
 NATURALLY, limp, and resemble a yoke. 
 
 To teach the correct standing position have the child — 
 
 1st. Place one hand on the abdomen and tlu' other on the back just 
 
 below the waist. 
 2nd. Draw the abdomen well in and \i\) so that the muscles are hard 
 and firm and with the hand on the back press the body forward, 
 or in other words, tilt the pelvis forward. This ])rings the lower 
 part of the body in the correct position antl raises the chi'st to its 
 proper height. Lower the hands to the sides. 
 3rd. Now tell the child to stretch as high as possible, to make himself 
 just as tall as he can. Say nothing about positions of the shoul- 
 ders or feet, as they fall into the correct position naturally. 
 I'oor digestion and constipation are often due to a rearing backward of 
 the body and a stretching of the a])dominal muscles, which cause the intestines 
 to n st in ;m improper position. We cannot lie too critical in tlie matter 
 of pool- liodily positions nor can we emphasi/e this ]ioint too iiiucli. We must 
 be constantly speaking to children about pooi- jjostures. constantly woi'king 
 witli them to overcome the troul)le. Speaking of the matter once, or occasion- 
 ally, is not going to accomplish the desired end. It requires tinu^ and patience. 
 The first point to win is to make the child conscious of the nial jiosture. then 
 
FOR SCHOOLS AND PLAYGROUNDS 33 
 
 watch liiiii and iicvci' lose a chance to help him assiiiiic the correct bodily posi- 
 tion. Do not ])('i'iiiit children to stand so that one hij) is elevated and the other 
 lower. mI. When we leai'n to pi'event si)inal curvatures there will be no need to 
 labor to cure them. 
 
 Correct Sitting Position. 1st. The feet should rest normally on the floor, 
 that is, the entire bottom of each foot should rest comfortal)ly and easil^y on the 
 floor. 
 
 2nd. The height of the desk should be such that the child can place his 
 arms on it without raising- the shoulders or having to bend over it, which haj)- 
 ])ens when the desk is too low. 
 
 3rd. The seat must have a bade which will supj^ort the small of the back 
 and not the shoulders. 
 
 4th. The s])ace between the desk and the child should be ample to permit 
 of free )novement in the seat. 
 
 When the seat is too high and the child has to stretch his toes to touch 
 the floor, the nerves and blood vessels under the knees are depressed and thus 
 circulation interfered with to a great extent. Children should not be allowed 
 to slide down in the seat so that the end of the spine is in contact with the seat. 
 If the child finds the desk is either too high or too low he will write with one 
 hand on the desk and the other is ])laced in his lap for support, thus producing 
 Scoliosis, a lateral curvature of the spine. It is stated that 55) per cent of all 
 children have this troubl(\ Simdl foot rests should always be furnished where 
 the desks cannot be made to fit the child. Do not attemjit to get along without 
 careful attention to this mattei*. 
 
 Correct Walking Position. 1st. The toes should point ALMOST STRAIGHT 
 
 AIIEAJ). It is a Aveak foot that toes out to the extreme. The natural position 
 of the foot is in a direct line with tlie knee. 
 
 '2nd. The body should be carried easily and gracefully and always accord- 
 ing to the rules for correct standing. 
 
 3rd. The arms should hang naturally and easily at the sides and should be 
 permitted to swing two or three inches each side of the hips while a person is 
 Aval king. 
 
 4th. The head should be carried in the erect position Avith the neck press- 
 ing against the collar button in the back. 
 
 ath. THEN LOOK EVERYONE SQUARELY IX THE FACE. 
 
34 
 
 PHYSICAL EDUCATION COMPLETE 
 SOME SIMPLE GYMNASTIC POSITIONS 
 
 Fundamental Standing Position. 
 
 Command: "At-TENTION!" or 
 "Po-SITION!" 
 
 Heels touctliei'. toes turned out to foi'in 
 ail acute ani^le. kuees aud hips straight, 
 chest high, head aud trunk erect, chin held 
 in. slioulder blades well back, shoulders 
 held d(»\vn and at the same level, arms at 
 sides, palms next to thighs with thund)s 
 forward and eyes to the front. 
 
 (Note: The correct fundamental and 
 starting positions must be kept through- 
 out the lesson as, all movements are based 
 on the shape of the body when the correct 
 positions are assumed.) 
 
 FUNDAMENTAL STANDING POSITION. 
 
 Command: "In Place— REST!" 
 
 The command, "In Place, BEST!" 
 means that a restful position is to be as- 
 sumed. The right foot holds its place on 
 the floor Avhile a short astride step i;« 
 taken with the left foot or either foot is 
 placed forAvard as if taking the first walk- 
 ing step, the arms a1 the sides of the body, 
 bul the chest shouhl not be permitted to 
 sink. 
 
 CAUTIO.X : Care should be exercised to 
 see tliat the weight of the body is distrib- 
 
 u1i'(| evenl\' on l)oth feet. 
 
 'IN PLACE— REST r' 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 35 
 
 Command: "Hips— FIRM!" 
 
 A rapid change is made from tiie funda- 
 mental position hy placing the hands on 
 the hips, grasjiing well over the front part 
 of the hip bone, thumbs backward, fingers 
 toward the front, elbows in a line with the 
 shonlders. position of the rest of the body 
 unchanued. 
 
 •NECK FIRM!" 
 
 Command: " Neck— FIRM ! " 
 
 The hands are placed quickly to the 
 l)aek of the neck, fingers either interlaced 
 or finger tips touching, head kept erect 
 and Avell back, slioulders drawn back and 
 elbows in line with shoulders. 
 
 Command: "Head Backward — PULL!" 
 
 AVith the body in the fundamental posi- 
 tion or hips firm, the head is drawn 
 BACKWARD (NOT DOWNWARD TO 
 THE REAR) as far as possible. The eyes 
 should he directly to the front. 
 
 •HEAD BACKWARD— PULL!" 
 
36 
 
 PHYSICAL EDUCATION COMPLETE 
 
 
 
 V la 
 
 *•. . . •* * 
 
 V-.^^^A . 
 
 
 
 Am 
 
 
 'ISr^^^^-*' 
 
 ■ 
 
 -" — '.-,'1?''' yv,~" 
 
 |__^^^23SHB 
 
 y 
 
 ■ 
 
 Command: "Arms Upward — BEND!" 
 
 The forearms are quickly flexed ui)- 
 Avnrd against the upper arm, elbows close 
 to the sides, hands closed, fingers facing 
 shoulders, elbows and shoulders in tlie 
 same ^ine. 
 
 'ARMS UPWARD— BEND!" 
 
 Command: "Arms Side- 
 ways— STRETCH ! " 
 
 From the fundaiiuMital 
 position the arms are 
 moved — ■ 
 
 Lst. To the I'|)\vai'(l, 
 KKXD! position. 
 
 2n(l. They ai-c extended 
 willi foi'ce sideways on a 
 level witii llie slioulders, 
 hands closed, (inucrs 
 tiirne(| (h)-,vnwai-d. or llie 
 hands m ly he opened, 
 fingers sli'etehed. palms 
 downwa I'd. 
 
 •ARMS SIDEWAYS-STRETCH!" 
 
FOR SCHOOLS AXD PLAYGROUNDS 
 
 37 
 
 Command: "Arms Forward — BEND!" 
 
 From the fundamental jiosition the arms 
 are flexed at the t^lbows and quickly 
 raised a,saiii>t the chest. ]!alms facing the 
 floor, fingers extended. thuml)s against 
 the chest and elliows on a line with the 
 shoulders, shoulders drawn well hack- 
 ward. 
 
 "ARMS FORWARD— BEND!" 
 
 Command : ' ' Arms Sideways — 
 FLING!" 
 
 The arms are extended forcibly 
 from the Arms Forward. BEND I po- 
 sition to the sideways position on a 
 line with the shoulders, palms facing 
 downward. 
 
 "ARMS SIDEWAYS— FLING!" 
 
38 
 
 PHYSICAL EDUCATION COMPLETE 
 
 Command : 
 
 'Arms Half Sideways- 
 BEND!" 
 
 From Arms Sideways, FLIXG ! position, 
 the elbows are bent to right angles, fore- 
 arms and hands raised to the perpendien- 
 lar, palms facing head. 
 
 'ARMS HALF SIDEW AYS-BEND !" 
 
 Command: "Feet Astride — Trunk 
 Forward— BEND ! ' ' 
 
 From the fundamental position the 
 hands are placed on the hips, tlie astride 
 position is taken, the l)0(ly is bent for- 
 ward at the hips as fai- as ])(>ssible, tlie 
 hack is kept straiglit, the head up and the 
 eyes looking straight ahead. 
 
 'FEET ASTRIDE— TRUNK FORWARD- 
 BEND!" 
 
FOR SCHOOLS AND PLAVGROIXDS 
 
 39 
 
 
 ■ 
 
 ^^^^^■^i^l 
 
 
 M 
 
 
 
 A.-^ j^jj 
 
 ifT*"'' 
 
 
 Inn 
 
 j[^5t^ 
 
 
 ^^'- 
 
 ■■»y. 
 
 Irak}; 
 
 Command: "Trunk to the Left — 
 (Right)— BEND!" 
 
 From the fuudamental position the 
 hands are placed on the hips, chest is 
 raised and tlie trunk is lowered to the 
 left. 
 
 'TRUNK TO THE LEFT— (RIGHT)- 
 BEND!" 
 
 Command: "Hips Firm— Heels RAISE!" 
 
 From the fundamental position the 
 handn are placed on the hips, the body is 
 lifted up on the toes as far as possible by 
 stretching the insteps, heels kept tog-eth- 
 er, the body well balanced. 
 
 'HIPS FIRM— HEELS RAISE!" 
 
40 
 
 PHYSICAL EDUCATIOX COMPLETE 
 
 Command: "Knees BEND!" 
 
 Following position "Hips Finn, Heels, 
 KAISE !" the knees are bent in a lino with 
 the feet, body well balanced. 
 
 "Deep Knee. BEND!" follows the 
 above, when the knees are bent still fnr- 
 ther — as far as possible — not to the ex- 
 tent, however, of resting the body on the 
 calves of the legs. 
 
 'KNEES BEND!' 
 
 Command: "Right Knee Upward — 
 BEND!" 
 
 From the funchmiental position the 
 hands are changed to "Hips. FIRM!" the 
 weight of the body is shifted to the left 
 leg and the right knee is bent qnickly and 
 raised on a line with the left hip. The leg 
 hangs in a perpendicular ])()sition, toes 
 point itig downward and ontward. 
 
 'RIGHT KNEE UPWARD— BEND r 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 41 
 
 'LEFT FORWARD— FALL OUT!" 
 
 Command: "Left Forward— FALLOUT ! " 
 
 With "Hips— FIRM!" the left foot is 
 placed in a direct line forward from the 
 fnndamental foot position, the left knee 
 is bent as far as ]iossible, while the right 
 foot remains in its original position with 
 the heels and sole of foot in contact with 
 the floor. 
 
 Left, Right and Front Dress. When the command "Left— DRESS!" is 
 given — tlie one at the extreme left end of the line looks straight ahead. The 
 rest tnrn heads (only) toward the left, place the left hand on the left hip, 
 elbow barely touching the neighbor's right arm, then straighten the line. 
 
 The command "Right — DRESS!" shonld be followed by movements in 
 exactly the opposite direction. 
 
 At tlie eonnnand "Front — DRESS!" the fundamental standing position is 
 taken, all eyes to the front, hands raised in front of the body. The distance 
 between children should be sufficient to prevent finger tips touching the child 
 in front. 
 
 Left Face. When the command "Left — FACE!" is given, the toes of the 
 left foot and heel of the right are raised off the floor, a ciuarter turn to 
 the left is made, at the same time pushing against the floor with the toes of the 
 right foot, which helps materially in getting the body around into the correct 
 
42 PHYSICAL EDUCATION COAIPLETE 
 
 position, the toes of the left foot are then placed upon the floor and tlie weight 
 of the body placed upon tlie left foot, the toes of the right foot still tonehing 
 the floor. Tlie coiniiiand "FACE!" takes the place of Connt 1. 
 
 Count 2. As soon as the above movements have been executed, the count 
 two is given and the right foot is placed alongside the left for the correct 
 standing position. Very soon this count may be omitted, as children will exe- 
 cute without the order. 
 
 Right Face. For "Right — -FACE!" the movements are exactly the oppo- 
 site direction. 
 
 Left or Right About— FACE ! The movements for ' ' Left About— FACE ! ' ' 
 are the same as for "Left — FACE!" except a half circle turn to the left is 
 made instead of a quarter turn. "Right About — FACE!" is the opposite in 
 every particular. 
 
CHAPTER III 
 
 Gymnastic Lessons for Primary G-rades 
 
 Imagination Plays; Gymnastic Stories and Lessons for Grade I; Gymnastic 
 
 Lessons for Grades II, III, IV and V 
 
 During the month of September make use of the Physical Training Periods 
 hy giving Deep IJreathing Exercises for a Five ^Minute Period in the morning. 
 For the Ten ]\iinute Periods, one in the morning and one in the afternoon, use 
 quiet games in the school room and allow a few moments of general relaxation, 
 (iive the ehildren the opportunity to stretch their arms and legs and to take a 
 few deep breathing exercises in unison before taking up their class work along 
 other lines. 
 
 FIVE MINUTE PERIODS 
 
 Children sitting, backs pressed against the seats, hands with palms 
 together are resting on the desks. 
 
 Exercise 
 
 With a deep, slow breath hands are turned so that palms face the ceiling, 
 arms are stretched sideAvard, backward and upward, heads tilted back (do not 
 permit heads to rest on the desks behind), eyes looking at the ceiling and all 
 the while INHALING SLOAVLY. (Count 1.) 
 
 Return arms quickly to the original position. (Count 2.) 
 
 Repeat about five times. Give the first part of the exercise slowly. As 
 the children become more and more accustomed to it, increase the count to ten 
 and fifteen during the period. 
 
 IMPORTANT: Encourage the children to push hard against the backs of 
 the seats, to stretch the arras to the rear as far as possible and to maintain good 
 position of the head. 
 
 Children standing in aisles, heels together, heads erect, chins in, chests 
 raised and hands placed on hips. 
 
 Exercise 
 
 1. Deep, slow rhythmical breathing to the teacher's count. 
 
 2. Children place one hantl ou the chest and try by deep breathing to see 
 how high they can raise the hand. Change hands and repeat. 
 
 3. Arms circle overhead to the teacher's count, the children all the while 
 inhaling slowly. Exhale slowly and quietly or quickly and with force. The 
 teacher's count should govern the manner in which the exhaling is done. 
 
 4. Arms sideward raising, height of shoulders while the children inhale. 
 Slowly or quickly sink while they exhale. 
 
 Select any one of these exercises and repeat several times during the 
 period. 
 
44 PHYSICAL EDUCATION COMPLETE 
 
 IMAGINATION PLAYS FOR GRADE I 
 
 (As far as possible use at the proper season of the year.) 
 
 UNDERHAND BALL PITCHING 
 
 The child stands witli the left foot forward, knee straiglit, right knee well 
 bent, left hand resting on the left leg near the knee, right hand extended to the 
 rear. Extend right hand full length of arm to the front of the body, left knee 
 bent and right knee straight. (Repeat in slow succession.) 
 
 OVERHAND BALL THROWING 
 
 The child stands with the left foot forward, knee straight, right knee well 
 bent, left hand at left side, right hand raised at back of head. Extend the 
 right hand full length of arm in an OVERHAND throwing movement, bend the 
 left knee and keep the right knee straight. The right foot should now be 
 raised to the "tip-toe" position. (Repeat in slow succession.) 
 
 "BATTER UP" 
 
 The child stands with the feet apart, both hands clasped as if grasping a 
 bat, the right on top of the left, both arms bent and drawn back over the right 
 shoulder. Extend both arms to the front and left of the body, left knee bent 
 and the right foot raised to the "tip-toe" position. (Repeat in slow succession.) 
 
 VOLLEY BALL TOSSING 
 
 The child stands with feet apart, left knee straight, right knee bent, both 
 arms drawn back OVER THE RIGHT SHOULDER, liands open as if holding a 
 large ball. Both hands are now extended in front of the chest and as far as 
 possible to the left of the body, as if tossing a heavy ball through the air, the 
 left knee is bent, the right held straight and the feet kept firml}' on the floor 
 in the original position. (Repeat in slow succession.) 
 
 DRIVING AWAY JACK FROST 
 
 1. Warming the Hands. Rub the hands, palms together, i)assing the fin- 
 gers of one hand into the palm of the other, alternating in quick succession, 
 then work the hands as if washing with soap. Clap the hands in rhythm Avith 
 music, by the teacher's count or tap of bell: first, palms together, tips of fin- 
 gers pointing forward; then with the right hand uppermost, tips of right 
 fingers falling on left thumb, and, lastly, clap with the left hand uppermost, 
 tips of left fingers falling on the right thumb. 
 
 2. Warming the Feet. Hands are placed on the hips, then the feet go 
 "Stamj), Stamp, Stamp," first left, right, left, etc., the feet being well raisc^I 
 to the rear. Change by lifting the feet in front of the body, knees raised high 
 as the hips. (Music should not be fast for this jjortion of tln^ exercise, though 
 it iiijiy he iinicli more so for the backward raising of the feet.) 
 
 3. Warming the Body. Feet close together, arms raised the height of 
 shoulders jiikI extended to the sides, then brought with force across the chest, 
 the right luind fjilliug on the left shoulder and the left hand on the right 
 shoulder. 
 
FOR SCHOOLS AND PLAYGROUNDS 45 
 
 WOOD CHOPPERS 
 
 1. Chopping" Down the Tree. The left foot is placed forward, the right 
 slightly to the rear, left knee straight, right knee bent, both hands clasped as if 
 grasping an ax handle, right hand over the left, and l)()tli hands drawn BACK 
 OVER THE RIGHT SHOULDER, eyes looking down as if watching the spot 
 on tlie tree whore the ax is about to fall. The hands are now lowered with 
 force in front of the liod\- and somewhat toward the left, the left knee is bent 
 and the right straiglit. 
 
 2. Sawing the Tree in Small Pieces. The child faces his chair, the left 
 foot is placed upon it as if supporting the body on the tree he is about to saw 
 into pieces, while the left hand grasps the upper or left hand end of the saw, 
 the right the lower, or right hand end of the saw (hands about two feet apart), 
 when to rhythmical counting or music he pushes down on "the saw" and raises 
 it just as if saAving a log. The KNEES should bend, and not the back, as the 
 child pushes down on his saw. 
 
 3. Splitting" the Pieces. The child stands A\ith feet apart, both hands 
 clasped and close together as if grasping an ax handle and raised directly 
 OVERHEAD. Bend the body backward and then lower the hands quickly and 
 with force, as if splitting a piece of wood on the ground in front of the body. 
 
 GARDENERS 
 
 1. Clearing the Garden. The left foot is placed forward, knee bent, right 
 foot to the rear and knee straight, hands clasped and extended forward as if 
 grasping a rake handle. Now pull back to the right side of the body while the 
 left knee is in the straight position and the right bent. Change after a few 
 counts to the right foot forward, etc. (Repeat in slow succession.) 
 
 2. Hoeing the Garden. The left foot is placed slightly in advance of the 
 right, both knees straight, the hands are clasped as if grasping a hoe handle, 
 right in advance of the left. Raise and lower in cpiick succession to represent 
 chopping movements of the hoe. Reverse by placing the right foot forward 
 and the left hand in advance of the right, etc. 
 
 AT THE SEASHORE 
 
 1. Swimming. Bend the arms in front of the chest, palms of the hands 
 pressed together, fingers pointing forward. Stretch the arms forward as far as 
 possible, turn the hands so that the backs of the thumbs and TWO FIRST 
 FTNGERS ONLY are touching. Now jjush the arms to the sides, height of 
 shoulders and to the rear as far as possible, then return the arms to the first 
 position in front of the chest and repeat. 
 
 2. Climbing Ropes. The right hand is clasped as if grasping the rope and 
 raised high aliove the head, the left foot raised, head well l)ent backward and 
 eyes looking to the ceiling. Pull down with the right hand, lower the left foot 
 then raise the left hand and right foot. (Repeat in slow succession.) 
 
46 
 
 PHYSICAL EDUCATION COMPLETE 
 
 GATHERING ORANGES 
 
 1. Picking Oranges. Raise on the tip-toes as liigli as possible, stretch the 
 right hand high overhead, tlic h(vid tipped back, and piclc the orange. Repeat 
 several times, then change to the left. 
 
 2. Shaking the Orange Tree. The child stands Avith feet ai)art, hands are 
 clasped in front of the body, the right above the left. Ti'unlv is bent alter- 
 nately to the right and left. 
 
 GYMNASTIC STORIES FOR GRADE I 
 
 NUTTING TRIP 
 
 A VISIT TO THE FARM ( " 
 
 A VISIT FROM SANTA GLAUS ( " 
 
 FIRE DRILL ( " 
 
 PLAYING SOLDIER ( " 
 
 SPRING-TIME ( " 
 
 (use in October) 
 " November) 
 " December) 
 " January) 
 " February) 
 " March) 
 
 The stories used in First Grades should be short, -witli but few changes, 
 however, the breathing exercises should be given plenty of drill. If used for 
 Second Grades much more active work should be done by providing several 
 different changes. 
 
 By the use of simple gymnastic stories, which the children «'n.ioy acting, 
 we are enabled to start them on their Avay toward the more formal lessons 
 which follow. 
 
 A Nutting Trip, as given below, is but a suggestion for teachers who are 
 interested in the work of these grades. The length of the story must, of course, 
 depend upon the time allowed and should be easily completed in one jieriod. 
 
 (Note: As soon as the children have the idea, it is well to drop as nnieh 
 of the story-telling as possible, thus gradually having them accomplish more 
 and more along the line of the various exercises.) 
 
 A NUTTING TRIP 
 
 ''ATTENTION! 
 
 To-day we are going to tlie woods 
 to gather nuts. 
 
 We will have to run some for we 
 liavc (juite fai' to go. 
 
 We must run faster, faster, faster, 
 now» slower, slower-, slower and 
 HALT! 
 
 (The children assume the position of 
 ATTENTION, heels together, hands 
 at their sides, chests raised and 
 heads erect.) 
 
 (Children place hands on hips and to 
 the count "1, 2, :5. Run!" they nui 
 in place, to the teacher's I'hytliiiiieal 
 counting.) 
 
 (See tlial they raise theii- feet Avell 
 (luring all the I'uuning.) 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 47 
 
 I think we ought to rest a little l)it 
 for that was a long' run. Let us all 
 take a deep breath, another one, an- 
 other and still another. 
 
 ('reach the children to take plenty of 
 air ill Ihr'w lungs during all breath- 
 
 uig exercises. 
 
 Here we are at the brook ! We 
 must make a big jump or some one 
 is going to get wet. Keady ! One ! 
 Two! Three! and over we go! 
 
 Now, come with me, for we have 
 such a big hill to climb and every 
 one of us make high steps or we are 
 not going to reach the top. 
 
 I can see the trees ahead, not very 
 far. Let us have a race to see "who 
 will reach them first. 
 
 That was certainly a long race and 
 I think we will have to rest a little 
 and take soine deep breaths before 
 we can gather an}- nuts. 
 
 Now, we are rested and all readv, 
 I am sure, to gather some of these 
 splendid nuts. Let us pick the ones 
 off the grouiul first. 
 
 (Before jumping the brook the chil- 
 dren stand with heels together, 
 hands on hips, bodies erect and at 
 the count 1, raise their heels. 2, 
 bend their knees and at 3, jump a 
 distance of from fourteen to sixteen 
 inches. Care should be used to in- 
 struct them to land on their toes and 
 spring to position instead of landing 
 on their feet squarely.) 
 
 (The children raise, first, the left 
 kiiee, then the right, continuing as 
 manv times as seems wise, encourag- 
 ing them all the Avhile to raise their 
 knees as high as possible.) 
 
 (The starting command is given and 
 the imaginarv race is on, of course 
 all the whil(^ the children are run- 
 ning in their own places. Here you 
 will find ample opportunity to cor- 
 rect poor postures, for in their ex- 
 citement they are apt to bend over.) 
 
 (All take several deep breaths.) 
 
 (At the count 1, they bend knees, 
 while a count from 1-8 is given for 
 them as they gather nuts with tlie 
 left hand. Same for the right. Here, 
 they should be taught to keep their 
 backs as straight as possible, the 
 bod}' well balanced, the heels being 
 off the floor. The movement for 
 picking up the nuts should be made 
 toward the side rather than the front 
 of the body.) 
 
48 
 
 PHYSICAL EDUCATION COMPLETE 
 
 All u}), and see if we cannot get 
 some off the trees, but we must 
 reach for them. 
 
 ir we stand on tip-toe we can get 
 tlios(» large ones u]) there. 
 
 I think it is time for some deep 
 l)reaths aftei- all tiiat work. 
 
 Bi fore we start for home let us 
 jilay we are big, black crows, the 
 same as those we saw sitting so 
 quietly on the fence when we were 
 clind)ing the hill. 
 
 And let us all be little rabbits, too. 
 
 And — away, go all the little rab- 
 bits over the hill. 
 
 Tt is growing late and we must 
 liiirry home. I believe we can run 
 all the wa\- if we lake the short 
 palli. All I'eady .' Then away we go ! 
 
 Well, here we are at the gate and 
 now Tor a few deep br'eaths before 
 we say '(jood-bve. ' " 
 
 (They begin picking from the trees 
 by raising the hand well up over the 
 head, while the teacher counts eight 
 as they ])ick with the left hand and 
 the same for the right.) 
 
 (The children raise thrir heels well 
 off the floor and continue to pick to 
 the count, first for the left and then 
 the right hand.) 
 
 (All take deep bi'eaths.) 
 
 (All place hands on hips and at the 
 command, raise the left foot, the 
 weight of the body being placed on 
 the right foot.. This position is held 
 for several seconds, when the left is 
 placed on the floor and the right one 
 raised, while the left bears the 
 weight of the body. They soon learn 
 to maintain a balance for quite a 
 little time.) 
 
 (Hands are iilaced on hips, heels to- 
 gethei' and at the count 1, the heels 
 are raised, count 2. the knees are 
 bent, the backs to be kept as straight 
 as possible, and heads erect. While 
 in this position, the comnmnd is given 
 for all the little rabbits to look first 
 to the left, and then to the right, re- 
 peating as often as desired.) 
 
 (The children nudve one or two hop- 
 ping movements, jumping twelve or 
 fourteen inches in imitation of the 
 rabbits hopping over the hill — after 
 which, bring them to the standing 
 l)osition again.) 
 
 (Children place hands on hi])s antl at 
 the command, run in place according 
 to the count given.) 
 
 (All take si>vei-al deej) bi'ealhs. ac- 
 (MU'iling to the teacher's conniiaiids.) 
 
FOR SCHOOLS AND PLAYGROUNDS 49 
 
 Tilt' i'ollowiiiu outlines of jiyninastic stories arc uiven for the purpose of 
 assisting teachers to ftu'in ihcir stories for the children of the First Grade. 
 
 A \'1S1T TO THE FARM 
 "We are going to visit in the country for a week. 
 Must run to catch the train. 
 Climb up the steps. 
 Deep breaths to rest. 
 Imitate the bell at starting, the sound of the train in motion 
 
 and whistle. 
 Arrive at the station. 
 Jump from the train. 
 Climb into the carriage. 
 Imitate the prancing, proud steps and slow trots of the 
 
 horses on the way from the station to the house. 
 The farm is reached. 
 Jump from the carriage. 
 Run into the house. 
 Deep breaths to rest. 
 
 A VISIT FROM SANTA CLALS 
 Santa Clans has a long ways to come, so his reindeer must 
 
 travel fast. 
 Climb up and get on the house-top. 
 Deep breaths. 
 
 Santa Claus is so big he has to "s!iuirni ami s(iuirm" to get 
 down the chimney. 
 
 (Let the children suggest the toys that go 
 in the stocking and then imitate them. ) 
 Climb and climb out of the chimney. 
 Deep breaths. 
 
 Reindeer run. and more - - - 
 Deep breaths. 
 
 FIRE DRILL 
 
 Sound of the I'il'e hell. 
 
 Arrange in groups of six or eight, plenty of distance, for 
 
 the horses. 
 Run to the fire. 
 Climb the ladder. 
 Draw up the hose. 
 Deep breaths, exhale, making swishing noise as they bend at 
 
 the waist and turn the water on the fire. 
 Down the ladder. (Bend alternately to the right and left 
 
 side as though going down the ladder.) 
 Horses slow trot back to tlie hose house, legs raised high. 
 Deep breaths. 
 
so PHYSICAL EDUCATION COMPLETE 
 
 PLAYING SOLDIER 
 
 Patriotic suggestions of soldier movements. 
 
 Formal drill. 
 
 ^larcliing- 
 
 Flag waving. 
 
 Salute, etc. 
 
 SPRING-TIME 
 
 All represent little seeds. 
 
 Seeds are planted. (Deep knee bending- for this.) 
 
 The seeds are going to grow to be great trees, taller and 
 taller, then - - - 
 
 Tlie branches and little leaves appear. 
 
 (In this exercise the children come from the low, deep 
 knee-bending exercise, gradually to the tallest they can 
 make themselves by standing on tip-toe and the up- 
 ward stretching of their hands to imitate the leaves.) 
 
 Wind shakes the trees and leaves. 
 
 A great storm. 
 
 Grows calmer and - - - 
 
 All is still. 
 
 Deep breaths. 
 
 GYMNASTIC LESSONS 
 
 (Note: The order " Class— ATTENTION ! " is to be given at the begin- 
 ning of each exercise and the order "In Place — REST!" at the close of each 
 as it is completed.) 
 
 The class, should be called to "ATTENTION!" within a period of from 
 five to ten seconds after the order "In Place — REST!" has been given, other- 
 wise the work becomes a drag and no benefit is derived therefrom. 
 
 Each set of exercises should be given a sufficient number of times to allow 
 a pupil to become familiar with it in a little while and to permit of each set ac- 
 complishing the results we are after, however, it should be borne in mind that 
 it )is harmful to overdo the lesson. These things must be left to the good .pidg- 
 ment of the leader, the teacher. 
 
 Plenty of deep breathing exercises should be introduced throughout the 
 lesson, whether the lesson, as planned, calls for them or not. Especially are 
 these exercises necessary after the more strenuous portion of the work, such as. 
 all jumping exercises or folk dancing. 
 
 ANALY^SIS OP AN EXERCISE 
 
 Hips— FIRM! Feet sideward— PLACE ! 1,2. 
 
 Heels— RAISE! Knees— BEND ! Knees— STRETCH ! Heels— SINK! 
 1, 2, 3, 4, etc. POSITION ! 
 
 Hips — FIRM! Feet sideward — PLACE! 1, 2, are commands used to place 
 the body in the accurate position for the exercise which follows: 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 51 
 
 Exercise. Heels— RAISE! Knees— BEND ! Knees— STRETCH ! Heels— 
 SLXK ! 
 
 The exercise may be given to the count 1, 2, 3, 4 and repeated as often 
 as the teacher thinks best. 
 
 POSITION ! is the command which completes or closes this particular 
 exercise, and so it is with all the others. 
 
 Lesson I. 
 
 Lesson II. 
 
 TEN LESSONS IN GYMNASTICS FOR GRADE I 
 
 (Repeat All Exercises Several Times) 
 
 For April, May and June 
 
 10 Minutes 
 Class— ATTENTION ! 
 In Place— REST ! 
 
 Breathe, closing nostrils alternately by pressing 
 forefinger ON the side of the nose. 
 Smelling flowers — both nostrils open. 
 (Note: Be sure mouths are closed.) 
 
 GAME— SQUIRREL AND NUT 
 
 Twice Daily — 1st Week. 
 
 10 Minutes. 
 Class— ATTENTION ! 
 Feet— CLOSE ! 
 Feet— OPEN ! 
 In Place— REST ! 
 
 Breathe looking at the leaves on the trees 
 GAME— HIDE THE THIMBLE 
 
 Twice Daily— 2nd Week. 
 
 Lesson III. 
 
 Lesson IV. 
 
 10 Minutes. 
 Class— ATTENTION I 
 Feet— CLOSE ! 
 Feet— OPEN! 
 Hips— FIR:\I ! 
 Breathe to the slow count 1. 2. 3, 4. 5. 
 
 GAME— BEAN BAGS LEFT AND RIGHT 
 
 Twice Daily — 3rd Week. 
 
 Twice Daily— 4th Week. 
 
 10 Minutes. 
 Class— ATTENTION ! 
 In Place— REST ! 
 Hips— FIR:\I ! 
 Neck— FIR:\I ! 
 
 ATTENTION or POSITION ! 
 
 Breathe — Arms sideward raise height of shoulders. 
 Arms sink as children exhale. 
 GAME— BASKET BEAN BAG TOSS 
 
52 
 Lesson V. 
 
 PHYSICAL EDUCATION COMPLETE 
 
 Lesson VI. 
 
 10 Minutes. 
 
 Twice Daily— 5th Week. 
 
 Class— ATTENTION! 
 
 Hips— FIRM ! 
 
 In Place— REST ! 
 
 Head backward— PULL ! 
 
 Head return to— POSITION ! 
 
 Arms forward raise and INHALE ! 
 
 Arms sideAvard lower and EXHALE ! 
 
 GAME— FOX AND DUCKS 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 Forward— DRESS ! POSITION ! 
 Sideward— DRESS ! POSITION ! 
 In Place— REST ! POSITION ! 
 Hips— FIRM— INHALE ! 
 
 EXHALE ! 
 MARCH ABOUT THE ROOM 
 
 Twice Daily— 6th Week. 
 
 Lesson VII. 
 
 10 Minutes. 
 
 Twice Daily — 7th Week. 
 
 Class— ATTENTION ! 
 
 Hips— FIRM ! 
 
 POSITION ! 
 
 In Place— REST ! POSITION ! 
 
 Arms sideward — RAISE ! 
 
 Arms upward — RAISE! (Palms facing). 
 
 Arms lower. 
 
 Breathe, smelling- flowers. 
 
 GAME— PLAY TROTTING HORSES ABOUT THE ROOM 
 
 Lesson VIII. 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 
 Forward— DRESS ! POSITION ! 
 
 Left foot forward— PLxVCE ! 
 
 Foot— REPLACE ! 
 
 Right foot forward— PLACE ! 
 
 Foot— REPLACE! 
 
 Hips firm and— INHALE! 
 
 EXHALE ! 
 POSITION! 
 
 GAME— THE LOST CHILD 
 
 Twice Daily— 8th Week. 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 53 
 
 Lesson IX. 
 
 Lesson X. 
 
 10 Minutes. 
 
 Class— ATTENTION! 
 
 In Place— REST ! 
 
 POSITION ! 
 
 Left foot sideward— PLACE! 
 
 Left foot— REPLACE ! 
 
 Repeat — right foot. 
 
 Breathe to the count 1, 2, 3, 4, 5. 
 
 Exhale to the count of 1. 2. 3, -4, 5. 
 
 GAME— THE JOLLY :\riLLER 
 
 Twice Daily— 9th Week. 
 
 10 Minutes. 
 Class— ATTENTION ! 
 In Place— REST ! 
 POSITION ! 
 Arms upward — BEND ! 
 Arms sideward— STRETCH ! 
 POSITION ! 
 
 Arms sideward — raise and INHALE! 
 Arms lower and EXHALE ! 
 
 GAME— "ON MY WAY TO SCHOOL" 
 
 Twice Daily— 10th Week. 
 
 TWENTY LESSONS IN GYMNASTICS FOR GRADE II 
 (Repeat All Exercises Several Times) 
 
 Lesson I. 10 Minutes. Twice Daily— 1st Week. 
 
 Class— ATTENTION ! 
 
 In Place— REST ! 
 
 POSITION ! 
 
 Forward— DRESS ! 
 
 POSITION ! 
 
 Sideward— DRESS ! 
 
 POSITION ! 
 
 Arms sideward raise and INHALE! 
 
 Arms lower and EXHALE ! 
 
 GA:^IE— BLACKBOARD RELAY RACE NO. 1 
 
 Lesson II. 10 Minutes. 
 
 Class— ATTENTION ! 
 Hips— FIRM ! 
 Feet— CLOSE ! 
 Feet— OPEN ! 
 POSITION ! 
 In Place— REST! 
 
 Twice Daily — 2nd Week. 
 
54 
 
 PHYSICAL EDUCATION COMPLETE 
 
 POSITION ! 
 
 Arms overhead circle and INHALE ! 
 
 Arms lower and EXHALE! 
 
 GAME— WASTE BASKET TOSS 
 
 Lesson III. 10 Minutes. 
 
 Class— ATTENTION ! 
 
 Arms upward — BEND ! 
 
 Arms downward— STRETCH ! 
 
 Hips— FIRM ! 
 
 POSITION ! 
 
 Forward— DRESS ! 
 
 POSITION ! 
 
 Arms sideward and upward raise and INHALE ! 
 
 Arms lower and EXHALE ! 
 
 GAME— HUCKLE, BUCKLE, BEANSTALK 
 
 Twice Daily— 3rd Week. 
 
 Lesson IV. 
 
 Lesson V. 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 
 Feet— CLOSE ! 
 
 Feet— OPEN ! 
 
 Hips— FIRM ! 
 
 Feet sideways— PLACE ! 
 
 (Begin with the left foot and count 1, 2.) 
 Feet together— PLACE ! 
 
 (Begin with the left foot and count 1. 2.) 
 POSITION ! 
 
 Hips firm and INHALE! (Count 1). 
 EXHALE! (Count 2). 
 POSITION ! 
 
 GAME— RING TOSS 
 
 Twice Daily— 4th Week. 
 
 10 Minutes. 
 
 Twice Daily— 5th Week. 
 
 Class— ATTENTION ! 
 
 Arms forward — RAISE ! 
 
 Arms downward — SINK ! 
 
 Hips— FIRM ! 
 
 Feet— CLOSE ! 
 
 Feet— OPEN ! 
 
 POSITION ! 
 
 Arms overhead and circle AND INHALE ! 
 
 Arms lower AND EXHALE! 
 
 GAME— TOUCH 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 55 
 
 Lesson VI. 
 
 10 Minutes. Twice Daily— 6th Week. 
 
 Class— ATTENTION ! 
 
 Forward— DRESS ! 
 
 Sideward— DRESS ! 
 
 POSITION ! 
 
 Arms sideward — RAISE ! 
 
 Arms downward — SINK ! 
 
 Hips firm AND INHALE to the count 1, 2, 3, 4, 5. 
 
 HOLD to the count 1, 2, 3, 4, 5. 
 
 EXHALE to the count 1, 2, 3, 4, 5. 
 
 GAME— SIMON SAYS 
 
 Lesson VII. 
 
 10 Minutes. Twice Daily— 7th Week. 
 
 Class— ATTENTION ! 
 Arms forward— BEND ! 
 POSITION ! 
 
 Arms sideward— DRESS ! 
 POSITION ! 
 
 Arms overhead circle AND INHALE to the count 1, 2. 3, 4, 5. 
 Arms lower AND EXHALE to the count 1, 2, 3, 4, 5. 
 
 GAME— THE LOST CHILD 
 
 Lesson VIII. 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 Arms upward — BEND ! 
 POSITION ! 
 
 Hips— fir:\i ! 
 
 Heels— RAISE ! 
 
 Heels— SINK ! 
 
 POSITION ! 
 
 Shoulders backward move AND INHALE! 
 
 Shoulders to position AND EXHALE! 
 
 GAME— BEAN BAG SIX 
 
 Twice Daily— 8th Week. 
 
 Lesson IX. 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 
 Arms forward and upward — RAISE ! 
 
 Arms forward hikI downward — SINK! 
 
 Hips— fir:\i ! 
 
 Feet sideways— PLACE ! 
 
 (Begin with the left foot and count 1, 2) 
 Feet together— PLACE ! 
 
 (Begin with left foot and count 1, 2). 
 POSITION ! 
 
 Twice Daily— 9th Week. 
 
56 PHYSICAL EDUCATION COMPLETE 
 
 Inhale slowly to the count 1, 2, 3, 4, 5. 
 Exhale slowly to the count 1, 2, 3, 4, 5. 
 
 GAME— BEAN BAG— PASS 
 
 Lesson X. 10 Minutes Tv/ice Daily— 10th Week. 
 
 Class— ATTENTION ! 
 
 Hips— FIRM ! 
 
 POSITION ! 
 
 Feet— CLOSE ! 
 
 Feet— OPEN ! 
 
 Arms upward — BEND ! 
 
 POSITION ! 
 
 Arms forward and upward raise AND INHALE ! 
 
 Arms forward and downward sink AND EXHALE ! 
 
 GA^IE- CHANGING SEATS 
 
 Lesosn XI. 10 Minutes. 
 
 Class— ATTENTION ! 
 
 Arms forward — BEND ! 
 
 POSITION ! 
 
 Arms overhead— CIRCLE (Count 1). 
 
 Arms lower (Count 2). 
 
 Hips— FIRM ! 
 
 Heels— RAISE ! 
 
 Heels— SINK ! 
 
 POSITION ! 
 
 Shoulders baekw^ard move AND INHALE ! 
 
 Shoulders to position AND EXHALE ! 
 
 GAME— CIRCLE BEAN BAG TOSS NO. 1 
 
 Twice Daily— 11th Week. 
 
 Lesson XII. 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 Arms upward — BEND ! 
 Arms sideward— STRETCH ! 
 POSITION ! 
 Feet sideward— PLACE ! 
 
 (Begin with the left foot and count 1. 2.). 
 Feet together— PLACE ! 
 
 (Begin with the left foot and count 1, 2). 
 Arms overliead circle AND INHALE! 
 Arms lower AND EXHALE! 
 
 GA:\IE— TICK. TACK. TOW 
 
 Twice Daily— 12th Week. 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 57 
 
 Lesson XIII. 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 
 Left foot forward— PLACE ! 
 
 Foot— REPLACE ! 
 
 Arms upward — BEND ! 
 
 Arms upward— STRETCH ! 
 
 POSITION ! 
 
 INHALE slowly to the count 1, 2. 3. -t, 5, 6, 7, 8. 
 
 EXHALE slowly to the count 1, 2. 3, 4. 5. 6, 7, 8. 
 
 SKIP ABOUT THE ROOM 
 
 Twice Daily— 13th Week, 
 
 Lesson XIV. 
 
 Lesson XV. 
 
 Lesson XVI. 
 
 10 Minutes. 
 Class— ATTENTION ! 
 Forward— DRESS ! 
 POSITION ! 
 Sideward— DRESS! 
 POSITION ! 
 Arms upward — BEND ! 
 Arms downward— STRETCH ! 
 Arms sideward raise AND INHALE ! 
 Arms lower AND EXHALE ! 
 
 GAME— ''ON MY WAY TO SCHOOL" 
 
 Twice Daily— 14th Week. 
 
 Twice Daily— 15th Week. 
 
 10 Minutes. 
 Class— ATTENTION ! 
 Left foot forward— PLACE ! 
 Foot— REPLACE ! 
 Right foot forward— PLACE ! 
 Foot— REPLACE ! 
 In Place— REST! 
 POSITION! 
 
 Arms forward— BEND ! 
 POSITION ! 
 
 Arms sideward and upward raise AND INHALE ! 
 Arms lower AND EXHALE ! 
 
 GA:\IE— BEAN BAGS LEFT AND RIGHT 
 
 10 Minutes. 
 Class— ATTENTION ! 
 Arms forward — BEND ! 
 Arms sideward — FLING 
 POSITION ! 
 In place— REST! 
 Hips— FIRM ! 
 Heels— RAISE! 
 
 Twice Daily— 16th Week. 
 
58 PHYSICAL EDUCATION COMPLETE 
 
 Heels— SINK ! 
 
 Arms overhead circle AND INHALE ! 
 
 Arms lower AND EXHALE! 
 
 MARCH ABOUT THE ROO:\I 
 
 Lesson XVII. 10 Minutes. Twice Daily— 17th Week. 
 
 Class— ATTENTION ! 
 Feet— CLOSE ! 
 Feet— OPEN ! 
 Hips— FIR:\I ! 
 POSITION ! 
 Neck— FIRM ! 
 POSITION ! 
 Arms upward — BEND ! 
 Arms sideward— STRETCH ! 
 
 INHALE to the count 1, 2. 3, 4, 5, 6, 7, 8, 9, 10. 
 EXHALE to the count 1, 2. 3, 4, 5, 6, 7. 8, 9, 10. 
 GAME— HIDE THE THIMBLE 
 
 Lesson XVIII. 10 Minutes. Twice Daily— 18th Week. 
 
 Class— ATTENTION ! 
 Forward— DRESS ! 
 Sideward— DRESS ! 
 Arms upAvard — BEND ! 
 Arms sideward— STREIX'H ! 
 POSITION ! 
 Hip^-FIR:\I ! 
 Head backward— PULL ! 
 Head return to POSITION ! 
 Arms overhead circle AND INHALE ! 
 Arms lower AND EXHALE ! 
 
 SKIP ABOUT THE ROOM 
 
 Lesson XIX. 10 Minutes. Twice Daily— 19th Week. 
 
 Class— ATTENTION ! 
 Left foot forward— PLACE ! 
 Feet change (Count 1, 2). 
 POSITION ! 
 In Phice— REST! 
 Hips— Flini 1 
 Heels— RAISE ! 
 Heels— SINK! 
 
 Arms fofwafd and upv/ard raise AND INHALE! 
 Arms lower AND EXHALE! 
 RUNNlXn IX PLACE (Count 20. sections of 5). 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 59 
 
 Lesson XX. 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 
 Arms upward — BEND ! 
 
 Arms backward— STRETCH ! 
 
 POSITION ! 
 
 In Place— REST! 
 
 Hips— FIR^^I ! 
 
 Neck— FIRM ! 
 
 Feet sideways— PLACE ! 
 
 (Begin with the left foot and count 1, 2). 
 Feet together— PLACE ! 
 
 (Begin with the left foot and count 1, 
 Inhale to the count 1, 2, 3, 4, 5, 6, 7, 8. 
 Exhale to the count 1, 2, 3, 4, 5, 6, 7, 8. 
 
 GAME— SQUIRREL AND NUT. 
 
 Twice Daily— 20th Week. 
 
 2). 
 
 TWENTY LESSONS IN GYMNASTICS FOR GRADE III 
 
 (Repeat all exercises several times.) 
 
 Lesson I. 10 Minutes. 
 
 Class— ATTENTION ! 
 In place— REST! 
 Feet— CLOSE ! 
 Feet— OPEN I 
 ATTENTION ! 
 Hips— FIRM ! 
 Deep breathing. 
 POSITION ! 
 
 GAME— BLACK BOARD RELAY RACE. 
 
 Daily— 1st Week. 
 
 Lesson II. 10 Minutes. 
 
 Class— ATTENTION ! 
 
 Feet— CLOSE ! 
 
 Feet— OPEN ! 
 
 In place— REST! 
 
 ATTENTION ! 
 
 Hips— FIRM ! 
 
 Neck— FIRM ! 
 
 CHANGE! CHANGE! POSITION 
 
 Deep l)reathing. 
 
 GA:\rE— OCCUPATION. 
 
 DaHy— 2nd Week. 
 
60 
 
 Lesson III. 
 
 PHYSICAL EDUCATION COMPLETE 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 
 In place— REST ! 
 
 POSITION ! 
 
 Hips— FIRM ! 
 
 Left foot forward— PLACE ! REPLACE ! 
 
 Right foot forward— PLACE ! REPLACE ! 
 
 POSITION ! 
 
 Deep breathing. 
 
 SLOW :\rARCHING ABOUT THE ROOM. 
 
 Daily— 3rd Week. 
 
 Lesson IV. 10 Minutes. 
 
 Class— ATTENTION ! 
 
 Feet— CLOSE ! Feet— OPEN ! 
 
 fIips_FIRM ! POSITION ! 
 
 In place— REST ! POSITION ! 
 
 Arms sideways — RAISE ! 
 
 Arms— LOWER! 
 
 Left foot sideward— PLACE ! 
 
 REPLACE! Same with the right. 
 
 Arms overhead circle AND INHALE ! 
 
 Arms lower AND EXHALE ! 
 
 GAME— SBION SAYS. 
 
 Daily — 4th Week. 
 
 Lesson V. 10 Minutes. 
 
 Class— ATTENTION ! 
 
 Hips— FIRM ! POSITION ! 
 
 Neck— FIR]\I ! 
 
 Feet— CLOSE ! 
 
 Feet— OPEN ! 
 
 POSITION ! 
 
 Arms sideward raise AND INHALE! 
 
 Arms lower AND EXHALE! 
 
 SKIP ABOUT THE ROOM. 
 
 Daily— 5th Week. 
 
 Lesson VI. 10 Minutes. 
 
 Class— ATTENTION ! In i)laee— REST! 
 POSITION ! Head— FIRI\1 ! 
 Hips— FIRM ! Heels— RAISE ! 
 Heels- SINK ! POSITION ! 
 
 GAME— FOLLOW THE LEADER. 
 
 Daily— 6th Week. 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 61 
 
 Lesson VII. 
 
 Lesson VIII. 
 
 10 Minutes. 
 
 Class— ATTENTION ! Feet— CLOSE ! 
 
 Feet— OPEN ! In place- REST ! 
 
 POSITION ! Hips— FIRi\I ! 
 
 Heels— RAISE ! Heels— SINK ! 
 
 POSITION ! 
 
 Arms sideways— RAISE ! Arms— SINK ! 
 
 Deep breathing. 
 
 (Inhale as arms are raised slowly 
 sideways and exhale as arms sink.) 
 
 10 Minutes. 
 Class— ATTENTION ! Hips— FIR:\I ! 
 Head— FIRM ! POSITION ! 
 Hips— FIR :\I ! Heels— RAISE ! 
 Knees— BEND ! Knees— STRETCH ! 
 Heels— SINK ! POSITION ! 
 
 SKIP ABOUT THE ROOM. 
 DEEP BREATHING. 
 
 Daily— 7th Week. 
 
 Daily— 8th Week. 
 
 Lesson IX. 10 Minutes. 
 
 Class— ATTENTION ! 
 
 Feet— CLOSE ! Feet— OPEN ! 
 
 Hips— FIRM ! Head firm and heels— RAISE ! 
 
 Heels— SINK ! POSITION ! 
 
 Head backward— PCLL ! Head to— POSITION ! 
 
 Repeat, counting 1, 2, etc. 
 
 GAME— PUSSY WANTS A CORNER. 
 
 Daily— 9th Week. 
 
 Lesson X. 10 Minutes. 
 
 Class- ATTENTION! 
 
 Hips— FIRM ! POSITION ! 
 
 Head firm and feet— CLOSE ! 
 
 Feet— OPEN! POSITION! 
 
 Hips— FIR:\I! Feet sideways— JUMP I 
 
 Hands and feet quickly— POSITION ! 
 
 (Hands are brought quickly to sides as 
 the pupil jumps to the original position.) 
 
 Deep breathing. 
 
 GA:\IE— HOPPING RELAY RACE. 
 
 Daily— 10th Week. 
 
 Lssson XI. 10 Minutes. 
 
 Class— ATTENTION ! 
 Hips— FIRM ! 
 
 Daily— 11th Week. 
 
62 
 
 PHYSICAL EDUCATION COMPLETE 
 
 Feet— CLOSE ! Feet— OPEN ! 
 
 Left foot forward— PLACE ! 
 
 REPLACE ! 
 
 Right foot forward— PLACE ! 
 
 REPLACE ! 
 
 Arms sideways — RAISE ! Arms — SINK ! 
 
 Deep breathing. 
 
 MARCH ABOUT THE ROOM. 
 
 Lesson XII. 
 
 10 Minutes. 
 
 Class— ATTENTION! 
 
 In place— REST ! 
 
 Hips— FIRM! 
 
 Left foot sideways— PLACE ! 
 
 Foot— REPLACE ! 
 
 Right foot sideways— PLACE ! 
 
 Foot— REPLACE ! 
 
 POSITION! 
 
 Head firm and left foot sideways — PLACE ! 
 
 Foot replace and hands— POSITION ! 
 
 Repeat with right. 
 
 BEAN BAG OVERHEAD— PASS. V. 
 
 Daily— 12th Week. 
 
 Lesson XIII. 
 
 10 Minutes. 
 
 Daily— 13th Week. 
 
 Class— ATTENTION ! 
 
 Feet— CLOSE ! Feet— OPEN ! 
 
 Hips— FIRM ! 
 
 Left foot backward— PLACE ! 
 
 Foot— REPLACE ! 
 
 Right foot backward— PLACE ! 
 
 Foot— REPLACE ! 
 
 Head backward— PULL ! Head to— POSITION ! 
 
 Repeat, counting 1, 2, etc. 
 
 POSITION ! 
 
 Deep breathing. 
 
 FOLK DANCE— DANISH DANCE OF GREETING. 
 
 Lesson XIV. 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 
 Head backward— PCLL ! Head to— POSITION ! 
 
 Re])eat, counting 1, 2. etc. 
 
 Arms upward— BEND ! POSITION ! 
 
 Arms upward — BEND! (Coinit 1.) 
 
 Arms sideways— STRETCH! (Count 2.) 
 
 Daily— 14th Week. 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 63 
 
 Lesson XV. 
 
 BEND! 1— STRETCH! 2— etc. 
 POSITION ! 
 Deep breathing. 
 
 MARCHING ABOUT THE R00i\l. 
 
 10 Minutes. 
 
 Class— ATTENTION ! Hips— FIRM ! 
 Head— FIR:\I ! POSITION ! 
 Hips firm and feet sideways — JUINIP ! 
 Hands and feet qnicldy- POSITION ! 
 Arms forward— BPjND ! Arms sideways— 
 BEND! FLING! BEND! FLING! 
 POSITION ! 
 Deep breathing. 
 
 GAME— CIRCLE BEAN BAG TOSS. 
 
 Daily— 15th Week. 
 
 FLING ! 
 
 Lesson XVI. 
 
 10 Minutes. 
 Class— ATTENTION ! 
 Mark time— MARK! 1, 2, 1. 2, etc. 
 Class— HALT ! 1, 2. 
 Hips firm and heels — RAISE ! 
 Quick mark time— MARK! 1, 2, 1, 2, etc. 
 Class— HALT! 1, 2. POSITION! 
 Hips firm and feet— CLOSE ! 
 Deep breath and head backward — PULL! 
 Head to— POSITION ! Repeat, counting 1, 2, etc. 
 Hands and feet quickly— POSITION ! 
 Slow, deep breathing. 
 
 GAME— CAT AND MICE. 
 
 Daily— 16th Week. 
 
 Lesson XVII. 
 
 Lesson XVIII. 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 
 Hips— FIR:M ! Head— FIRM ! 
 
 POSITION ! 
 
 Hips firm and feet sideways — JUMP ! 
 
 Trunk forward— BEND ! RAISE ! 
 
 BEND ! RAISE I 
 
 Hands and feet quickly— POSITION ! 
 
 In place— REST! 
 
 POSITION ! 
 
 MARCHING ABOUT THE ROOM. 
 
 10 Minutes. 
 Class— ATTENTION ! 
 Hips— FIRM ! 
 
 Daily— 17th Week. 
 
 Daily— 18th Week. 
 
64 
 
 PHYSICAL EDUCATIOX COMPLETE 
 
 Left foot backward— PLACE ! Foot— REPLACE ! 
 
 Ri^lit foot baekward— PLACE ! Foot— REPLACE ! 
 
 Left foot l)ackward— PLACE : 
 
 Feet— CHANGE ! 1, 2. 
 
 POSITION ! 
 
 Arms forward— BEND ! FLING! BEND! FLINC 
 
 POSITION ! 
 
 Hips firm and Avitli a deep breath chest — RAISE ! 
 
 Chest— SINK ! RAISE ! SINK ! 
 
 GAME— CROSSING THE BROOK. 
 
 Lesson XIX. 
 
 10 Minutes. Daily— 19th Week. 
 
 Class— ATTENTION ! Hips— FIRM ! 
 
 Head to the left— TWIST ! Forward— TWIST ! 
 
 Head to the right— TWIST ! Forward— TWIST ! 
 
 POSITION ! 
 
 Arms sideways — RAISE ! 
 
 Fingers— CLOSE ! OPEN! CLOSE! OPEN! 
 
 POSITION ! Hips— FIRM ! 
 
 With a deep breath, head backward — PULL ! 
 
 Head to— POSITION ! Count 1. 2. etc. 
 
 POSITION ! 
 
 Deep breathing. 
 
 GAME— SQUIRREL AND NUT. 
 
 Lesson XX. 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 
 Hips— FIRM ! 
 
 Left foot sideways— PLACE ! 
 
 Foot— REPLACE ! 
 
 Repeat with the right. 
 
 Arms upward- BEND! (Count 1.) 
 
 Arms upward— STRETCH ! (Count 2.) 
 
 BEND! 1— STRETCH! 2— etc. 
 
 POSITION ! 
 
 Hips firm and heels— RAISE ! 
 
 Knees— BEND ! Knees— STRETCH ! 
 
 Heels— SINK ! and POSITION ! 
 
 Deep breathing. 
 
 GAME— BEAN BAG OVERHEAD PASS. 
 
 Daily— 20th Week. 
 
FOR SCHOOLS AND PLAYGROUNDS 65 
 
 TWENTY LESSONS IN GYMNASTICS FOR GRADE IV 
 
 (Repeat all exercises several times.) 
 Lesson I. 10 Minutes. Daily — 1st Week. 
 
 Class— ATTENTION ! In place— REST ! ATTENTION! 
 Feet— CLOSE ! Feet— OPEN ! 
 
 A.rms upward — REND! (Count 1.) 
 Arms downward— STRETCH ! (Count 2.) 
 BEND! (1) STRETCH! (2) 
 POSITION ! 
 
 Anns forward— BEND! FLING! (Count 1. 2, etc.) 
 1\)SITI0N ! 
 
 Willi a deeji breath, head backward — PULL! 
 Head to iiosition and — EXHALE! 
 
 GAME— HORNS. 
 
 Lesson II. 10 Minutes. Daily — 2nd Week. 
 
 Class— ATTENTION ! In i)lace— REST ! ATTENTION! 
 Feet— CLOSE ! Feet— OPEN ! 
 
 Hips firm and feet sideways — JUMP! 
 Hands and feet quieldy— POSITION ! 
 
 Hips— FIR:\I ! Trunk forward— BEND ! 
 RAISE! (Count 1.) BEND! (Count 2.) Etc. 
 POSITION ! 
 
 Arms upward — BEND! (Count 1.) 
 
 Arms sideways— STRETCH ! (Count 2.) 
 
 BEND! (1) STRETCH! (2) BEND! (1) STRETCH! (2) 
 
 POSITION ! 
 
 Arms upward— BEND! (Count 1.) 
 Arms downward— STRETCH ! (Count 2.) 
 
 BEND! (1) STRETCH! (2) Etc. POSITION! 
 Hips- FIRM! 
 
 With a deep breath, head backward — PULL! 
 Head to position and EXHALE ! 
 
 FOLK DANCE— SHOEMAKERS' DANCE. 
 
 Lesson III. 10 Minutes. Daily— 3rd Week, 
 
 Class— ATTENTION! Left— FACE! (Count 1! 2!) 
 
 Ilips— FIR:\I ! Feet sideways — Jl'MP! 
 
 Heels— RAISE! Spi-inL;. jnmp, ready— GO! 1, 2. 1. 2. etc. 
 
 (Children .jnin]) from the astride to the 
 
 fundamental, then to astride position, etc.) 
 Class— HALT! 1. 2. :]. I'OSITIOX! 
 
66 PHYSICAL EDUCATION COMPLETE 
 
 With a deep brcat]]. arms sideways — RAISE! SINK! 1. 2. etc. 
 (As the arms sink, children exhale.) 
 
 GAME BEAN BAG ACROSS THE AISLE— TOSS ! 
 
 Lesson IV. 10 Minutes. Daily— 4th Week. 
 
 Class— ATTENTION ! Right— FACE ! (Count 1, 2.) 
 Left— FACE! 1, 2. 
 
 Arms forward— BEND ! FLING! Etc. POSITION! 
 
 Hips— FIR:\1 ! Loft foot— RAISE ! 
 
 Foot downward— PLACE ! 
 
 Repeat with the right. POSITION ! 
 
 Hips— FIRM! Feet sideways— PLACE ! (Left, count 1,, R-2.) 
 Knees— BEND! Knees— STRETCH] POSITION! 
 
 Mark time— MARK ! 1, 2. 1, 2. 1, 2. Etc. 
 'Class— HALT ! 1, 2. 
 
 With a deep breath, arms forward, upward — RAISE ! 
 Slowly exhale and downward — SINK! 
 
 Lesson V. 10 Minutes. Daily— 5th Week. 
 
 Class— ATTENTION ! 
 
 Left— FACE ! 1.2, etc. 
 
 Right— FACE ! 1. 2. 1, 2. Etc. 
 
 In place— REST ! Class— ATTENTION ! 
 
 Beginning with the left foot, alternate. 
 
 Heels— RAISE! SINK! (Count 1. 2. 1.2. Etc.) 
 
 Class— HALT! POSITION! 
 
 Feet— CLOSE ! Arms upward— BEND ! 
 
 Arms upward— STRETCH! BEND! STRETCH! POSITION! 
 
 Hips firm and deep breathing. 
 
 Lesson VI. 10 Minutes. Daily— 6th Week. 
 
 Class— ATTENTION ! 
 
 Left about— FACE ! 1, 2. Etc. 
 
 Hips firm and feet sideways — JUMP ! 
 
 Trunk forward— BEND ! RAISE! BEND! RAISE! I'OSITIOX! 
 
 Arms sideways raise and heels — RAISE i 
 Arms and heels — SINK ! 
 
 Hips— FIRM ! 
 
 With a deep hrcalli. head backward— PCLL ! 
 Head to ixisitioii and KXHALE ! 
 
 GAME— SCHOOL ROOM TAG. 
 
FOR SCHOOLS AND PLAYGROUNDS 67 
 
 Lesson VII. 10 Minutes. Daily— 7th Week. 
 
 Class— ATTENTION ! Right about— FACE ! 1, 2. 1, 2. Etc. 
 
 Hips— FIRM ! Feet sideways— JUMP ! 
 
 Trunk forward— BEND ! RAISE ! BEND ! RAISE ! 
 
 Hands and feet quickly— POSITION ! 
 
 In place— REST ! 
 
 Arms f orw^ard — BEND ! 
 
 Arms sideways fling and heels — RAISE ! 
 
 BEND! FLING! Etc. 
 
 Hands and feet quickly— POSITION ! 
 
 Hips firm and slow, deep breathing. 
 
 GAME—' ' I SAY STOOP ! ' ' 
 
 Lesson VIII. 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 Left about— FACE ! 1.2. 
 Right about— FACE ! 1, 2. 
 
 Hips firm and feet sideways — JUMP ! 
 Left hip and right neck— FIRM ! 
 CHANGE! CHANGE! Etc. POSITION! 
 
 Arms sideways— RAISE ! Hands— TURN! 
 xVrms upw^ard— RAISE ! Arms sideways — SINK ! 
 Hands— TURN ! POSITION ! 
 
 SKIP ABOUT THE ROO:\I. 
 
 DEEP BREATHING. 
 
 Daily— 8th Week. 
 
 Lesson IX. 
 
 Class— ATTENTION ! 
 
 10 Minutes. 
 
 One step forward— MARCH ! (Left, right.) 
 
 Left— FACE ! 1, 2. 
 
 One step to the left— MARCH ! 
 
 Left— FACE! 1, 2. 
 
 Left— FACE! 1, 2. 
 
 Left— FACE! 1, 2. 
 
 In place— REST ! POSITION ! 
 
 Alternate toe-raising— RAISE! 1,2. 1,2. 1,2. 
 Class— HALT ! POSITION ! 
 
 Daily— 9th Week. 
 
68 PHYSICAL EDUCATION COMPLETE 
 
 Hips firm and feet— CLOSE ! 
 
 Heels— RAISE! SINK! RAISE! SINK! POSITION! 
 
 Arms forward, upward— RAISE ! SINK ! 
 (Inhale as raise and exhale as lower.) 
 
 Lesson X. 10 Minutes. Daily— 10th Week. 
 
 Class— ATTENTION ! 
 
 Four steps forward, beginning with the left foot — ]\IARCH ! 1, 2, 3, 4. 
 
 Right about— FACE ! 1, 2. 
 
 Four steps forward— MARCH ! 1. 2,-8, 4. 
 
 Right— FACE ! 1, 2. Right— FACE ! 1, 2. 
 
 Hips_FIRI\I ! Head backward— PULL ! Head to— POSITION ! 
 
 Repeat, coiniting 1, 2. etc. 
 POSITION ! 
 
 Arms sideways and downward— STRETCH ! 1, 2, 3, 4. 
 POSITION ! 
 
 Deep breathing. 
 
 Run about the room in single file. 
 
 SLOW MARCHING. 
 
 Lesson XI. 10 Minutes. Daily— 11th Week. 
 
 Class— ATTENTION ! Right— DRESS ! Eyes— FRONT ! 
 POSITION ! 
 
 Hips— FIRM ! Trunk forward— BEND ! RAISE ! Etc. POSITION ! 
 
 Arms upward— BEND ! Sideways— STRETCH ! 
 BEND! STRETCH! Etc. POSITION! 
 
 Hips— FIRM ! Heels— RAISE ! Knees— BEND ! 
 Knees— STRETCH ! Heels— SINK ! POSITION ! 
 
 Arms sideways— RAISE ! 
 
 Arm— ROTATION ! 1,2. POSITION! 
 
 Hips— FIRM ! Feet sideways— JUMP ! 
 
 Trunk forward— BEND ! 
 
 Arms forward— BEND! FLTX(; ! Kt<-. POSITION! 
 
 Mark time— MARK! About the I'oom, forward— IMARCII! 
 March to position. 
 
 Arms overlicad lo circU^ — RAISE! Inhale as raise. 
 Arms— SINK! Exhale as sink. 
 Repeat ver}^ slowly. 
 
FOR SCHOOLS AND PLAYGROUNDS 69 
 
 Lesson XII. 10 Minutes. Daily— 12th Week. 
 
 Class— ATTENTION ! Feet— CLOSE ! OPEN! 
 Head— FIRM ! Hips— FIR]\I ! 
 Arms sideways— RAISE ! SINK! 
 
 Hips— FIKM! Head backward- PULL ! Head to— POSITION ! 
 Repeat, counting 1, 2, etc. 
 POSITION! In place— REST ! 
 
 Arms upward— BEND! Sideways— STRETCH ! POSITION! 
 
 Arms sideways AND heels— RAISE ! SINK ! RAISE ! SINK ! 
 POSITION ! 
 
 Left arm forward and upward — FLING ! 
 Arms— CHANGE ! POSITION ! 
 
 Hips firm and feet— CLOSE ! 
 
 Trunk to the left— TWIST ! Forward— TWIST ! 
 Trunk to the right— TWIST ! Forward— TWIST ! 
 POSITION ! 
 
 Hips firm and heels— RAISE ! SINK ! RAISE ! SINK ! 
 POSITION ! 
 
 Hips firm and with a deep breath, chest — RAISE! 
 Slowly— SINK! 
 
 Lesson XIII. 10 Minutes. Daily— 13th Week. 
 
 Class— ATTENTION ! Left— FACE ! Right— FACE ! 
 Left— DRESS! Right— DRESS! POSITION! 
 
 Hips firm and feet sideways — PLACE ! 1. 2. 
 Head backward— PULL ! Head to— POSITION ! 
 Repeat, counting 1, 2, etc. 
 Arms forward— BEND ! Sideways— FLING ! 
 POSITION! In place— REST ! 
 
 Hips- FIRM! Left knee upward— BEND! 
 Downward— PLACE ! 1, 2. 1, 2. 
 Repeat with the right. POSITION ! 
 
 Arms upw^ard — BEND! (Count 1.) 
 
 Left arm npward and right arm sideways — STRETCH! (2) 
 
 BEND! (3) STRETCH! (4) POSITION! 
 
 Repeat, using right arm for ui)\vard — STRETCH! 
 
 Hips firm and heels— RAISE ! 
 
 Mark time— MARK! 1, 2. 1. 2. 1, 2. 1, 2. Etc. 
 
 Class— HALT! 1, 2. Heels— SINK! POSITION! 
 
 With a deep breath, arms sideways— RAISE ! SINK! 
 
70 PHYSICAL EDUCATION COMPLETE 
 
 Lesson XIV. 10 Minutes. Daily— 14th Week. 
 
 Class— ATTENTION ! 
 
 Left foot sideways— PLACE ! REPLACE ! 
 
 Repeat with the right foot. 
 
 Hips— FIRM! Head backward- PULL ! Head to— POSITION ! 
 
 Repeat, counting 1, 2, etc. 
 
 Head to the left— BEND ! RAISE ! 
 
 Head to the right— BEND ! RAISE ! POSITION ! 
 
 Arms forward— BEND ! FLING ! 
 
 Hips— FIRM ! Trunk to the left— TWIST ! 
 
 Forward— TWIST ! 
 
 Repeat to the right— POSITION ! 
 
 Head— FIRM ! Left foot forward— PLACE ! REPLACE ! 
 Repeat with the right foot. POSITION ! 
 
 Arms sideways— RAISE ! Trunk forward— BEND ! RAISE ! 
 BEND ! RAISE ! Etc. 
 POSITION ! 
 
 Hips firm and heels— RAISE ! 
 Astride— JUMP ! 1, 2. 1, 2. Etc. 
 Class— HALT! 1, 2. Heels— SINK! 
 Hands and feet quickly— POSITION ! 
 Deep, slow breathing. 
 
 GAME— BALL TOSSING. 
 
 LessonXV. 10 Minutes. Daily— 15th Week. 
 
 Class— ATTENTION ! 
 
 Left— FACE ! 1, 2. Right— FACE ! 1, 2. 
 
 Hips— FIRM! Alternate toe-raising— GO ! 1, 2. 1, 2. 
 Class— HALT! 1, 2. POSITION! 
 
 Arms upward— BEND! Sideways— STRETCH ! BEND! STRETCH! 
 POSITION ! 
 
 IIil)s— FIRI\I ! Left knee upward— BEND! Downward— STRETCH ! 
 CHANGE! (Count 1, 2, 3, 4.) POSITION! 
 
 Arms forward, upward— FLING ! LOWER! 1, 2. 1, 2. 1, 2. 
 
 Right hip and left head— FIRM ! 
 
 With a deep breath, trunk lift and to the left — 
 
 BEND! RAISE! BEND! RAISE! 
 
 Repeat to the right— POSITION ! 
 
FOR SCHOOLS AND PLAYGROUNDS 71 
 
 Hips firm and feet sideways — JUMP ! 
 Heels— RAISE! SINK! RAISE! SINK! 
 Hands and feet quickly— POSITION ! 
 
 With a deep breath, arms sideways— RAISE ! SINK! 
 
 MARCHING. 
 
 Lesson XVI. 10 Minutes. Daily— 16th Week. 
 
 Chiss— ATTENTION ! Hips— FIRM ! Head— FIRM ! 
 Feet— CLOSE ! Feet— OPEN ! 
 
 Hips firm and feet sideways — JU]\IP ! 
 
 Heels— RAISE ! Heels— SINK ! POSITION ! 
 
 Arms sideways— RAISE ! SINK ! RAISE ! SINK ! Etc. 
 
 Hips— FIRM ! Left foot sideways— RAISE ! 
 
 Hop on the right, twice. Change to the left and hop, twice. 
 
 Class— HALT ! 1, 2. POSITION ! 
 
 Arms upward— BEND! (Count 1.) 
 Arms sideways— STRETCH ! (Count 2.) 
 Arms— BEND! (Count 3.) 
 Arms downward— STRETCH ! (Count 4.) 
 POSITION ! 
 
 Head— FIR:M ! Trunk lift and to the left— TWIST ! 
 Forward— TWIST ! 
 Repeat to the right. 
 POSITION ! 
 
 Hips— FIR:\I ! Heels— RAISE ! Astride— JUMP ! 1, 2. 1, 2. 1, 2. Etc. 
 
 Class— HALT ! 1, 2. POSITION ! 
 
 Deep breath, chest— RAISE ! SINK! RAISE! SINK! Etc. 
 
 Lesson XVII. 10 Minutes. Daily— 17th Week. 
 
 Class— ATTENTION ! 
 
 Left— FACE ! Right— FACE ! 
 
 Hips— FIRM! Heels— RAISE! Quick running in place— GO ! 
 Class— HALT ! 1, 2, 3, 4. POSITION ! 
 
 Hips firm and feet— CLOSE ! 
 
 With a deep breath, head backward- PULL! Head to— POSITION ! 
 
 Repeat, counting 1, 2, etc. 
 
 Hands and feet— POSITION ! 
 
 Head— FIRM! Heels— RAISE ! Knees— BEND ! Knees— STRETCH! 
 Heels— SINK ! POSITION ! 
 
11 PHYSICAL EDUCATION COMPLETE 
 
 Arms forward— BEND ! FLING! POSITION! 
 
 Wood Play. (Imitate sawing wood.) 
 
 Arms circle overhead and INHALE. 
 Arms lower and EXHALE. 
 
 MARCH ABOUT THE ROOM. 
 
 Lesson XVIII. 10 Minutes. Daily— 18th Week. 
 
 Class— ATTENTION ! 
 
 One step forward— MARCH ! (Left, right.) 
 One step backward— MARCH ! 
 Left— FACE ! Ri ght— FACE ! 
 
 piips_FIR:\I ! Left foot ontward— PLACE ! 
 
 Foot— REPLACE ! POSITION ! 
 
 Repeat with the right foot and— POSITION ! 
 
 Hips— FIR:\I! Head backward— PULL ! Head to— POSITION 1 , 
 Repeat, counting 1, 2, etc. POSITION ! 
 
 Arms sideways and downward— STRETCH ! 1, 2, 3, 4. POSITION ! 
 
 Hips— FIRM! Left knee upward— BEND ! Downward— PLACE ! 
 Repeat with the right foot— POSITION ! 
 
 Feet sideways jump and head — FIRM ! 
 
 Trunk forward— BEND ! RAISE ! BEND ! RAISE ! POSITION ! 
 
 Left foot forward— PLACE ! 
 
 Heels— RAISE ! SINK ! count 1, 2. etc. 
 
 Foot— REPLACE ! 
 
 Right foot forward— PLACE ! Repeat. 
 
 Foot— REPLACE ! POSITION ! 
 
 DEEP BREATHING. 
 
 Lesson XIX. 10 Minutes. Daily— 19th Week. 
 
 Class— ATTENTION ! 
 
 Slowly run al)()ut tlie room and return to i)lace. 
 
 ATTENTION! Head— FIRM ! lli])s— F1R.M! 
 
 Left hip and right head— FIR:M! CHANGE! CHANGE! 
 
 POSITION ! 
 
 Arms r...w;ird— BEND! FLING! BEND! FLTXC ! POSITION I 
 
 Arms upward fling and feet— CLOSE ! POSITION! 
 
FOR SCHOOLS AND PLAYGROUNDS 11 
 
 Arms sideways stretch and heels — RAISE! 
 Arms bend and heels — LOWER! 
 1,2,3,4. 1,2,3,4. 
 1, 2, Class Halt ! POSITION ! 
 
 Hips— FIRdM ! 
 
 Left leg sideways— RAISE ! LOWER! RAISE! LOWER! 
 
 Repeat with the right. POSITION ! 
 
 Hips firm and feet astride— JUMP ! 1, 2, 3, 4. 
 Class— HALT ! 1, 2, 3, 4. POSITION ! 
 
 Arm raising sideways, hand turning and deep breathing. 
 
 Lesson XX. 10 Minutes. Daily— 20th Week. 
 
 Class— ATTENTION ! Feet— CLOSE ! Feet— OPEN ! 
 Left— FACE ! Right about— FACE ! Left— FACE ! 
 
 Arms sideways raise and trunk to the left — BEND ! 
 RAISE! BEND! RAISE! 
 Repeat to the right. 
 POSITION ! 
 
 Hips- FIRM! Heels— RAISE! Knees— BEND ! Knees— STRETCH ! 
 Heels— SINK ! POSITION ! 
 
 Hips firm, trunk lift and to the left— BEND ! RAISE ! 
 
 Trunk lift and to the right— BEND ! RAISE ! BEND RAISE ! 
 
 POSITION ! 
 
 Arms sideways— FLING! SINK! FLING! SINK! 
 
 Arms upward— BEND! Sideways— STRETCH ! Hands— TURN ! 
 Arms upward— RAISE ! POSITION ! 
 
 Head— FIR]\I ! Feet sideways— PLACE ! Heels— RAISE ! 
 Heels— SINK! RAISE! SINK! POSITION! ^ 
 
 Arms forward Ix'iid and INHALE! 
 Sideways fling and EXHALE! 
 1, 2. 1, 2. 1. 2. 
 POSITION ! 
 
 
74 PHYSICAL EDUCATION COMPLETE 
 
 TWENTY LESSONS IN GYMNASTICS FOR GRADE V. 
 
 Lesson I. 15 Minutes. Daily — 1st Week. 
 
 (Repeat all exercises several times.) 
 
 Class— ATTENTION ! Left— FACE ! Eight— FACE ! 
 Left— DRESS! FRONT! Riglit— DRESS ! FRONT! 
 
 Hips— FIR.M! Feet— CLOSE! Feet— OPEN ! 
 Alternate heels then toes— RAISE ! 12. 1, 2. 
 POSITION I 
 
 Arms sideways— STRETCH ! Count 2—1, 2—1. 2. etc. 
 
 Hips— FIRM! Heels— RAISE! Knees— BEND ! Knees— STRETCH ! 
 Heels— SINK! POSITION! 
 
 Head— FIRM ! Hips— FIRM ! 
 
 Left head and right hip— FIRM ! CHANGE ! CHANGE ! 
 
 POSITION ! 
 
 Hips— FIRM ! Trunk lift and to the left— BEND ! RAISE ! 
 Trunk lift and to the right— BEND ! RAISE ! Alternating. 
 POSITION ! 
 
 Hips — ^FIRM ! Prepare to jump — at the count 1 Heels— RAISE ! 
 2— Knees— BEND ! 3— Knees— STRETCH ! 4— Heels— SINK ! 
 
 Arms sideways raise and slowly INHALE ! 
 Arms sink and EXHALE ! 
 
 Lesson II. 15 Minutes. Daily — 2nd Week. 
 
 Class— ATTENTION ! Left foot forward— PLACE ! REPLACE! 
 Right foot forward— PLACE ! REPLACE ! 
 Left— FACE ! Right— FACE ! 
 
 Hips_FIRM! Head backward— PUtrL ! Head to— POSITION! 
 Repeat, counting 1, 2, etc. POSITION ! 
 
 Hips firm and feet sideways — PLACE ! 
 
 Arms forward— BEND ! FLING ! BEND ! FLING ! 
 
 Hands and feet quickly- POSITION ! 
 
 Hips— FIRM! Heels— RAISE! Knees— BEND ! Knees— STRETCH ! 
 Heels— SINK ! POSITION ! 
 
 Arms half forward— BEND ! 
 
 Arm— ROTATION ! 1. 2—1, 2, etc. POSITION ! 
 
FOR SCHOOLS AND PLAVCKOUNDS 75 
 
 Hips— FIRM ! Feet sideways— PLACE ! 
 Trunk lift and to the left— BEND ! RAISE ! 
 Repeat to the right. POSITION! 
 
 Heels— RAISE! Quick mark tiiue— MARK! 
 Class— HALT ! 1, 2, 3, 4. POSITION ! 
 
 Hips— FIRJ\[! With a deep breath, heels— RAISE ! 
 Heels— SINK ! and EXHALE ! 
 
 Lesson III. 15 Minutes. Daily — 3rd Week. 
 
 Class— ATTENTION ! Left— DRESS ! FRONT! Right— DRESS ! 
 FRONT! Hips— FIRM! Head— FIRM! POSITION! 
 
 piip.s_FIRM! Head backward— PULL ! Head to— POSITION ! 
 Repeat, counting 1, 2, etc. POSITION ! 
 
 Arms forward— BEND ! FLING! BEND! FLING! (Quick time.) 
 POSITION! 
 
 Hips— FIRM! Left knee upward— BEND ! Forward— STRETCH! 
 BEND! Downward— STRETCH! Repeat with the right. POSITION! 
 
 Arms half forward — BEND ! 
 
 Arm— ROTATION ! 1, 2. 1, 2. POSITION! 
 
 Feet close and hips — FIR^I ! 
 
 Trunk lift and to the left— BEND ! RAISE ! 
 
 Repeat right. POSITION ! 
 
 Hips— FIRM ! Heels— RAISE ! 
 
 Left foot forward and right foot backward — JUMP ! 
 
 CHANGE !— to the count 2. 1, 2. 1, 2. 1, 2. Class— HALT ! 1, 2. 
 
 Hands and feet quickly— POSITION ! 
 
 Arms sideways raise and — INHALE ! 
 Arms sink and — EXHALE ! 
 
 SLOW MARCHING ABOUT THE ROOM 
 
 Lesson IV. 15 Minutes. Daily — 4th Week. 
 
 Class— ATTENTION ! Left— FACE ! Right— FACE ! 
 Left about— FACE! Right about— FACE ! 
 
 Hips— FIRM ! Head to the left— BEND ! RAISE ! etc. 
 Repeat to the right. POSITION! 
 Head backward— PULL ! Head to— POSITION ! 
 Repeat, counting 1, 2, etc. POSITION! 
 
 Arms forward— BEND ! FLING! BEND! FLING! POSITION! 
 
76 PHYSICAL EDUCATION COMPLETE 
 
 Left arm sideways and riylit ami upward — STRETCH! 
 CHANGE! (To "count 1, 2.) Class— HALT I POSITION! 
 
 Left hip and right head— FIRM ! 
 Trunk to the left— TWIST ! Forward— TWIST ! 
 Hands change and trunk to the right— TWIST ! 
 Forward— TWIST ! POSITION ! 
 
 Hips— FIRM! Heels— RAISE! Astride— JUMP ! 1.2. 1.2. 1.2. 
 Class— HALT ! 1, 2. POSITION ! 
 
 SLOW MARCHING ABOUT THE ROO^I. 
 
 Lesson V. 15 Minutes. Daily — 5th Week. 
 
 Class— ATTENTION ! Left— FACE ! Feet— CLOSE ! Feet— OPEN! 
 Right— FACE ! 
 
 Hip.s— FIRM ! Head to the left— TWIST ! 
 Head backward— PULL ! POSITION! \ 
 
 (Is done by pulling the head back in 
 
 the direction of the opposite shoulder.) 
 Repeat to the right. POSITION^ ! 
 
 Arms upward and backward— STRETCH ! 1, 2. 1. 2. 1. 2. 
 Class— HALT! 1, 2. POSITION! 
 
 Hips— FIRM ! Left leg height of hip— RAISE ! SINK ! 
 RAISE! SINK! Repeat to the right. POSITION! 
 
 Hips firm and feet sideways— JUJMP ! Heels— RAISE ! 
 Trunk forward— BEND ! 
 
 Arms forward— BEND ! FLING ! BEND ! FLING ! 
 Trunk— RAISE ! Hands and feet quickly— POSITION ! 
 
 Left foot forward— PLACE ! and head— FIRM! 
 
 Trunk to the left— TWIST ! Forward— TAVIST ! 
 
 Feet— CHANGE! Trunk to the right— TWIST! Forward— TWIST ! 
 
 Hands and feet— POSITION ! 
 
 DEEP BREATHING. 
 
 Lesson VI. 15 Minutes. Daily — 6th Week. 
 
 Class— ATTENTION ! Feet— CLOSE ! Feet— OPEN ! 
 
 Left a))()ut— FACE! Right about— FACE! 
 
 Hips—FIR.M! Left foot forward— PLACE! Heels— RAISE ! SINK! 
 1,2. 1,2. Feet— CHANGE! 1,2. 1,2. Class— HALT ! 1,2. 
 POSITION ! 
 
FOR SCHOOLS AND PLA^'CROrXDS 11 
 
 Hips— FIR:\I ! Feet sideways— JU:\[P ! 
 
 Head to the left— BEND ! RAISE ! BEND ! RAISE ! 
 
 Repeat to the right. 
 
 Hands and feet, qnickly— POSITION! 
 
 Hips— FIR:\[ ! Heels— RAISE ! Knees— BEND ! Knees— STRETCH ! 
 Heels— SINK! 1,2,3.4. 1,2,3,4. POSITION! 
 
 Hips firm and feet sideways — PLACE ! 1, 2. 
 
 Heels— RAISE! Knees— BEND ! Knees— STRETCH ! Heels— SINK! 
 
 POSITION ! 
 
 In place— JUMP ! 
 
 (Count 1, Heels— RAISE ! Count 2, Knees— BEND ! Count 3. 
 JUMP! Count 4. Laud on toes and bend knees. Count 5, 
 Knees— STRETCH ! Count 6, Heels— SINK!) 
 
 Arms sideways raise and — INHALE ! 
 Sink and— EXHALE! 
 
 MARCH ABOUT THE ROOM. 
 
 Lesson VII. 15 Minutes. Daily— 7th Week. 
 
 Class— ATTENTION! Left— DRESS ! FRONT! Right— DRESS ! 
 FRONT! Left about— FACE ! Right about— FACE ! POSITION! 
 
 Arms sideward, upward raise and heels — RAISE ! 
 Arms and heels — SINK ! 
 
 Hips— FIRM! L[ead backward— PULL! Head to— POSITION ! 
 Repeat, counting' 1. 2, etc. POSITION ! 
 
 Arms upward, sideward and downward— STRETCH ! 1, 2, 3, 4, 5. 6. 
 POSITION ! 
 
 Hips— FIRJ\I! Feet sideward— PLACE ! Heels— RAISE ! 
 Knees— BEND! Knees— STRETCH ! BEND! STRETCH! 
 Heels— SINK ! POSITION ! 
 
 Arms sideward and upward — RAISE ! Trunk forward — BEND ! 
 RAISE! BEND! RAISE! POSITION! 
 
 Hips— FIR:^I! Toes— RAISE! 1,2. 1,2. POSITION! 
 
 Arms overhead, circle and — INHALE ! 
 Arms sink and — EXHALE ! 
 
 SKIP ABOUT THE ROO:\I. 
 
 Lesson VIII. 15 Minutes. Daily— 8th Week. 
 
 Class— ATTENTION ! Left— FACE ! Right— FACE ! Feet— CLOSE! 
 Feet— OPEN ! Left foot sideways— PLACE ! REPLACE ! 
 Right foot l)ackward— PLACE! REPLACE! 
 
78 PHYSICAL EDUCATION COMPLETE 
 
 Hips— FIRM! Feet sideways— JUMP! Head backward— PULL ! 
 Head to— POSITION ! Repeat, coimting 1, 2, etc. 
 Hands and feet quickly- POSITION ! 
 
 Arms forward— BEND ! Sideways— FLING ! BEND! FLING! 
 POSITION! 
 
 Head— FIRM! Left foot sideways— RAISE ! SINK! RAISE! SINK! 
 Repeat with the right. POSITION ! 
 
 Hips firm and feet sideways — JUMP ! 
 
 Arms forward and upward— FLING! LOWER! FLING! LOWER! 
 
 POSITION ! 
 
 Arms forward bend and feet — CLOSE ! 
 Sideways fling and feet— OPEN ! POSITION ! 
 
 Hips— FIRM ! Heels— RAISE ! Feet astride— JUMP ! 1, 2. 1, 2. 
 Class— HALT! 1, 2. POSITION! 
 
 Hips— FIRM! Left leg backward— RAISE ! SINK! 
 Repeat with the right leg. POSITION ! 
 
 Arms sideward and upward raise and — INHALE ! 
 Arms lower and — EXHALE ! 
 
 Lesson IX. 15 Minutes. Daily— 9th Week. 
 
 Class— ATTENTION ! Arms upward— BEND ! POSITION ! 
 Feet— CLOSE! Feet— OPEN! ATTENTION! 
 
 Feet sideways place and arms sideways — STRETCH! 1, 2. 
 
 Heels— RAISE! Knees— BEND ! Knees— STRETCH ! Heels— SINK! 
 
 Hands and feet quickly— POSITION ! 
 
 Hips— FIRM! Head backward— PULL ! Head to— POSITION ! 
 Repeat, counting 1, 2, etc. POSITION ! 
 
 Arms sideward and downward— STRETCH ! 1, 2, 3, 4. Class— HALT ! 
 1, 2. POSITION ! 
 
 Arms half sideward — BEND ! 
 
 Arm— ROTATION ! 1.2. 1.2. Class— HALT! 1.2. POSITION! 
 
 Arms forward bend feet sideward — JUMP! 
 
 Arms sideward fling and heels — RAISE! Arms bend and heels — SINK! 
 
 1, 2. 1, 2. POSITION! 
 
 Hips— FIRM ! 
 
 High knee upward bending, bogitniing with the left foot — GO! 
 
 1,2. 1,2. 1,2. Class— HALT! 1,2. POSITION! 
 
 Arms sideward overhead, circle and — INHALE ! ] 
 
 Lower and— EXHALE ! I 
 
FOR SCHOOLS AND PLAYGROUNDS 79 
 
 Lesson X. 15 Minutes. Daily— 10th Week. 
 
 Class— ATTENTION ! Arms sideward— EAISE ! SINK! Feet— CLOSE ! 
 Feet— OPEN ! Eight about- FACE ! Left about— FACE ! 
 
 Head— FIRM! With a dc'ep breath, trunk lift and to thr left— BEND ! 
 RAISE ! BEND ! RAISE ! Repeat to the right. POSITION ! 
 
 Arms upward and sideward— STRETCH ! BEND! STRETCH! 
 POSITION ! 
 
 Hips— FIRM! Left knee upward— BEND! Forward— STRETCH! 
 
 BEND ! Downward— STRETCH ! 
 
 Repeat with the right, alternately. POSITION! 
 
 Feet sideways— PLACE ! 
 
 Trunk forward — BEND! Arms forward and upward — FLING! 
 
 RETURN ! FLING ! RETURN ! 
 
 Trunk— RAISE ! POSITION ! 
 
 Hips— FIRM ! Left foot sideways— RAISE ! 
 Hop twice on the rigiit and— CHANGE ! 
 Hop twice on the left and— CHANGE ! 
 Class— HALT ! 1, 2. POSITION ! 
 
 Arms forward bend and — INHALE ! 
 Arms sideways fling and — EXHALE ! 
 
 Lesson XI. 15 Minutes. Daily— 11th Week. 
 
 Class— ATTENTION ! Left— FACE ! Right— FACE ! Feet— CLOSE ! 
 
 Feet— OPEN! Heels— RAISE ! Heels— SINK! 
 
 Heels — RAISE ! Knees bend and arms sideward, upw^ard — RAISE ! 
 
 Knees stretch, arms and heels — SINK! 
 
 POSITION ! 
 
 Head— FIRM! With deep breath, chest— RAISE ! SINK! 
 RAISE! SINK! POSITION! 
 
 Heels raise, arms forward and upward — FLING! LOWER! etc. 
 POSITION ! 
 
 Left arm upward and right arm backward — STRETCH! 
 CHANGE ! 1, 2, 3, 4. POSITION ! 
 
 Hips— FIRM ! Heels— RAISE ! Knees— BEND ! 
 Hop on right foot and left foot sideward — RAISE ! 
 
 (Quick change, alternating— count 1. 2; 1. 2; 1, 2. Cla.ss— HALT ! 1, 2.) 
 POSITION ! 
 
 Arms sideward raise and — INHALE ! 
 Arms lower and — EXHALE! 
 
80 PHYSICAL EDUCATION COMPLETE 
 
 Lesson XII. 15 Minutes. Daily— 12th Week. 
 
 Class— ATTENTION ! :\lark time— MARK! 1,2.1,2. Class— HALT I 
 1, 2. Left— FACE ! Feet— CLOSE ! Feet— OPEN ! Right— FACE ! 
 
 Arms sideward raise and feet — CLOSE ! 
 
 Head backward— PULL! Head to— POSITION ! 
 
 Repeat, conntiiiij' 1, 2, etc. Hands and feet— POSITION ! 
 
 Arms sideward — downward and backward — STRETCH ! 
 
 Hips— FIRM ! Left foot forward— PLACE ! 
 
 Heels— RAISE! Knees— BEND ! Knees— STRETCH ! Heels— SINK! 
 
 POSITION ! Repeat with the right. POSITION ! 
 
 Arms upward— BEND ! Left arm sideward— STRETCH ! 
 Arms— CHANGE ! 1, 2, 3, -1. Class— HALT ! 1, 2. POSITION ! 
 
 Arms sideways — RAISE ! 
 
 Left leg backward— RAISE ! Left leg downward— PLACE ! 
 
 Repeat with the right. POSITION ! 
 
 Arms upward stretch and feet sideways — PLACE ! 
 
 Trunk forward— BEND ! RAISE ! BEND ! RAISE ! POSITION ! 
 
 Left foot forward— PLACE ! Heels— RAISE ! QUICK CHANGE ! 
 (Jumping exercise.) 
 
 Hips -FIRM ! Slowly INHALE ! and EXHALE ! POSniON ! 
 
 Lesson XIII. 15 Minutes. Daily— 13th Week. 
 
 Class— ATTENTION ! Arms sideways— RAISE ! LOWER ! 
 
 Left foot forward— PLACE ! REPLACE ! Right— FACE ! Left— FACE ! 
 
 Hips— FIRM! Head to the left— TWIST! Forward— TWIST ! 
 Repeat to the right. POSITION ! 
 
 Arms sideward stretch and heels — RAISE! 
 Arms bend and heels — SINK ! 
 
 Hips— FIRM ! 
 
 Deep breath and chest— RAISE! SINK! RAISE! SINK! POSITION! 
 
 Hips— FIRI\I ! Left foot sideward— PLACE ! 
 Trunk to the left— TWIST! Forward— TWIST ! 
 Repeat to the right. POSITION ! 
 
 Arms upward, sidewai-d — RAISE! (Inhale) 
 Arms— SINK! (Exhale) 
 
 SKIP ABOUT THE RO():\I. 
 
FOR SCHOOLS AND PLAYGROUNDS 81 
 
 Lesson XIV. 15 Minutes. Daily— 14th Week. 
 
 Class— ATTENTION ! Left— DREHS ! FKONT! Kiglit— DRESS ! 
 FRONT! Feet— CLOSE! Feet— OPEN ! Heels— RAISE ! SINK! 
 
 Hips— FIRJM ! Head to left— BEND ! RAISE ! POSITION ! 
 Repeat to the right. POSITION ! 
 
 Hips— FIR:\I 1 Feet sideways— PLACE ! 
 
 Trunk forward— P,END ! Head— ROTATION ! 1. 2, ;i, 4. 
 
 Ti-iiiik- RAISE! Hands and feet quiekl\ —POSITION ! 
 
 Hips— FIRM ! Feet sideways— PLACE ! 
 
 Head backward— PPLL ! Head to— POSITION ! 
 
 Repeat, counting 1, 2. etc. POSITION! 
 
 Left hip, right head— FIRM ! 
 
 Trunk lift and to the left— BEND ! RAISE ! 
 
 Arms— CHANGE! Repeat to the right. POSITION! 
 
 Hips— FIRM! With a deep breath, chest— RAISE ! SINK! 
 POSITION ! 
 
 Lesson XV. 15 Minutes. Daily— 15th Week. 
 
 Class— ATTENTION ! Count off by twos— START! 1, 2. 1, 2. 
 Head— FIRM! Hips— FIRM ! CHANGE! CHANGE! POSITION! 
 
 Hips— FIRM! Head l)ackward— PULL ! Head to— POSITION ! 
 
 Arms sideward and downward — STRETCH! 
 
 Hips— FIRM ! Heels— RAISE ! Knees— BEND ! Knees— STRETCH ! 
 Heels— SINK ! POSITION ! 
 
 Trunk forward— BEND ! Arms sideways— RAISE ! 
 Arras downward— SINK ! Trunk— RAISE ! 
 
 Hips— FIRM ! Left foot forward— PLACE ! 
 
 Feet— CHANGE! Count 1, 2—1, 2,, etc. POSITION! 
 
 Head— FIRM ! Trunk to the left— BEND ! RAISE ! 
 Repeat to the right. POSITION ! 
 Count 1, 2, 3, 4. 
 
 Head— FIRM! Feet sidewa.ys— PLACE ! Knees— BEND ! 
 
 Knees— STRETCH ! 
 
 Hands and feet, quickly— POSITION I 
 
 Arras sideward, upward — RAISE ! 
 Arras downward— SINK! POSITION! 
 
82 PHYSICAL EDUCATION COMPLETE 
 
 Lesson XVI. 15 Minutes. Daily— 16th Week. 
 
 Class— ATTENTION ! Ki-ht— FACE ! Right about— FACE ! 
 Left about— FACE ! Left— FACE ! 
 
 Arms sideAvard— RAISE ! Head to the left— TWIST ! 
 
 Head baekward— PULL ! Forward and to the riglit— TWIST ! 
 
 Head backward— PULL ! Forward— TWIST ! POSITION ! 
 
 Arms downward, sideward and upward — STRETCH! 
 
 Left knee upward— BEND ! Forward— STRETCH ! Knee— BEND ! 
 Downward— STRETCH ! Repeat with the right. 
 
 In place— JUMP! 1, 2; 1, 2, etc. 
 
 Heels— RAISE ! Quick time— in place— MARCH ! 
 
 With a deep breath, arms sideward— RAISE ! SINK! 
 
 Lesson XVII. 15 Minutes. Daily— 17th Week. 
 
 Class— ATTENTION ! Heels— RAISE ! Hips— FIR]\I ! Heels— SINK! 
 Head— FIRIM ! POSITION ! 
 
 Hips— FIRM! Alternate toe-raising— START ! 1, 2; 1, 2, etc. 
 Class— HALT ! POSITION ! 
 
 Head— FIRM! POSITION! Hips— FIRM ! POSITION! 
 
 Hips— FIRM ! Left knee upward— BEND ! 
 
 Foot downward — PLACE ! 
 
 Repeat with the right— POSITION ! 
 
 Arms sideward— STRETCH ! Feet sideways— PLACE ! 
 Trunk forward — BEND! Arm rotation — 1. 2 — 1. 2. etc. 
 Trunk— RAISE ! 
 
 Hips- FIRM! Head backward— PULL ! Head to— l^OSITION ! 
 Repeat, counting 1, 2, etc. POSITION! 
 
 Head— FIRM! Knees— BEND ! Knees— STRETCH! 
 Knees— BEND! STRETCH! POSITION! 
 
 Arms sideward— STRETCH ! 
 
 Arm circling and deep breathing — 1, 2 — 1, 2, etc. 
 
 Arms— SINK ! 
 
 Lesson XVIII. 15 Minutes. Daily— 18th Week. 
 
 Class— ATTENTION ! Head— FIRM ! Hips— FIRM! CHANGE! 
 CHANGE! Right— FACE! Left— FACE ! POSITION! 
 
 Hips firm and feet sideways — PLACE! 
 
 Head back ward— PULL ! Head to— POSITION ! 
 
FOR SCHOOLS AND PLAYGROUNDS 83 
 
 Hands and iV-et quic-kly— POSITION ! 
 
 Arms forward— BEND ! Arms sideways— FLING ! BEND ! FLING ! 
 
 Hips— FIRM ! Left knee upward— BEND ! Forward— STRETCH ! 
 BEND ! CHANGE ! etc. POSITION ! 
 
 Arms half forward — BEND ! Arm rotation — 1. 2 — 1. 2. etc. 
 POSITION ! 
 
 Head firm and feet sideways— PLACE ! 1, 2. 
 Trunk lift and to the left— BEND ! RAISE ! 
 Repeat to the right. POSITION ! 
 
 Arms circle overhead and — INHALE ! 
 Arms lower and — EXHALE ! 
 
 Lesson XIX. 15 Minutes. Daily— 19th Week. 
 
 Class— ATTENTION ! Heels— RAISE ! SINK ! In place— REST ! 
 ATTENTION ! 
 
 One step forward— MARCH ! Right about— FACE ! 
 One step forward— MARCH ! Left about— FACE ! 
 
 Hips— FIR:^I ! Left forward— FALLOUT ! CHANGE ! POSITION ! 
 
 Arms forward— BEND ! FLING! BEND! FLING! POSITION! 
 
 Arms forward and upward — RAISE ! SINK ! 
 
 Arms forward— RAISE ! Upward— FLING ! Forward— SINK! 
 POSITION ! 
 
 Hips— FIRM! Head backward— PULL ! Head to— POSITION ! 
 Repeat, counting 1, 2, etc. 
 
 Arms upward and sideward— STRETCH ! 1, 2. 3, 4. POSITION ! 
 
 Hips — FIRM ! Jump in place — 1, 2. 3, 4. 5. 6. 7, 8. 
 
 Hips — FIRM ! Deep breathing. 
 POSITION ! 
 
 Lesson XX. 15 Minutes. Daily— 20th Week. 
 
 Clas.s— ATTENTION ! Feet— CLOSE ! OPEN! Heels— RAISE ! 
 SINK! Head— firm: Hips— FIRM! POSITION! 
 
 Hips— FIRM! Alternate heels and toes— RAISE! POSITION! 
 
 Head— FIRM! POSITION! Right head and left hip— FIRM ! 
 CHANGE ! POSITION ! 
 
84 PHYSICAL EDUCATION COMPLETE 
 
 Hips— FIRM! Left knee upward — BEND! Foot downward— PLACE 
 POSITION ! 
 
 Arms sideward— STRETCH ! Feet sideways— PLACE ! 
 
 Trunk forward— BEND ! Arm rotation— 1, 2—1, 2, etc. 
 
 Trunk upward— RAISE ! Hands and feet quickly— POSITION ! 
 
 Head— FIRM ! Feet sidew^ays— PLACE ! 
 
 Trunk to the left— TAVIST ! Forward— TWIST ! 
 
 Repeat to the right. POSITION ! 
 
 Head— FIRM! Knees— BEND ! Knees— STRETCH I POSITION! 
 
 Arms sideways— STRETCH 1 
 
 Arm circling and deep breathing — 1, 2 — 1, 2 — 1, 2, etc. 
 
 Arms downward — SINK ! 
 
CHAPTER IV 
 
 Gymnastic Lessons for G-rammar Grades 
 
 TWENTY LESSONS IN GYMNASTICS FOR GRADE VI 
 
 Lesson I. 15 Minutes. Daily — 1st Week. 
 
 Class— ATTENTION ! Left— FACE ! Right about— FACE ! 
 
 Left— FACE! Head— FIR^I ! Hips— FIRM! CHANGE! POSITION! 
 
 Hips^ — FIRM! Heels— RAISE! Knees— BEND ! Knees— STRETCH! 
 Heels— SINK! 
 
 Hips— FIRM ! Head to the left— BEND ! RAISE ! 
 Repeat to the right. POSITION ! 
 
 Arms sideward, upward — FLING! Arms — SINK! 
 
 Hips— FIRM! Left knee upward— BEND ! Downward— STRETCH ! 
 Alternate left and right. POSITION ! 
 
 Arms sideward— STRETCH ! Arms upward— FLING ! Arms— SINK ! 
 
 Head— FIRM ! Feet sideways— JUMP ! Head backward— PULL ! 
 
 Head to— POSITION ! Repeat, counting 1, 2, etc. Hands and feet, 
 quickly— POSITION ! 
 
 Head— FIRM ! Left foot forward— PLACE ! Trunk lift and'to the left— BEND ! 
 RAISE ! Feet change— 1 ! 2 ! Repeat to the right. POSITION ! 
 
 Hips— FIRM ! Feet sideways— JUMP ! Heels— RAISE ! SINK ! POSITION ! 
 
 Arms forward bend and INHALE ! Arms sideward fling and EXHALE ! 
 
 Lesson II. 15 Minutes. Daily — 2nd Week. 
 
 Class— ATTENTION ! Feet— CLOSE ! Heels— RAISE ! SINK! 
 
 Feet— OPEN ! Hips firm and feet sideward— JUI\IP ! POSITION ! 
 
 Hips— FIR:\I ! Head to the left— BEND ! RAISE ! 
 Repeat to the right. POSITION ! 
 
 Arms sideward— FLING ! Upward— RAISE ! SINK! 
 
 Head firm and feet sideways— PLACE ! Toe.s— RAISE ! SINK! 
 Hands and feet, quickly— POSITION ! 
 
 Head— FIRM! Feet astride— JUMP ! Trunk forward— BEND ! 
 RAISE! BEND! RAISE! POSITION! 
 
 Head firm and feet sideways — JU]MP! 
 
 Trunk lift and to tlic left— BEND! RAISE! 
 Trunk lift and to the right— BEND ! RAISE! 
 Hands and feet— POSITION ! 
 
86 PHYSICAL EDUCATION COMPLETE 
 
 Hips— F1R:\I ! Left leg sideways— RAISE ! \ 
 
 Cut step sideways, to the count— 1, 2—1, 2— GO ! Class— HALT ! 1, 2, 3. ' 
 POSITION! 
 
 Arm raising sideways and deep breathing. 1,2^ — 1, 2. 
 
 I 
 
 Lesson III. 15 Minutes. Daily— 3rd Week. | 
 
 Class— ATTENTION! Hips— FIRM ! Arms forward— BEND ! 
 
 Arms upward— BEND! Hips— FIR:\1 ! Left foot sideways— PLACE ! 
 Foot— REPLACE ! Right foot sideways— PLACE ! REPLACE ! I 
 
 POSITION! i 
 
 Hips firm and left foot forward PLACE! (In series — 1, 2, 3, 4.) I 
 
 Feet — CHANGE ! Alternating throughout the exercise. '• 
 
 Hips— FIRM! Head to the left— BEND ! RAISE! ! 
 
 Repeat to the right. POSITION ! \ 
 
 Arms sideways fling and heels — RAISE ! Arms and heels — SINK ! 
 
 Arms upward and sideward — STRETCH ! i 
 
 Left leg backwards— RAISE ! SINK ! POSITION ! 
 Repeat to the right. POSITION! 
 
 Arms sideways fling and feet sideways — PLACE! 1, 2. 
 Trunk forward— BEND ! RAISE ! BEND ! RAISE ! 
 Hands and feet— POSITION ! j 
 
 Head fii-m and left foot forward — PLACE! i 
 
 Head to the left— BEND ! ! 
 
 Feet change find repeat to the right. 1,2. POSITION! 
 
 Hips firm and heels— RAISE! SINK! RAISE! SINK! POSITION! 
 
 Hips— FIRM! AVith a deep l)reath, chest raise! SINK! , 
 
 Lesson IV. 15 Minutes. Daily — 4th Week. 
 
 Class— ATTENTION ! Heels— RAISE ! SINK! Hips— FTR:\1 ! 
 
 Right hip and left head- FIRM! POSITION! , 
 
 Arms sideways raise and head to tlie left — TWIST! \ 
 
 Forward— TWIST ! Repeat to tlu' riglit. POSITION! 
 
 Arms half forward— BEND ! Arm rotalioii— 1 ! 2 ! etc. POSITION! 
 
 Hips— FIRM! Left knee upward- BEND ! 
 
 Forward— STRETCH ! l^END! Downward— STRETCH ! 
 Repeat with the right foot. POSITION! 
 
 Hips firm and feet sideways — PLACE ! 
 
 Trunk forward— BEND ! RAISE! BEXD! RAISE! 
 Hands and feet (iiiickly— POSITION ! 
 
FOR SCHOOLS AND PLAYGROUNDS 87 
 
 Hips firm and feet astride — JU^NIP ! 
 
 Head backward— PULL ! Head to— POSITION : 
 Repeat, counting 1, 2, etc. POSITION ! 
 
 Hips— FIRM ! Left leg sideways— RAISE ! 
 
 Cut step sideways, to the count 1. 2 — 1. 2 — GO! 
 Class— HALT ! L 2, 3. POSITION ! 
 
 Arms sideways raise and slowly — INHALE! 
 Arms lower and — EXHALE ! 
 
 Lesson V. 15 Minutes. Daily— 5th Week. 
 
 Class— ATTENTION ! Feet— CLOSE ! Hips— FIRM ! Head— FIRM! 
 Left foot forward— PLACE ! REPLACE ! 
 Right foot forward— PLACE! REPLACE! Feet— OPEN ! POSITION! 
 
 Hips— FIRM! Feet sideways— PLACE ! 
 
 Heels— RAISE! Knees— BEND ! Knees— STRETCH ! Heels— SINK ! 
 POSITION ! 
 
 Hips firm and feet sideways— PLACE ! Head l)ackward— PULL ! 
 Head to— POSITION ! Repeat, counting 1. 2, etc. 
 Hands and feet quickly— POSITION ! 
 
 Left arm upward— STRETCH ! 1. 2. 3. 4. 
 
 Repeat with the right. Alternate throughout the exercise. 
 
 Arms upward — BEND! 1. 
 
 Arms upward stretch jiiid left leg backward — RAISE! 2. 
 Arms bend and leg— SINK! 3. POSITION! L 
 Repeat with the right foot. 
 
 Arms ujiward stretcli and feet sideways — PLACE! 1, 2. 
 
 Trunk forward— BEND ! RAISE! Hands and feet, quickly— POSITION ! 
 
 Hips firm and left foot forward — PLACE ! 
 
 Head to the left— TWIST ! Forward— TWIST ! 
 
 Feet— CHANGE! 1, 2. 
 
 Hca.l to the right— TWIST 1 Forward— TWIST ! POSITION ! 
 
 Arms upward— STRETCH ! Heels— RAISE ! Knees— BEND ! 
 Knees— STRETCH ! Arms and heels— SINK! 
 
 Arms circle overhead and — INHALE ! 
 
 Arms lower and — P]XIIALE ! (Slowly) 
 
 Lesson VI. 15 Minutes. Daily— 6th Week. 
 
 Class— ATTENTION ! Left foot backward— PLACE ! REPLACE ! 
 
 Right foot l)a.k\vafd— PLACE! REPLACE! Arms upward— BEND ! 
 Arms half sideways— RAISE ! Arms half forward— BEND ! 
 POSITION ! 
 
88 PHYSICAL EDUCATION COMPLETE 
 
 Arms upward, sideward, downward and backward — STRETCH! 
 
 Alternate toe-raising — 1, 2 — 1, 2. 
 
 Arms half sideways— BEND ! Arms rotate— 1 ! 2 ! etc. POSITION ! 
 
 Feet astride jump and head — FIRM ! 
 
 Trunk lift and to the left— BEND ! RAISE ! 
 
 Trunk lift and to the right— BEND ! RAISE ! POSITION ! 
 
 Hips firm and left foot forward — PLACE ! 
 
 Heels— RAISE! Feet— CHANGE! (Quickly.) 1. 2. 1. 2. 
 Class— HALT ! 1, 2. Heels— SINK ! POSITION ! 
 
 Hips— FIRM! Heels slowly raise and— I-N-H-A-L-E. 
 Heels slowly sink and — E-X-H-A-L-E. 
 
 Lesson VII. 15 Minutes. Daily— 7th Week. 
 
 Class— ATTENTION! Trunk forward bend and hips— FIRM ! 
 
 Trunk raise and hands— POSITION ! Heels— RAISE ! SINK! 
 Toes— RAISE! SINK! POSITION! 
 
 Hips— FIRM ! With a deep breath, head backward— PULL ! 
 
 Head to— POSITION ! Repeat, counting 1, 2, etc. POSITION ! 
 
 Arms sideways stretch and feet astride — JUMP ! Hands — TURN ! 
 Trunk forward— BEND ! RAISE ! BEND ! RAISE ! 
 Hands and feet quickly- POSITION ! 
 
 Hips— FIRM ! Left foot forward— PLACE ! 
 
 Head backward— PULL ! Head to— POSITION ! 
 Feet— CHANGE !—l, 2— and repeat. POSITION! 
 
 Head firm and feet— CLOSE ! Trunk lift and to the left— TWIST! 
 Forward— TWIST ! Tnuik lift and to the riglit— TWIST ! 
 Forward— TWIST ! POSITION ! 
 
 Arms downward— STRETCH ! Knees— BEND ! 
 
 Arms bend and knees— STRETCH ! 1.2. 1,2. Class— HALT ! 1.2. 
 POSITION ! 
 
 Arms sideways raise, heels raise and, slowly — INHALE! 
 Arms and heels lower and — EXHALE ! 
 
 Lesson VIII. 15 Minutes. Daily— 8th Week. 
 
 Class— ATTENTION ! Head— FIRI\I ! Hips— FI I^M ! POSITION ! 
 Right— FACE! Left— FACE ! Right— DRESS ! FRONT! 
 Right about— FACE! Left about— FACE ! POSITION! 
 
 Head— FIRM! With ;i dcci) ])rea1h. diest— RAISE ! SINK! POSITION! 
 
FOR SCHOOLS AND PLAYGROUNDS 89 
 
 Arms backward, downward, sideward and upward — STRETCH! 
 
 Left— FACE ! Hips— FIRJM ! Left leg sideways— RAISE ! 
 Legs— CHANGE— 2 ! etc. Right- FACE ! POSITION ! 
 
 Left arm upward and right arm sideways — STRETCH! 
 CHANGE ! 1, 2. Class— HALT ! 1. 2. POSITION ! 
 
 Hips— FIRM! Head backward— PULL! Head to— POSITION ! 
 Repeat, counting 1. 2. etc. POSITION! 
 
 Hips— FIRM ! Feet— CLOSE ! Left leg forward— RAISE ! 
 
 Forward cut step— GO ! Class— HALT ! 1 2, 3. POSITION! 
 Arms sideward raise and slowly — INHALE ! 
 Arms lower and — EXHALE ! 
 
 Lesson IX. 15 Minutes. Daily— 9th Week. 
 
 Class— ATTENTION ! Arms upward- FLING ! POSITION! 
 
 Right— FACE! Left— FACE ! Feet— CLOSE ! Feet— OPEN ! 
 POSITION ! 
 
 Hips— FIRM! I\Iark time— :\IARK! 1, 2. 1. 2. Class— HALT ! 1, 2. 
 POSITION ! 
 
 Hips firm and feet sidewaj^s — PLACE ! 
 
 Head backward— PULL ! Head to— POSITION ! Repeat, counting 1, 2, etc. 
 Hands and feet, quickly— POSITION ! 
 
 Arms sideward, upward— FLING! SINK! FLING! SINK! 
 
 Arms sideward— STRETCH ! Lleels— RAISE ! Knees— BEND ! 
 Knees— STRETCH ! Heels— SINK! POSITION! 
 
 Hips— FIRM ! Left foot forward— FALLOUT ! 
 Feet— CHANGE! 1, 2. POSITION! 
 
 Arms half sideward— RAISE ! Arm rotation— 1 ! 2! etc. POSITION! 
 
 Hips— FIRM! Left foot forward— PLACE ! 
 
 ^fniidv lift and to the left— BEND ! RAISE! 
 Feet change — 1 ! 2 ! 
 
 Trunk lift and to the right— BEND ! RAISE ! 
 Hands and feet, quickly— POSITION ! 
 
 Arms sideward stretch and feet sideways — PLACE ! 
 Knees— BEND ! Knees— STRETCH ! POSITION ! 
 
 Hips— FIR:\I ! With a deep breath, chest— RAISE ! SINK ! 
 
 Lesson X. 15 Minutes. Daily— 10th Week. 
 
 Class— ATTENTION ! :\ [ark time— MARK! I, 2—1, 2. Class— HALT ! 1.2. 
 Left— FACE! Right— FACE ! Left— DRESS ! FRONT! 
 Head— FIR:\I ! I'OSITION ! 
 
90 PHYSICAL EDUCATION COMPLETE 
 
 Arms forward and upward— FLING! SINK! FLING! SINK! 
 
 Head— FIRM ! Heels— RAISE ! Knees— BEND ! Knees deep— BEND ! 
 Knees— STRETCH! Heels— SINK! POSITION! 
 
 Arms slowly upward— BEND! Arms slowly upward— STRETCH ! Count 1, 
 2, etc. POSITION ! 
 
 Left arm sideward, upward raise and feet — CLOSE ! 
 
 Trunk to the right— BEND ! RAISE ! Arms— CHANGE ! 
 Trunk to the left— BEND ! RAISE ! 
 Hands and feet— POSITION ! 
 
 Cut step sideward— JUMP ! 1, 2-1, 2, etc. 
 
 Arms sideward, upward raise and — INHALE ! 
 Arms sink and— EXHALE ! 
 
 Lesson XI. 15 Minutes. Daily— 11th Week. 
 
 Class— ATTENTION ! Heels- RAISE ! SINK! Feet— CLOSE ! 
 
 Feet— OPEN! Hips— FIRM ! Right hip and left head— FIRM ! 
 CHANGE! CHANGE! POSITION! 
 
 Hips firm and feet— CLOSE ! Head backward— PULL ! Head to— POSITION ! 
 Repeat, counting 1, 2. etc. 
 Hands and feet— POSITION ! 
 
 Arms upward— BEND! Alternate arms downward— STRETCH ! 
 
 Hips— FIRM! Heels— RAISE! Knees deep— BEND ! Knees— STRETCH ! 
 Heels— SINK! POSITION! 
 
 Arms sideward stretch and feet sideward — PLACE ! 
 
 Trunk forward— BEND ! Arms forward— BEND ! FLING ! 
 Trunk— RAISE ! POSITION ! 
 
 Hips— FIR:\I! Trunk to the left— TWIST! Forward— TWIST ! 
 Repeat to the right. POSITION! 
 
 Hands on desks and heels — RAISE! Count 1! 
 Vaulting over seats — GO ! Count 2 ! 3 ! 
 Land on toes with knees hent. Count 4 ! 
 Knees— STRETCH ! Count 5 ! 
 Heels— SINK! Count 6! 
 
 Deep breathing with arm sideward rjiisiiig. 
 
 Lesson XII. 15 Minutes. Daily— 12th Week. 
 
 Class— ATTENTION ! Feet— CLOSE ! Hips— FIRM! 
 
 Heels— RAISE! Heels— SINK! Feet— OPEN ! POSITION! 
 
FOR SCHOOLS AND PLAYGROUNDS 91 
 
 Hips— FIRM! Heels— RAISE ! Headto the left— BEND ! RAISE! 
 Hciid to the right— BEND! RAISE! POSITION! 
 
 Head firm and feet astride— JUMP ! 
 
 With a deep breath, head backward— PULL ! Head to— POSITION ! 
 Repeat, eonnting 1, 2, etc. POSITION! 
 
 Hips— FIRM! Left leg forward— RAISE ! Downward— PLACE ! 
 
 Repeat with the right. POSITION! 
 
 Anns lialf forward— BEND ! Arm rotation—! ! 2! etc. POSITION! 
 
 Hips— FIRM! Feet— CLOSE! Left foot forward— PLACE ! 
 Heels— RAISE ! SINK ! Foot— REPLACE ! 
 Repeat with the right. POSITION! 
 
 Hips firm and feet sideways — JL^MP! 
 
 Trunk lift and to the left— BEND! RAISE! 
 Trunk lift and to the right— BEND ! RAISE! 
 Hands and feet— POSITION ! 
 
 Hips— FIR:\I! Feet sideways— JUMP ! 
 
 Heels— RAISE! Spring jump, ready— GO ! 1, 2—1, 2. 
 Class— HALT ! 1, 2. 3. POSITION ! 
 
 With a. deep breath, arms sideward— RAISE ! SINK! 
 
 Lesson XIII. 15 Minutes. Daily— 13th Week. 
 
 Class— ATTENTION! Hips— FIRM! Head— P^IR:\I ! Feet— CLOSE ! 
 Arms forward, upward— FLING ! SINK! Heels— RAISE ! SINK! 
 Feet— OPEN ! POSITION ! 
 
 Head finn and feet sideways— PLACE ! Head to the left— TWIST ! 
 
 Forward— TWIST! Head to the right— TWIST ! Forward— TWIST ! 
 POSITION ! 
 
 Arms u])waf(l. sideward, downward and liaekwai'd — STRETCH! 
 
 Head— FIRM! Left leg backward- RAISE ! 
 
 Foot downward— PLACE ! RAISE! Downward— PLACE ! 
 Repeat with the right leg. POSITION! 
 
 Hips— FIRM ! Feet sideways— PL ACE ! Trnnk forward— BEND ! 
 Arms forward— BEND ! Sideward— FLING ! BEND! FLING! 
 Trunk— RAISE ! Hands and feet— POSITION ! 
 
 Head— FIRI\I ! Left forward— FALLOUT ! 
 
 Feet— CHANGE ! 1 ! 2 ! 1 ! 2 ! etc. POSITION ! 
 
 Right— FACE! Hands on desk.s— PLACE ! 
 
 Vaulting over seats— Count 1 ! 2! 3! 4! 5! 6! POSITION! 
 
92 PHYSICAL EDUCATION COMPLETE ] 
 
 I 
 
 Arms forward, upward raise and — INHALE! ! 
 
 Arms loAver and — EXHALE ! 
 
 Lesson XIV. 15 Minutes. Daily— 14th Week. 
 
 Class— ATTENTION ! Left face and one step to the left— MARCH! 
 Right face and one step to the right — ]MARCII ! 
 
 Left ahout— FACE ! Right about— FACE ! Hips— FIRM ! ] 
 
 POSITION ! { 
 
 Hips— FIRM! With a deep breath, head backward— PULL ! 
 
 Head to— POSITION ! Repeat, counting 1, 2, etc. POSITION! 
 
 Left foot sideward— PLACE ! Heels— RAISE! SINK! Foot— REPLACE ! 
 Repeat with the right foot. POSITION ! 
 
 Arms half sideward — BEND ! Arm rotation — 1 ! 2 ! 
 
 Hips— FIRM ! Feet astride— JUMP ! 
 
 Trunk lift and to the left— BEND ! RAISE ! 
 
 Trunk lift and to the riglit— BEND ! RAISE ! POSITION ! 
 
 Left foot forward— PLACE ! Heels— RAISE ! SINK ! etc. 
 Feet— CHANGE ! 1 ! 2 ! POSITION ! 
 
 Hips— FIRJ\I ! Feet sideways— JUMP ! 
 
 Heels— RAISE! Spring jump, ready— GO ! 1, 2—1. 2. 
 Class— HALT ! 1. 2, 3. POSITION ! 
 
 With a deep breath, chest— RAISE ! SINK! 
 
 Lesson XV. 15 Minutes. Daily— 15th Week. 
 
 Class— ATTENTION! One step backward— MARCH! 1. 2. 
 
 Feet— CLOSE! Feet— OPEN ! One step forward— MARCH ! 1. 2. 
 
 Hips— FIRM! POSITION! j 
 
 Hips- FIRM! Head backward— PULL ! Head to— POSITION ! ■ 
 
 Repeat, counting 1, 2. etc. POSITION! ! 
 
 Arms downward, upward and sideward — STRETCH! 
 
 Hips— FIRM! Left knee upward— BEND ! Forward— STRETCH! 
 
 Knee— BEND! Foot downward— PLACE ! | 
 
 Repeat with the right. POSITION! 
 
 Arms forward— STRETCH ! Trunk foi-ward- BEND ! 
 
 Arms upward— FLING! Aims forward- SINK! etc. POSITION! ; 
 
 Arms sideward sti'dch and feet sideways — PIjACE ! 
 
 Head backward— PULL ! Head to— POSITION ! 1, 2, etc. 
 
 Hands and i'cct (iiiicklv— POSITION ! i 
 
FOR SCHOOLS AND PLA^•GROUNDS 93 
 
 Hips— FIRM ! Left foot outward— PLACE ! 
 
 Trunk to the left— TWIST ! Forward— T W 1 ST I POSITION ! 
 Repeat with the right. POSITION ! 
 
 Hips— FIR:M ! Prepare to jump— 1 ! 2 ! 3 ! I ! 5 ! 6 ! 
 
 Arms overhead and — INHALE ! 
 Arms lower and — EXHALE ! 
 
 Lesson XVI. 1.^ Minutes. Daily— 16th Week. 
 
 Class— ATTENTION ! Right— FACE ! Left— FACE ! 
 
 Right abont—FACE ! Left abont— FACE ! POSITION! 
 
 Plips— FIR:\I ! Head to the left— BEND ! RAISE ! 
 Head to the right— BEND ! RAISE ! POSITION ! 
 
 Hips— FIRM! Heels— RAISE! Knees deep— BEND ! Knees— STRETCH ! 
 Heels— SINK ! POSITION ! 
 
 Hips firm and left foot outw^ard — PLACE ! 
 
 Trunk lift and to the left— BEND ! RAISE ! 
 Trunk lift and to the right— BEND ! RAISE ! 
 Hands and feet, quickly— POSITION ! 
 
 Arms half forward— BEND ! Arm rotation— 1! 2! POSITION! 
 
 Hips— FIRM ! Spring jump, ready— GO ! 1, 2—1, 2, etc. 
 Class— HALT ! 1, 2, 3. POSITION. 
 
 Hips— FIR:M ! AA^ith a deep breath, chest— RAISE ! SINK ! POSITION ! 
 
 Lesson XVII. 15 Minutes. Daily— 17th Week. 
 
 Class— ATTENTION ! Arms forward— BEND ! Arms sideways— FLING ! 
 POSITION! Feet— CLOSE! Feet— OPEN ! 
 Left foot backward— RAISE ! Downward— PLACE ! 
 Right foot forward— RAISE ! Downward— PLACE ! POSITION ! 
 
 Arms half sideward — BEND ! Arm rotation — 1 ! 2 ! 
 
 Left arm sideward and right arm downward — STRETCH! 
 
 Both arms upward and sideward— STRETCH ! POSITION ! 
 
 Hips— FIRAI ! 
 
 High knee upward bending, beginning with the left foot, ready — GO! 
 1, 2—1, 2. Class— HALT ! 1, 2. POSITION ! 
 
 Arms upward stretch and feet sideways — PLACE ! 
 Trunk forward— BEND ! RAISE! 
 Hands and feet, quickly— POSITION ! 
 
94 PHYSICAL EDL CATIOX COMPLETE 
 
 Arms forward— STRETCH ! Trunk forward— BEND ! 
 
 Arms upward— FLING! Arms forward— SINK! POSITION! 
 
 Hips— FIRM! Heels— RAISE! Knees— BEND ! Knees— STRETCH ! 
 Heels— SINK ! POSITION ! 
 
 Arms forward, upward raise and slowly — INHALE I 
 Arms lower slowly and — EXHALE ! 
 
 Lesson XVIII. 15 Minutes. Daily— 18th Week. \ 
 
 Class— ATTENTION ! Left face and one step to the left— :\IARCII ! 
 Right face and one step to the right — MARCH ! 
 
 Hips— FIRM! Heels— RAISE! Knees— BEND ! Knees— STRETCH ! 
 
 Heels— SINK ! POSITION ! 1 
 
 Hips— FIRM! Head backward— PULL ! Head to— POSITION ! I 
 
 Head to the left— BEND ! RAISE ! Head to the right— BEND ! RAISE I j 
 
 Count 1, 2, 3, 4, 5, 6, etc. POSITION ! ' 
 
 Arms sideward and backward— STRETCH! 
 
 Head— FIRi\I ! Left knee upward— BEND ! Backward— STRETCH ! 
 Upward— BEND ! Downward— PLACE ! 
 Repeat with the right. POSITION ! 
 
 Arms sideward stretch and left forward — FALLOUT ! 
 
 Arms upward bend and sideward— STRETCH ! Feet— CHANGE ! 
 POSITION! 
 
 Hips— FIRM! Left foot outward— PLACE! ' 
 
 Trunk to the left— TWIST ! Forward— TWIST ! ! 
 
 Repeat to the right. POSITION ! i 
 
 Head— FIRM ! Left foot forward— PLACE ! Heels— RAISE ! SINK ! I 
 
 Feet— CHANGE! POSITION! 
 With a deep breath, chest— RAISE ! SINK ! 
 
 Lesson XIX. 15 Minutes. Daily— 19th Week. 
 
 Class— ATTENTION ! Right about— FACE ! Left— FACE ! ' 
 
 Left— FACE! Right— DRESS ! FRONT! Left— DRESS ! FRONT! 
 Hips— FIRM ! Head— FIR.M ! Arms forward— BEND ! POSITION ! 
 
 Hips— FIRM! Left foot forward— PLACE ! Heels— RAISE ! Heels- SINK! i 
 
 Feet— CHANGE ! 1 ! 2 ! Class— HALT ! 1 ! 2 ! POSITION ! | 
 
 Hips— FIRM! Feet— CLOSE! Head backward— PULL ! Head to— POSITION! i 
 
 Repeat, counting 1. 2, etc. RAISE! ' 
 
 Feet— OPEN ! POSITION ! i 
 
FOR SCHOOLS AND PLAV(;R0UXDS 95 
 
 Left arm upward and right arm sideward — STRETCH! 
 Arms— CHANGE ! 1 ! 2 ! POSITION ! 
 
 Arms sideward stretch and feet sideways — PLACE! 
 
 Trunk forward— BEND ! Arms forward— BEND ! FLING ! 
 Trunk— RAISE ! Hands and feet— POSITION ! 
 
 Arms upward— STRETCH ! Left foot backward— PLACE 1 
 Trunk forward— BEND ! RAISE ! BEND ! RAISE 1 
 Arms and foot— POSITION ! 
 Repeat wath the right. POSITION ! 
 
 Left hip firm and right arm upward — STRETCH! 
 
 Trunk to the left— BEND ! RAISE ! Arms— CHANGE ! etc. POSITION ! 
 
 Hips— FIR:^! ! Left leg sideways— RAISE ! 
 
 Cut step sideways to the count 1, 2—1, 2— GO ! Class— HALT ! 1, 2. 3. 
 POSITION ! 
 
 Arms sideward raise and deep breathing. 
 
 Lesson XX. 15 Minutes. Daily— 20th Week. 
 
 Class— ATTENTION ! Hips firm and left foot sideways— PLACE ! 
 
 Hands and foot— POSITION ! Hips firm and right foot sideways— PLACE ! 
 Hands and foot— POSITION ! Hips firm and left foot sideways— PLACE ! 
 Hips firm and feet— CHANGE ! 1, 2. Hips firm and feet— CHANGE ! 1, 2. 
 
 Hips— FIRM ! Heels— RAISE ! Quick running in place— GO ! 
 Class— HALT ! 1, 2, 3, 4. POSITION ! 
 
 Hips firm and feet— CLOSE ! With a deep breath, head backward— PULL ! 
 Head to— POSITION ! Repeat, counting 1, 2, etc. 
 Hands and feet— POSITION ! 
 
 Arms upward, sideward, downAvard and backward — STRETCH! 
 
 With palms up, arms sideways— STRETCH ! 
 
 Arm raising upwvird. heels— RAISE ! 1. 2—1. 2. POSITION ! 
 
 Arms sideways tiing and feet — CLOSE ! 
 
 Left leg sideways— RAISE ! REPLACE ! Repeat to the right. 
 Hands and feet— POSITION ! 
 
 Head firm and feet— CLOSE ! Left foot forward— PLACE ! 
 
 Trunk forward— BEND ! RAISE ! Head firm and feet— CHANGE ! 1, 2. 
 Trunk forward— BEND ! RAISE ! Foot— REPLACE ! 
 Hands and feet— POSITION ! 
 
 Hips— FIRM! 
 
 High knee upward bending, beginning with the left foot — GO ! 1 ! 2 ! 
 1! 2! etc. Class— HALT! 1! 2! POSITION! 
 
96 PHYSICAL EDUCATION COMPLETE 
 
 Arms sideways i'iiiiy and left loot sideways — PLACE! 
 Trunk lift and to the left— BEND ! RAISE ! 
 Trunk lift and to the right— BEND ! RAISE! POSITION! 
 
 Hips— FIRM! Left leg sideways— RAISE ! Cut step sideways— GO ! 1! 2! 
 1 ! 2 ! etc. Class— HALT ! 1. 2, 3. POSITION ! 
 
 Arm raising and deep l)i'eatliing — 1, 2 — 1, 2. 
 
 TWENTY LESSONS IN GYMNASTICS FOR GRADE VII 
 
 Lesson I. 20 Minutes. Daily — 1st Week. 
 
 Class— ATTENTION ! Arms sideways and heels— RAISE ! SINK! 
 Hips— FIRM ! Head— FIRM ! Right hip and left head— FIRM ! 
 CHANGE ! CHANGE ! POSITION ! 
 
 Hips— FIRM ! With a deep breath, head backward— PULL ! 
 
 Head to— POSITION ! Repeat, counting 1, 2, etc. POSITION ! 
 
 Left arm forward and upward— FLING ! CHANGE ! CHANGE ! 1, 2—1, 2. 
 Class— HALT! 1, 2. POSITION! 
 
 Head— FIR.AI ! Heels— RAISE ! Knees— BEND ! Knees— STRETCH ! 
 Heels— SINK ! POSITION ! 
 
 Feet astride— JUMP ! Trunk forward— BEND ! Arms forward— BEND ! 
 FLING! BEND! FLING! Trunk— RAISE ! Hands and feet quickly— 
 POSITION ! 
 
 Head— FIR:\I ! Heels— RAISE ! Knees— deep— BEND ! Knees— STRETCH I 
 Heels— SINK! POSITION! 
 
 nips_FIRM! With a deep breath, chest— RAISE! LOWER! 
 
 Lesson II. 20 Minutes. Daily— 2nd Week. 
 
 Class— ATTENTION ! Left— FACE ! Right— FACE ! Left— DRESS ! FRONT! 
 Arms upward— BEND! Arms forward— BEND ! IIi])s— FIRM ! 
 POSITION ! 
 
 Hips— FIRM! Heels— RAISE! Knees— BEND ! Knees— deep— BEND ! 
 Knees— STRETCH ! Heels— SINK ! POSITION ! 
 
 Hips— FIRM! Head backward— PULL ! Head to— POSITION ! 
 Repeat, counting 1, 2, etc. POSITION ! 
 
 Arms upward, sideward and downward— STRETCH ! POSITION! 
 
FOR SCHOOLS AXD PLANGROUNDS 07 
 
 Tlilis— FIK.Al ! Left kmc ii|i\v;ii-(I— BEND : Kiici' hacUwjird— STKKTCIl ! 
 K'licc ii|i\vart! — UKXDI Voot (lownwai-d — l^LACM! 
 lu'lM'.-il Willi the ri-lit foot. i'OSI'IMOX ! 
 
 Feet— CLOSE! Left foot forward— I'LACE ! 
 
 Tniid< I'orward — HEXD! Afiu tlitiuitii;' forward, iijiwai'd (1) 
 forward, downward (2) 1, 2 — 1, 2. 
 Tiunk— RALSE ! Foot— REPLACE ! 
 K'epeat with tile i-iuiit foot. I'OSrTTOX ! 
 
 Hips— FIR:\r ! Ilioh knee upward bending— GO ! 1 ! 2 ! 1 ! 2 ! etc. 
 Class— HALT ! 1 ! 2 ! POSITIOX ! 
 
 Head tit 111 and feet sideways — JUMP! 
 
 Trunk lifl and to the left— BEXD! RAISE! 
 Trunk lift and to the ri-lit— BEXD ! RAISE! 
 Hands and feet quickly, POSITIOX! 
 
 Hips— FIRM! Astride— Jl'MP 1. 2—1. 2. Class— HALT 1, 2. POSITIOX! 
 
 Arms sideways raise and — IXHALE ! Lower and — EXIIALP] ! 
 
 Lesson III. 20 Minutes. Daily— 3rd Week. 
 
 Class— ATTENTION ! Hips— FIRM ! Head— FIRM ! Feet— CLOSE ! 
 Feet— OPEN! Left— FACE ! Right— FACE! POSITIOX! 
 
 Ilip.s— FIR.AI ! Head backward- PULL ! Head to— POSITIOX ! 
 
 Arms forward— FLIXG! Arms upward— BEND! Sideward— STRETCH ! 
 
 Anns u]iward— RAISE! Arms upward— BEND! Sideways— STRETCH ! 
 POSITION ! 
 
 Arms sideward. upAvard— RAISE ! Left leg forward— RAISE ! 
 
 Hands and foot POSITIOX! Repeat using right foot. POSITIOX! 
 
 Arms half sideward— RAISE ! Arm rotation— L 2. etc. POSITIOX! 
 
 Left foot foi-ward place and neck— FIRM! Trunk lift and to the left— BEXD ! 
 RAISE! Arms and feet— CHANGE! POSITION! 
 
 Hips— FIRM! Astride— jr:\IP! 1.2—1.2. Class— HALT ! 1. 2. .1 
 POSITIOX. 
 
 Ai-iiis sidewai'd. upward and heels I'aise as — INHALE! 
 Arms lower as — EXHALE! 
 
 Lesson IV. 20 Minutes. Daily— 4th Week. 
 
 Class— ATTENTION ! Left— FACE ! One step to the left— MARCH! 
 
 Right— FACE! One step forward— MARCH ! Feet— CLOSE ! OPEN! 
 Head— firm: .\rms upward— BEXD ! Forward— BEND ! POSITION! 
 
98 PHYSICAL EDUCATION COMPLETE 
 
 Arms sideward stretch and feet sideways — PLACE! 
 Head backward— PULL ! Head to— POSITION ! 
 Repeat counting 1. 2, etc. POSITION! 
 
 Arms upward— STRETCH! Left knee upward— BEND! Knee backward— 
 STRETCH! Knee npward— BEND ! Foot downward— PLACE. 
 Repeat with the right. POSITION! 
 
 Arms npward— STRETCH ! Left forward— FALL OUT! i'OSITION! 
 Repeat with the right. POSITION! 
 
 Arms upward stretch and feet sideways — PLACE ! 
 Trunk lift and to the left— BEND ! RAISE ! 
 Trunk lift and to the right— BEND ! RAISE! POSITION! 
 
 Head— FIRM! Left foot sideways— PLACE ! Heels— RAISE ! 
 
 Knees— BEND! Knees— STRETCH ! Heels— SINK ! POSITION! 
 Repeat with the' right. POSITION ! 
 
 Hips— FIRM! Left leg sideward— RAISE ! Cut-step sideways— GO ! 1! 2! 
 1 ! 2 ! etc. Class— HALT ! 1, 2, 3. POSITION ! 
 
 Arms sideward raise and — INHALE ! Arms lower and — EXHALE ! 
 
 Lesson V. 20 Minutes. Daily— 5th Week. 
 
 Class— ATTENTION ! Mark time— MARK! Class— HALT ! 
 
 Hips— FIRM! Head— FIRM! POSITION! Right— DRESS! FRONT! 
 
 Arms sideways and heels— RAISE ! Head to the left— BEND ! RAISE ! 
 
 BEND! RAISE! Head to the right— BEND ! RAISE! BEND! RAISE! 
 Heels— SINK ! POSITION ! 
 
 Left arm forward and right arm sideward— STRETCH! Arms— CHANGE ! 
 POSITION ! 
 
 Hips— Fnni! Left leg sideward— RAISE ! Legs— CHANGE! etc. 
 POSITION ! 
 
 Arms sideways stretch and feet sideways — PLACE! Trunk foi-ward — BEND I 
 Arms forward— BEND ! FLING! Trunk— RAISE ! 
 Hands and feet quickly— POSITION ! 
 
 Hips— FIR:\I! Left foot forward— PLACE ! Trunk to the left— TWIST! 
 Forw^ard— TWIST! Trunk to the right— TWIST! Forward TWIST! 
 POSITION! 
 
 Hips firm and feet— CLOSE ! Left leg forward RAISE! 
 
 Forward cut step— GO ! Class- HALT! 1, 2. 3. I>OSITIOX! 
 
 Arms overhead circle and LXHALE. Lower and EXHALE. 
 
FOR SCHOOLS AND PLAYGROUNDS 99 
 
 Lesson VI. 20 Minutes. Daily — 6tn Week. 
 
 Class— ATTENTION ! Ri^lit ;ih.)u1^P\VCE ! Fofwjird W^uv steps— MAR.Cli ! 
 Left about— FACE! Eoi'ward four steps— ]\1AHC II ! 
 Arms upward— BEND ! Arms sideward— STRKT( 'II ! Head— Fimi! 
 Feet— CLOSE ! Feet— OPEN ! POSITION ! 
 
 Arms sideward— STRETCH ! Heels— RAISE ! Knees— BEND ! 
 Knees— STRETCH ! Heels— SINK! POSITION! 
 
 Arms lialf forward— BEND ! Head backward— PULL ! Head to— POSITION ! 
 Repeat, counting 1, 2, etc. POSITION ! 
 
 Anns upward— BEND! Left arm sideward— STRETCH ! Count 2. 
 Left arm bend and right arm sideward— STRETCH ! Count 1. 
 Alternating 1. 2—1. 2, etc. Class— HALT ! 1. 2. POSITION. 
 
 Head— FIRM! Left knee upward— BEND ! Knee backward— STRETCH! 
 Knee upward — BEND ! Foot downward — PLACE ! Repeat with the right. 
 POSITION. 
 
 Arms upward— STRETCH ! Heels— RAISE ! Knees— BEND ! Arms- 
 parting 1. 2—1, 2. Knees— STRETCH! Heels— SINK! POSITION! 
 
 Feet— CLOSE! Left foot forward— PLACE ! Trunk forward— BEND ! 
 Arm tlinging forward, upward — 1 Forward, downward. 2. 1. 2. 
 Trunk— RAISE ! Foot— REPLACE ! Repeat with the right. POSITION ! 
 
 Forward cut step as in Lesson V. 
 
 Hips lirm and Avith a deep breath, chest— RAISE ! Sink and— EXHALE! 
 
 Lesson VII. 20 Minutes. Daily— 7th Week. 
 
 Class— ATTENTION ! Feet— CLOSE ! Hips— FIR:\I ! Heels— RAISE ! SINK ! 
 Feet— OPEN ! Arms upward— BEND ! Arms half sideways— BEND ! 
 POSITION ! 
 
 Hips firm and feet sideways — PLACE ! AVith a deep breath, head backward — 
 PULL ! Head to— POSITION ! Repeat, counting 1, 2, etc. 
 Hands and feet— POSITION ! 
 
 Arms upward bend and heels — RAISE! 
 
 Arms upward stretch and knees — BEND! 1. 2 — 1. 2. 
 Class— HALT! 1. 2. POSITION! 
 
 Trunk forward— BEND ! Arms upward— FLING! 
 
 Arms forward— SINK! FLING! SINK! Trunk— RAISE ! 
 
 Hips firm and left foot forward— PLACE ! Trunk to the left— TWIST ! 
 Forward— TWIST ! Feet— CPIANGE ! To the right— TWIST ! 
 Hands and feet— POSITION ! 
 
100 PHYSICAL EDUCATION COMPLETE 
 
 Eight— FACE! liands on desks— PLACE ! Jump over seat— 1, 2, 3, 4, 5, 6. 
 Repeat. Left— FACE ! l^OSITION ! 
 
 With a deep In-eath, chest— RAI8E ! 8L\K! RAISE! SINK! 
 
 Lesson VIII. 20 Minutes. Daily— 8th Week. 
 
 Class— ATTENTION ! Left— FACE ! One stei) t.) the right— MARCH! 
 Left— FACE! One step to the left— :\IARCII ! Right about— FACE I 
 POSITION ! 
 
 Head firm and left foot sideways — PLACE ! Arms sideways fling and heels— 
 RAISE! Arms bend and heels— SINK! Hands and foot— POSITION ! 
 Repeat to the right. POSITION ! 
 
 Hips firm and feet — CLOSE! With a deep breath, head backward — PULL! 
 Head to— POSITION ! Repeat, counting 1, 2, etc. 
 Hands and feet— POSITION ! 
 
 Arms upward, (hiwiiward. and sideward — STRETCH! 
 
 Hips firm and feet— CLOSE ! Left leg sideways— RAISE ! REPLACE! 
 
 Right leg sideways— RAISE ! REPLACE ! Hands and feet— POSITION ! 
 Arms upward— STRETCH ! Heels— RAISE ! Knees— BEND ! 
 Arms parting— 1 ! 2 ! 1 ! 2 ! Knees— STRETCH ! 
 Heels— SINK ! POSITION ! 
 
 Feet— CLOSE! Left foot forward— PLACE ! Trunk forward— BEND ! 
 
 Arm flinging forward, upward — 1. Forward, downward — 2. 1, 2 — 1. 2. 
 Trunk— RAISE! P\)()t— REPLACE ! Repeat with the right. POSITION! 
 
 Hip.s— FIRM! High knee ujiward bending— GO! Class— HALT ! 1, 2. 
 POSITION. 
 
 Cut step sideways. 
 
 Arm raising sideways and deep I)i'eatliing. 1. 2 — 1, 2 — 1, 2. 
 
 Lessen IX. 20 Minutes. Daily— 9th Week. 
 
 Class— ATTENTION ! Left forward— FALL OUT ! CHANGE! Hips— FUni ! 
 Right hip and left head— FIRM! CHANGE! CHANGE! 
 Trunk forwar(U P.END! RAISE! Left— FACE ! Right— FACE! 
 
 Hips— FIRM! Head backward- PULL ! Head to— POSITION ! 
 Head to tlu^ left— BEND! RAISE! 
 Head 1o llic ri-ht— JiEND! RAISE! POSITION! 
 
 Arms upward — BEND! Heels — RAISE! Arms upward stretch nnd knees — 
 BEND! Arms b.nd aud knees— STRETCH ! POSITION! 
 
FOR SCHOOLS AND PLAYtiROUNDS' 101 
 
 Arms sideward — STRETC'TT ! SwiiniiiitiL;' iiiovcincnt Avitli 1hc arms — 1. 2, 'A. 
 POSITION. 
 
 Trunk forward — BEND! Repeat swimming movement wilh the ai-iiis — 1. 2. 3. 
 Trunk— RAISE ! POSITION ! 
 
 Arms forward bend and feet— CLOSE ! Trunk ]ift and to the left— BEND ! 
 RAISE! Trunk lift and to the right— BEND ! RAISE! 
 Hands and feet— POSITION ! 
 
 Hips— FIR:\I ! Astride— JU:\IP ! 1 ! 2 ! 1 ! 2 ! etc. POSITION ! 
 
 Arms sideward and upward raise and — INHALE ! Arms Iow(n" and — EXHALE ! 
 
 Lesson X. 20 Minutes. Daily— 10th Week. 
 
 Class— ATTENTION ! Heels— RAISE ! Knees— BEND ! Knees— STRETCH ! 
 Heels— SINK ! Feet— CLOSE ! Feet— OPEN ! Left leg forward— RAISE ! 
 Downward— PLACE ! Arms npward— BEND ! POSITION ! 
 
 Arms sideward— STRETCH ! Head backward- PULL ! Head to— POSITION ! 
 Repeat, counting 1, 2, etc. POSITION ! 
 
 Hips— FIRM! Left knre upward— BEND! Knee sideways— MOVE ! 
 
 Knee forward — ]\IOVE ! Foot downward— PLACE ! Repeat with the right. 
 POSITION. 
 
 Arms forward stretch and feet sideways — PLACE! Trun]\: forward — BEND! 
 Arms sideways— FLING ! (1) Arms forward— (2) 1, 2—1, 2. 
 Class— HALT L 2. Trunk— RAISE ! POSITION! 
 
 Left arm upward and with palm up, right arm sideways — STRETCH! 
 Arms— CHANGE! 1, 2. Arms— CHANGE ! 1, 2. 
 Both arms sideways— STRETCH ! POSITION! 
 
 Hips — FIRM! Pleels — RAISE! High knee u]nvard bending, beginning with 
 the left foot— GO ! 1 ! 2 ! etc. Class— HALT ! 1 ! 2 ! 3 ! POSITION ! 
 
 Cut step sideways. 
 
 Arms sideways raising, hand turning and deep breathing. 1, 2 — 1, 2 — 1,2. 
 
 Lesson XI. 20 Minutes. Daily— 11th Week. 
 
 Class— ATTENTION ! Feet astride— JUMP! Trunk forward— BEND ! RAISE! 
 POSITION! Left— DRESS! Right— DRESS ! Hips— FIRM ! 
 Heels— RAISE ! SINK ! POSITION ! 
 
 Hips— FIRM ! Head backward— PULL ! Head to— POSITION ! 
 Repeat, counting 1, 2, etc. POSITION! 
 
 Left arm sideways and right arm forward— STRETCH ! Arms— CHANGE ! 1. 2. 
 POSITION ! 
 
102 PHYSICAL EDUCATION COMPLETE 
 
 Arms upward stretch and feet sideways — Pi^ACE ! Trunk forward — BEND ! 
 RAISE! BEND! RAISE! POSITION! 
 
 Arms upward stretch and feet sideways — PLACE ! Head backward — PULL ! 
 Head to— POSITION ! Repeat, counting- 1, 2, etc. 
 Hands and feet, quickly— POSITION ! 
 
 Head firm and left foot outward— PLACE ! Trunk to the left— TWIST ! 
 Forward— TWIST! Trunk to the right— TAVIST ! Forward— TWIST ! 
 Hands and feet— POSITION ! 
 
 Cut step sideways. 
 
 Hips— FIRM! With a deep breath, chest— RAISE ! SINK! 
 
 Lesson XII. 20 Minutes. Daily— 12th Week. 
 
 Class— ATTENTION ! Right about— FACE ! Two steps forward— :\IARCH ! 
 Left about— FACE ! Two steps forward— MARCH ! Feet— CLOSE ! 
 Hips— FIRM! Heels— RAISE! Heels-SINK! Feet— OPEN ! POSITION! 
 
 Left foot forward place and hips — FIR]\I ! Head backward — PULL! 
 Head to— POSITION ! Repeat, counting 1, 2, etc. 
 Feet— CHANGE! Repeat. POSITION! 
 
 Heels — RAISE ! Knees — deep — BEND ! Arms upward and sideward — 
 STRETCH! Knees— STRETCH ! Heels-SINK! POSITION! 
 
 Arms upward— STRETCH ! Left leg sideways— RAISE ! Foot downward— 
 PLACE ! Repeat with the right. POSITION ! 
 
 Arms half forward — BEND ! Arm rotation — 1, 2 — 1, 2. 
 
 Trunk forward— BEND ! RAISE ! BEND ! RAISE ! POSITION ! 
 
 Head firm and feet sideways— PLACE ! Trunk lift and to the left— BEND! 
 RAISE! Trunk lift and to the right— BEND ! RAISE! BEND! RAISE! 
 Hands and feet— POSITION ! 
 
 ITips — FIRM! Left leg sideways — RAISE! Hop four times on the right foot. 
 Feet— change and hop four times on the left foot. Alternate. POSITION ! 
 
 Arm sideward raising and deep breathing. 
 
 Lesson XIII. 20 Minutes. Daily— 13th Week. 
 
 Class— ATTENTION ! Right— FACE ! Knees— BEND ! Knees— STRETCH ! 
 Left— FACE! Arms forward— BEND ! Arms upward— BEND ! Hips— 
 FIRM! POSITION! 
 
 Arms sideways raise aiul left foot forward — PLACE! Head to llic left — 
 BEND! RAISE! Head to the right— BEND ! RAISE! Han. Is and foot- 
 POSITION! Repeat 1o the right. POSITION! 
 
FOR SCHOOLS AXU I'L-WOKOINDS 103 
 
 Anns forwjii'd hcinl .iiid heels RAISE! Arms sideways llini;' and knees — 
 ]^KXI)! Ai'ins heiid and knees— S'IMvM\^r( 'I I 1 K*e|ieat! 
 
 Left — FACE! Ili|)s linn and hd't nnl wai'd — EALE Ol'T! Left heel— "RAISE ! 
 SINK! RAISE! SINK! POSITIOxX ! Repeal Ic ti-lit. 
 
 Arms sideways streteli and feet sideways — PLACE! Ti-nnk forward — BP]ND ! 
 RAISE! Trunk forward and arms forward— R.EX I) ! RAISE! IH)SITI()N! 
 
 Hips— FIRM! Feet astride— J UMP ! Trunk lift and to the left— P.EXD! 
 RAISE ! Repeat to the right. Hands and feet— POSITION ! 
 
 Hips — FIRM ! Left leg forward — RAISE ! Hop fonr times on the right foot. 
 Feet change, right leg backward raise and hop fonr times on the left. 
 Alternate. POSITION! 
 
 Arms forward slowly raise and — INHALE ! Arms lower and — EXHALE ! 
 
 Lesson XIV. 20 Minutes. Daily— 14th V/eek. 
 
 Class— ATTENTION ! Left foot forward— RAISE ! SINK! Right foot for- 
 ward— RAISE ! SINK! POSITION! Heels— RAISE! Knees— BEND ! 
 Knees— STRETCH ! Heels— SINK! Feet— CLOSE ! OPEN! 
 
 Heels— RAISE ! Knees— BEND ! Arms upward— STRETCH ! 1, 2—1, 2. 
 Knees— STRETCH ! Heels— SINK! POSITION! 
 
 Left arm upward and right arm sideward— STRETCH ! Arms— CHANGE ! 
 Arms downward— STRETCH ! 1, 2—1, 2. POSITION ! 
 
 Hips — FIR^I ! Alternate knee upward bending, beginning with the left foot — 
 1 ! 2 ! 3 ! 4 ! etc. POSITION ! 
 
 Head- FIRM! Left forward— FALL OUT! Foot— REPLACE ! 
 Right forward— FALL OUT ! Foot— REPLACE ! POSITION ! 
 
 Arms half sideways— RAISE ! Arm rotation— 1 ! 2 ! etc. POSITION ! 
 
 Hips— FIRM ! Left leg sideward — RAISE ! Hop on the right eight times; feet 
 change and hop eight times on the left. POSITION ! 
 
 Hips — FIRM! Deep breathing, slow count, 1, 2 — 1. 2. 
 
 Lesson XV. 20 Minutes. Daily— 15th Week. 
 
 Class— ATTENTION ! Arms sideways— RAISE ! SINK ! Left— FACE ! 
 
 Rioht— FACE! Hips— FIRM! Head— FIRiM ! Arms sideward, upward- 
 RAISE ! POSITION ! 
 
 Hips firm and left foot outward— PLACE ! Foot— REPLACE ! 
 To the left and right alternately ! POSITION ! 
 
 Head firm and feet sideways — JUMP! With a deep breath, In^ad backward — 
 PULL! Head to— POSITION ! Repeat, eouiding L 2, etc. 
 Hands and feet, quickly— POSITION ! 
 
1U4 PHYSICAL EDUCATION COMPLETE 
 
 Left anil upward and right arm sideward— STRETCH ! Arms— CHANGE I 
 CHANGE! CHANGE! Arms upward— STRETCH ! etc. POSITION! 
 
 Arms sideward — STRETCH! Left knee upward — BEND! Knee backward — 
 STRETCH! BEND! STRETCH! Downward— PLACE ! 
 Repeat with the right. POSITION ! 
 
 Hips— FIRM! Left forward— FALL 01 ^T! POSITION! 1,2—1,2. 
 Right forward— FALL OUT ! 1, 2—1, 2. POSITION ! 
 
 Cut step forward. 
 
 Head— FIRM! AVith a deep l)reath, chest— RAISE ! SINK! POSITION I 
 
 Lesson XVI. 20 Minutes. Daily— 16th Week. 
 
 Class— ATTENTION ! Head firm and feet sideways— JUMP ! 
 
 Arms forward— BEND ! FLING! POSITION! Heels— RAISE ! SINK! 
 Toes— RAISE! SINK! Left— FACE ! Right— FACE ! POSITION! 
 
 Hips— FIRM ! Left foot outward— PLACE ! Heels— RAISE ! SINK ! 1. 2—1. 2. 
 POSITION ! 
 
 Arms forward, backward, sideward and upward — STRETCH! 
 
 Left arm upward and right arm forward— STRETCH ! 2. 1, 2. 
 
 Arms sideward— STRETCH ! BEND! STRETCH! POSITION! 
 
 Hips— FIRM ! Left forward— FALL OUT ! Arms upward— STRETCH ! 1. 2— 
 1, 2—1, 2. POSITION ! Repeat to the right. POSITION ! 
 
 Hips firm and feet sideways— PLACE ! Trunk forward— BEND ! RAISE! 
 BEND ! RAISE ! Hands and feet, quickly— POSITION ! 
 
 Cut step foFAvard. 
 
 Hips— FIRM! With a deep breath, chest— RAISE ! SINK! 
 
 Lesson XVII. 20 Minutes. Daily— 17th Week. 
 
 Class— ATTENTION ! Hips— FIRM ! Heels— RAISE ! SINK! 
 
 Feet— CLOSE! Arms forAvard and upward— FLING ! LOWER! 
 Feet— OPEN! Head— FIR.AI ! Right head and left hip— FIR:\I ! 
 CHANGE! CHANGE! POSITION! 
 
 Head— FIRI\I ! Trunk to the left— TWIST ! Forward— TWIST ! 
 
 Trunk to the riglit— TWIST ! Forward— TWIST ! POSITION! 
 
 Arms sideward, upward, downward and Inu'kward — STRETCH! 
 
 Hips— FiRxM! Heels— RAISE! Knees— deep— BEND ! Knees— STRETCH ! 
 Heels— SINK ! POSITION ! 
 
 Hips_FIRM! Left backward— FALL OUT! POSITION! 
 Right backward— FALL OUT! POSITION! 
 
FOR SCHOOLS AND PLAYGROUNDS 105 
 
 Arms sideways strdcli and fVct sideways— I'LACE ! Head to ilic lift— BEND! 
 KAISE! Head t.. the ri-ht— BEND! RAISE! POSITION! 
 
 Hips— FIR:\I! Left leo- sideward— RAISK ! Hop I.mi times on the right foot. 
 Feet chanoe and liop ten times on the left foot. Altei'iiate twice. 
 POSITION ! 
 
 Deep breathing and arms sideward raising. 
 
 Lesson XVIII. 20 Minutes. Daily— 18th Week. 
 
 Class— ATTENTION ! Arms sideways and heels— RAISE! SINK! 
 
 Arms forward— BEND ! FLING! POSITION! Feet— CLOSE ! OPEN! 
 Left knee upward— BEND ! SINK! Right— DRESS! FRONT! 
 
 Hips firm and left foot forward— PLACE ! Heels— RAISE ! Knees— BEND I 
 Knees— STRETCH ! H:eels— SINK! Foot— REPLACE ! 
 
 Hips— FIRJ\I ! Head backward- PULL ! Head to— POSITION ! 
 Repeat, counting- 1, 2, etc. 
 
 Head— FIRM ! Head backward— PULL ! Head to— POSITION ! 
 Repeat, counting- 1, 2, etc. POSITION! 
 
 Left arm sideways and right arm downward— STRETCH ! Arms— CHANGE ! 
 CHANGE! Arms upward— STRETCH! POSITION! 
 
 Hips— FIRM ! Alternate high knee upward bending— 1, 2—1, 2. POSITION I 
 Class— HALT ! 1 ! 2 ! POSITION ! 
 
 Head— FIRM! Left backward— FALL OUT! POSITION! 
 Repeat with the right. POSITION! 
 
 Hips— FIR:\I ! Cut step forward. 
 
 Arms upward hend and — INHALE! Slow arm extension — sideways 1, 2. 
 EXHALE ! 
 
 Lesson XIX. 20 Minutes. Daily— 19th Week. 
 
 Class— ATTENTION ! Left foot sideward— RAISE ! POSITION! 
 Arms forward, upward— FLING ! POSITION! Feet— CLOSE ! 
 Feet— OPEN! Toes— RAISE ! SINK! POSITION! 
 
 Arms sideways raise and left foot outward— PLACE ! REPLACE! POSITION! 
 Repeat to the right. POSITION ! 
 
 Heels — RAISE! Arms upward, sideward. downwai-d and backward — 
 STRETCH ! POSITION ! 
 
 Arms and left leg sideward— RAISE ! SINK ! RAISE ! SINK ! 
 
 Feet— CHANGE! RAISE! SINK! RAISE! SINK' POSITION! 
 
106 PHYSICAL EDUCATION COMPLETE 
 
 Arms sidi'wai'd— STRETCH! Feet sideward— PLACE ! Trunk forward— 
 BEND! Arms forward— BENU ! FEIXG! BEND! FLINC ! 
 Trunk— RAISE ! POSITION ! 
 
 Hips— FIRM ! Left forward— FALL OUT ! 1 1 eels— RAISE ! 
 
 Knees— BEND! Kuees— STRETCH ! Heels— SINK! POSITION! 
 
 Jump in place— 1, 2, 3, 4, 5, 6. 
 
 Arms sideward raising and deep breathing. 
 
 Lesson XX. 20 Minutes. Daily— 20th Week. 
 
 Class— ATTENTION! Hips firm and feet— CLOSE ! Feet— OPEN ! 
 Toes— RAISE! SINK! Head to the left— BEND ! RAISE! 
 Head to the right— BEND ! RAISE! Trunk forward— BEND ! RAISE! 
 POSITION ! 
 
 Hips— FIRM! Heels— RAISE! Knees— BEND ! D^ep- BEND ! 
 Alternate head — rotation 1, 2, 8, 4, etc. 
 
 Hips— FIRM! Head— FIRM! CHANGE! CHANGE! POSITION! 
 
 Left arm upward right arm sideward— STRETCH ! Arms— CHANGE ! 
 Arms downward— STRETCH ! POSITION ! 
 
 Hips— FIRM ! Left foot sideward— RAISE ! SINK ! RAISE ! SINK ! 
 
 Feet— CHANGE! 1.2. RAISE! SINK! RAISE! SINK! POSITION! 
 
 Hips firm and feet— CLOSE ! Left forward— FALL OUT ! POSITION ! 1, 2— 
 1, 2—1, 2—1, 2, etc. Right forward— FALL OUT ! POSITION ! etc. 
 
 Cut step sideward. 
 
 Hips firm and with a deep breatli, clu^st- RAISE ! SINK! 
 
 TWENTY LESSONS IN GYMNASTICS FOR GRADE VIII. 
 
 Lesson I. 20 Minutes. Daily — 1st Week. 
 
 Class— ATTENTION ! In place— REST ! ATTENTION ! Feet— CLOSE ! Feet— 
 OPEN ! Hips— FIRM ! Head firm and feet astride— JUIMP ! I^OSITION ! 
 
 Arms sideways stretch and i'oei astride — JUMP! 'i'runk forward — -BEND! 
 RAISE! BEND! RAISE! POSITION! 
 
 Arms forward l^END! Sideward— FLING ! BEND! FL1.\(;! POSITION! 
 
 Head— FIRM! Left knee upward— BEND! Forward— STRET(TI ! BEND! 
 STRETCH! Foot— REPLACE ! Repeat willi the right I'oot. POSITION! 
 
 Arms half sideways — BEND! 'I'runk forward — BP]ND ! Ai-m rotation — 
 1! 2! 1 ! 2! etc. Tnndv- RAISE! POSITION! 
 
FOR SCHOOLS AND PLAYGROUNDS 107 
 
 Hips— FTR:\r: Tvuuk to the left— TWTST! Forward— TWIST ! 
 
 Tniiik to tlh' ri-lil— TWIST! Forward— TWIST 1 I'OSITTON! 
 
 Hips— FIR:\r ! Left leg sideways— RAISE ! 
 Cut step sideward, in this rhythm, 1, 2, 1, 2 — GO ! 
 Class- HALT ! 1, 2, 3. POSITION ! 
 
 Hips firm and with a deep breath, chest — RAISE! SINK! 
 
 Lesson II. 20 Minutes. Daily — 2nd Week. 
 
 Class— ATTENTION ! Left foot forward— PLACE ! Foot— REPLACE ! 
 
 Right foot forward— PL ACE ! Foot— REPLACE ! Arms— RAISE ! SINK ! 
 Heels— RAISE ! SINK ! POSITION ! 
 
 Head— FIR:\I ! Trunk to the left— TWIST ! Forward— TWIST ! 
 
 Trunk to the right— TWIST ! Forward— TWIST ! POSITION! 
 
 Arms sideward, u})ward, backward and downward — STRETCH! 
 
 Hips— FIRM ! Left knee upward- BEND ! Knee sideways— :M0VE ! 
 Forward— :\IOVE ! Repeat to the right. POSITION! 
 
 Head— FIRM! Left foot baekward—FALL OUT! Foot— REPLACE ! 
 Right backward— FALL OUT I POSITION ! 
 
 Hips— FIRM ! Feet— CLOSE ! Left leg forward— RAISE ! 
 
 Forward cut step— GO ! 1, 2, 1, 2, etc. Class— HALT ! 1,2,3. POSITION! 
 
 Arms sideward raise and — INHALE ! Arms sink and — EXHALE ! 
 
 Lesson III. 20 Minutes. Daily— 3rd Week. 
 
 Class— ATTENTION ! Right hip and left neck— FIRM ! CHANGE! POSI- 
 TION! Right— FACE! Left— FACE ! Feet— CLOSE ! Feet— OPEN ! 
 Left forward— FALL OUT ! POSITION ! Right backward— FALL OUT ! 
 POSITION ! 
 
 Hips firm and left foot forward— FALL OUT ! Heels— RAISE ! 
 
 Knees— BEND! Knee.s— STRETCH ! Heels- SINK! POSITION! 
 Repeat to the right. POSITION I 
 
 Left arm upward and right arm downward— STRETCH! Arms— CHANGE ! 
 Arms sideward— STRETCH ! POSITION ! 
 
 Arms half sideward— BEND ! Left leg sideward— RAISE ! 
 
 Foot doAvnward— PLACE ! Repeat with the right. POSITION ! 
 
 Hips firm and left foot outward— FALL OUT ! Feet change— 1 ! 2 ! POSITION ! 
 
 Arms upAvard stretch and feet sideward — PLACE ! Trunk lift and to the 
 left— BEND! RAISE! BEND! RAISE! Truidc lift and to the right— 
 BEND! RAISE! BEND! RAISE! POSITION! 
 
108 PHYSICAL EDUCATION COMPLETE 
 
 Hips— FIR:\r ! Left leg sideways— RAISE ! Hop on the right foot— 1 ! 2 ! 
 Change and liop on the left— 1 ! 2 ! Alternating. POSITION ! 
 
 Arms sideward raise and a deep breath- 1 1 Arms lower and exhale — 2! 
 
 Lesson IV. 20 Minutes. Daily— 4th Week. 
 
 Class— ATTENTION ! Right— DRESS! FRONT! Right about- FACE ! 
 Left about— FACE ! Toes— RAISE ! SINK ! Hips— FIR:\I ! 
 Trunk forAvard— BEND ! RAISE ! POSITION ! 
 
 Arms upAvard streteh and feet sideways — PLACE! Trunk forward — REND I 
 RAISE! BEND! RAISE! POSITION! 
 
 Left arm sideward and right arm upward— STRETCH ! Arms— CHANGE I 
 1 ! 2 ! Both arms upward and sideward— STRETCH ! POSITION ! 
 
 Arms and left leg sideward — RAISE ! Arms and legs lower and — CHANGE I 
 POSITION ! 
 
 Trunk forward — BEND I Arms forward — RAISE ! Turning palms up — arms 
 sideways— FLING ! Forward— FLING ! 1,2—1.2—1.2. 
 Trunk— RAISE ! Palms— FACE ! POSITION ! 
 
 Arms sideward streteh and left foot outward — PLACE ! Trunk to the left — 
 BEND! RAISE! BEND! RAISE! Feet— CHANGE ! Trunk to the 
 right— BEND ! RAISE ! BEND ! RAISE ! Hands and foot— POSITION ! 
 
 Hips— FIRM ! Feet astride— JUMP ! Heels— RAISE ! 
 
 Spring jump, ready— GO ! 1, 2. 1. 2, etc. Class— HALT ! 1, 2, 3. POSITION ! 
 
 Arms circle overhead and inhale^l ! Lower and exhale — 2! 
 
 Lesson V. 20 Minutes. Daily — 5th Week. 
 
 Class— ATTENTION ! Arms— RAISE ! SINK! Trunk forward— BEND ! 
 RAISE ! Feet close and arms upward — FLING ! Feet open and 
 arms— SINK! Left leg backward— PLACE ! Foot— REPLACE I 
 Right leg sideward— RAISE ! SINK ! POSITION ! 
 
 Arms sideways raise and feet astride — JU^IP ! Heels — RAISE ! 
 
 Knees— deep— BEND ! Knees— STRETCH ! Heels— SINK! POSITION! 
 
 Left arm upward and right arm backward— STRETCH! Arms— CHANGE! 
 Arms sideward— STRETCH ! etc. POSITION ! 
 
 Hips— FIRM ! Left knee upward— BEND ! Knee sideward— MOVE ! 
 Forward— MOVE ! 1.2—1,2—1,2-1,2. POSITION. 
 Repeat witli the right. IM^STTION! 
 
 Head firm and feet- CLOSE ! Left backward— FALL OUT! 
 
 Foot— REPLACE ! 1, 2—1, 2. etc. Repeat with the right. POSITION! 
 
FOR SCHOOLS AND PLAYGROUNDS 109 
 
 Hips— FIRM! With a deep breath head backward— Pl'LL ! 
 
 Head to— POSITION ! Repeat, eouutin- 1. 2. etc. POSITION! 
 
 Cut step sid(>ward. (See Lesson 1.) 
 
 Hips— FIR:\[ ! Deep breathing slowly— 1 ! 2 ! POSITION ! 
 
 Lesson VI. 20 Minutes. Daily— 6th Week. 
 
 Class— ATTENTION ! Left foot forward— RAISE ! Foot— REPLACE ! 
 Right foot forward— RAISE! Foot— REPLACE ! Hips firm and 
 feet— CLOSE ! Hands and feet— POSITION ! 
 Left— FACE! Right— DRESS! FRONT! Right— FACE! 
 
 Hips— FIRM ! Head to the left— BEND ! RAISE ! 
 To the right— BEND! RAISE! POSITION! 
 
 Hands on desks — PLACE ! Feet backward, toes touching floor — PLACE ! 
 
 Arms— BEND! RAISE! BEND! RAISE! Hands and feet— POSITION ! 
 
 Arms sideward and left leg forward— RAISE ! SINK! RAISE! SINK! 
 Repeat right. POSITION! 
 
 Arms forward and upward — FLING! Sh)wly, half sideways — BEND! 
 Arm rotation— 1 ! 2 ! POSITION ! 
 
 Hips firm and left foot outward— PLACE ! Triudc lift and to tlie left— BEND ! 
 RAISE ! Trunk lift and to the right— BEND ! RAISE ! POSITION ! 
 
 Spring jump. (See Lesson IV.) 
 
 Arms sideways raise, lieeln raise, inhale — slowly — 1 ! 
 Arms and heels sink as slowly exhale — 2 ! 
 
 Lesson VII. 20 Minutes. Daily— 7th Week. 
 
 Class— ATTENTION ! Feet— CLOSE ! Feet— OPEN ! Heels— RAISE ! 
 Heels— SINK! Arms forward— BEND ! Sideward— FLING ! 
 Toes— RAISE! SINK! POSITION! 
 
 Feet— CLOSE ! Anus forward and ui)ward raise as trunk to the left— TWIST I 
 Arms sideward and downward sinic as trunk fcu'ward — TWIST! 
 Repeat to the right. POSITION ! 
 
 Heels — RAISE! Knees deep — BP^ND ! Ai'ms upward and sideward — 
 
 STRETCH! 1, 2. :i -t— 1, 2. :J, 4. Knees— STRETCH! Heels— SINK! 
 
 IIip.s_FIRM! Left leg backward— RAISE ! Foot— REPLACE ! 
 1, 2—1, 2—1, 2—1, 2. Repeat with the right. POSITION! 
 
 Ilips—FIRM ! Left forward— FALL OUT ! POSITION ! 
 
 1, 2—1, 2—1. 2—1, 2. Right forward— FALL OUT! POSITION! 
 1, 2—1, 2—1, 2—1, 2. POSITION ! 
 
110 PHYSICAL EDUCATION COMPLETE 
 
 Hips— FIR]\I ! Feet sideways— PLACE ! Trunk lift and to the left— BEND ! 
 RAISE ! Trunk forward— BEND ! RAISE ! Trnnk lift and to the right— 
 BEND ! RAISE ! Hands and feet, quickly- POSITION ! 
 
 Spring- jump. (See Lesson IV.) 
 
 Arms sideways raise and— INHALE ! Arms sink and — EXHALE ! 
 
 Lesson VIII. 20 Minutes. Daily— 8th Week. 
 
 Class— ATTENTION ! Head— FIRM ! Hips— FIRM ! CHANGE! CHANGE! 
 Feet— CLOSE ! Heels— RAISE ! Left foot forward— RAISE ! Sink ! 
 Right foot backward— RAISE ! POSITION ! 
 
 Arms upward bend and left foot sideways — PLACE ! AVith palms up, arms 
 sideward stretch and heels — RAISE ! Arms upward raise and knees — 
 BEND ! Arms sink and knees— STRETCH ! Arms bend and heels— SINK ! 
 Hands and foot— POSITION ! Repeat to the right. POSITION ! 
 
 Arms forward — BEND ! 
 
 Deep breathing and slow arm flinging sideways — FLING! 
 BEND ! 1 ! 2 ! etc. POSITION ! 
 
 Arms sideways— RAISE ! Hands— TURN ! Arms half sideAvays— BEND ! 
 Sideways— FLING ! BEND ! POSITION ! 
 
 Arms half sideways— BEND ! Heels— RAISE ! Knees— BEND ! 
 
 Deep— BEND! Knees— STRETCH ! Heels— SINK! POSITION! 
 
 Feet— CLOSE ! Left foot forward— PLACE ! Trunk slightly forward— BEND ! 
 Arms forward upward — FLING ! Arms forward downward — FLING ! 
 1, 2—1, 2. Trunk— RAISE ! Hands and foot— POSITION ! Repeat to right. 
 
 Forward cut step. (See Lesson II.) 
 
 Arms sideward to overhead circle raise and — INHALE ! 
 Arms lower and — EXHALE ! 
 
 Lesson IX. 20 Minutes. Daily— 9th Week. 
 
 Class— ATTENTION ! Heels— RAISE ! Heels— SINK ! Left— FACE ! 
 
 Right— FACE! Right about— FACE ! Left about— FACE ! Toes raise 
 and hips— FIRM! POSITION! Arms quickly, half sideways— BEND ! 
 POSITION ! 
 
 Hips firm and feet astride— JUMP ! Trunk lift and to the left— BEND ! RAISE ! 
 Trunk and arms foi-ward— BEND ! Arms sideward— FLING ! BEND! 
 FLING! Trunk raise and hips— FIRM! Trunk lift and to tlie right, etc. 
 POSITION ! 
 
 Arms sideways— RAISE ! Half forward— BEND ! Arm rotation— 1! 2! 1! 2! etc. 
 Head— FIR]\r ! POSITION ! — 
 
FOR SCHOOLS AXD PLAYGROUNDS 111 
 
 Arms forward upward- FLLXi; 1 Lc-l'l Ic- I'orwai-d- Ix' A ISK ! Ivnee— l^ENDI 
 Knee— STKETCin Foot— REPLACE ! Repeal with llic ri-ht. POSTTTON ! 
 
 Anns forwai'd and upward Hiiio,- and left foot haekward — FALLOUT! 
 POSITION! L 2— L 2. Repeat ri-lit. POSITION! 
 
 Left hip tirni. riuht arm forward, upward fling and left foot forward — JMjACE ! 
 Trunk lift and to the left— BEND ! RAISE! POSITION! Repeat all 
 right. POSITION! 
 
 Cut step sideward. (See Lesson I.) 
 
 Hips— FIRM! With a deep breath, chest— RAISE ! SINK! POSITION! 
 
 Lesson X. 20 Minutes. Daily— 10th Week. 
 
 Class— ATTENTION ! Hips firm and feet— CLOSE ! Arms sideways raise and 
 left foot forward— PLACE ! REPLACE ! POSITION ! 
 Arms forward— BEND ! FLING ! POSITION ! 
 
 Hips firm and heeLs — RAISE ! Quick running in place — GO ! 
 Class— HALT! 1.2,3,4. POSITION! 
 
 Arms forward — BEND ! Deep breathing and slow arm flinging sideways — 
 FLING! BEND! 1,2—1,2. POSITION! 
 
 Arms sideways and upward, twice in each direction — 
 STRETCH ! 1, 2—1, 2—1, 2—1. 2. POSITION ! 
 
 Arms upward— STRETCH! Feet— CLOSE ! Left knee upward— BEND ! 
 Knee forward— STRETCH ! Upward— BEND ! Backward- S TRETCII ! 
 Upward— BEND ! POSITION ! Repeat with right foot. 
 
 Arms half sideways — BEND ! Arm rotation — 1 ! 2 ! 1 ! 2 ! etc. 
 POSITION ! 
 
 Forward cut step. (See Lesson II.) 
 
 Hips firm and feet close, wnth a deep breath, chest— RAISE ! SINK ! RAISE ! 
 SINK ! Hands and feet— POSITION ! 
 
 Lesson XI. 20 Minutes. Daily— 11th Week. 
 
 Class— ATTENTION ! Right— DRESS ! FRONT! Feet— CLOSE ! 
 
 Trunk forward— BEND ! Arms forward— BEND ! Ti-unk- RAISE ! 
 Hands and feet— POSITION ! 
 
 Hips firm and heels — RAISE! Quick' running in place — GO! 
 Class— HALT! 1. 2. 3. 4. POSITION! 
 
 Arms half sideways — BEND! Slow arm extension H])wai-d and with a deep 
 breath, head backAvard— PULL ! 1, 2, etc. POSITION! 
 
112 PHYSICAL EDUCATION COMPLETE 
 
 Anus iii)\vai-d l.ciul ;iih1 fVet— CLOSE ! Anns iii)\vard— STRETCH ! 
 
 Left knee upward— BEND ! Rjuht heel— RAISE ! SINK! RAISE! SINK! 
 Quickly— POSITION! Repeat to llie I'iulit. 
 
 Hips tinii and lieels — RAISE! High Icnee upward bciidiiiy, l)e<iiiiiiiii<4 witli tlie 
 left— (iO! Class— HALT! 1,2,3. POSITION! 
 
 Arms sideways fling and to the left— LUNGE ! Arms and foot— POSITION ! 
 Same to the right. POSITION ! 
 
 Spring .jum]). (See Lesson IV.) 
 
 Arms sideways raise to circle overhead and inhale slowly. 
 Arms sink and exhale slowly. 1, 2 — 1. 2. 
 
 Lesson XII. 20 Minutes. Daily— 12th Week. 
 
 Class— ATTENTION ! Hips firm and left leg forward— RAISE ! POSITION ! 
 Right foot backward— FALL OUT! POSITION! In place— REST! 
 POSITION! Head— FIR:\I! Hips— FIR:\I ! CHANGE! CHANGE! 
 POSITION ! 
 
 Head— FIR:\[ ! Trunk to the left— TWIST ! Forward— TWIST ! 
 Trunk to the right— TWIST ! Forward— TWIST ! POSITION ! 
 
 Hands on desks — PLACE! Legs backward, with toes on floor — PLACE! 
 Arms— BEND! STRETCH! BEND! STRETCH! POSITION! 
 
 Ai'ms sideways and toes — RAISE! Arms and toes — SINK! 
 
 Arms half forward— BEND! Arm rotation— 1 ! 2! etc. POSITION! 
 
 Arms upwai'd — BEND! Arms upward stretch and trunk to the left — BEND! 
 RAISE! BEND! RAISE! POSITION! 
 
 Foi'wai'd cut step. (See Lesson II.) 
 
 Arms sideways raise and — INHALE ! 
 Anns sink and— EXHALE ! 
 
 Lesson XIII. 20 Minutes. Daily— 13th Week. 
 
 Class— ATTENTION ! Mark time— MARK! Class— HALT ! L 2. 
 
 Left— t^ACE! Right— DRESS ! FRONT! Riglit--KA( 'K ! LH't about 
 —FACE! Right about— FACE! POSITION! 
 
 Anus sideways raise and trunk to the left— TWIST! Trunk loi-ward— TWIST ! 
 1, 2—1, 2—1. 2. Trunk to the right— TWIST! Trunk forward— TWIST ! 
 1, 2—1, 2—1, 2. POSITION. 
 
 Arms up\vard, side\vai-d. downward. Ijackward. twice in eacli dirt'ction — 
 STRETCH ! 
 
FOR SCHOOLS AND PLAYGROUNDS 113 
 
 Hips— FIK:\[! Left log l)a('kwartl stivtcli and ri-lil kiioe— BEND! 
 
 Knee— STHF/rCTi: ISKNDI STHHTCII: POSITION ! Repeat with the 
 right, position: 
 
 Arms Im If sideways— BEND! Ann rotation— 1 ! 2 ! etc. POSITION! 
 
 Arms upward streteli and left J'oot outward — PLACE! Trunk to the left — 
 TAVIST! Trunk forward and to the right— TWIST ! 1, 2—1, 2. 
 P\)rwai-d— TWIST! Eeet— CHANGE ! Trunk to 1 he right— TWIST ! 
 Trunk forwaid and to the left- TWIST ! 1, 2— L 2. Forward— TWIST ! 
 position ! 
 
 Spring jump. (See Lesson IV.) 
 
 Hips tirm aiul with a deep breath, ehest— RAISE ! SINK! POSITION! 
 
 Lesson XIV. 20 Minutes. Daily— 14th V/eek. 
 
 Class— ATTENTION ! Left— FACE ! Two stops to the right— MARCH! 
 Left face and two steps forward— :\IARCH ! Right about— FACE ! 
 Feet— CLOSE! Feet— OPEN ! POSITION! 
 
 Arms forward and upward tiing and left foot forward — PLACE ! 
 Head backward— PULL ! Head to— POSITION ! 1, 2, etc. 
 Arms and feet— CHANGE ! etc. POSITION ! 
 
 Heels— RAISE! Knees— deep— BEND ! Arms sideward— STRETCH! 
 1, 2—1, 2. Knees— STRETCH ! Heels sink and— POSITION ! 
 
 Hips— FIR^M ! Left leg backward— RAISE ! Right knee— BEND ! 
 Knee stretch and left leg— POSITION ! Repeat right. 
 
 Hips— FIRAl! Left forward— FALL OUT! POSITION! 1, 2—1, 2—1, 2. 
 Right forward— FALL OUT ! POSITION ! 1, 2—1, 2—1, 2. 
 POSITION ! 
 
 Arms sideways tiing and to the left — LUNGE ! 
 
 Arms and feet— CHANGE ! 1, 2. Arms and feet— CHANGE ! 1, 2. 
 POSITION. 
 
 Forward cut step. (See Lesson II.) 
 
 Arms sideways raise, heels raise and — INHALE ! 
 Arms and heels sink and — EXHALE ! 
 
 Lesson XV. 20 Minutes. Daily— 15th Week. 
 
 Class— ATTENTION ! Arms forward, upward and heels— RAISE ! 
 Arms and heels— SINK ! Heels— RAISE ! Knees— BEND ! 
 Knees— STRETCH ! Heels— SINK! Right head and left hip— FIRM! 
 CHANGE ! POSITION ! 
 
114 PHYSICAL EDUCATION COMPLETE 
 
 Arms upward— STRETCH ! Heels— RAISE! Knees— BEND ! 
 Arms half sink — 1 ! Arms upward raise — 2 ! 1, 2. 
 Knees— STRETCH ! Heels— SINK ! POSITION ! 
 
 Arms half sideways bend and feet— CLOSE ! Left foot forward— PLACE ! 
 Slow arm stretching upward, with backward pulling of head and deep 
 breathing, 1, 2—1, 2. POSITION ! 
 
 Arms upward— STRETCH ! Feet— CLOSE ! Left knee upward— BEND! 
 Right heel— RAISE ! SINK ! RAISE ! SINK ! POSITION ! 
 Same with the right. 
 
 Feet— CLOSE ! Left foot forward— PLACE ! 
 
 Trunk slightly forward — BEND! Arms forward, upward — FLING! 
 Arms forward, downward— SINK ! Count 1. 2. Trunk— RAISE ! 
 Hands and foot— POSITION ! Repeat right. 
 
 Hips firm and heels — RAISE ! High knee upward bending — GO ! 
 Class— HALT! 1,2,3. POSITION! 
 
 Head firm and with a deep breath, chest- RAISE ! SINK! 
 
 Lesson XVI. 20 Minutes. Daily— 16th Week. 
 
 Class— ATTENTION ! Hips— FIRM ! Head— FIRM ! CHANGE! CHANGE! 
 POSITION ! Arms forward— BEND ! Arms half sideways— BEND ! 
 Left— FACE! Right— FACE ! Heels— RAISE ! SINK! POSITION! 
 
 Left forw^ard^FALL OUT! Arms forward, sideward, upward and downward, 
 twice in each direction— STRETCH! POSITION! 
 
 Hands on desks— PLACE ! Legs backward— PLACE ! Arms— BEND ! 
 STRETCH! BEND! STRETCH! POSITION! 
 
 Hips— FIRM ! Right leg backward— RAISE ! Left knee— BEND ! 
 Knee— STRETCH ! POSITION ! Repeat with right. 
 
 Arms sideward stretch and feet sideward — PLACE ! Trunk forward — BEND ! 
 Arms half forward — BEND ! Arm rotation — 1 ! 2 ! 
 Trunk— RAISE! Hands and feet, quickly— POSITION ! 
 
 Left— FACE! Hips firm and left foot outward— FALL OUT! 
 Trunk lift and to the left— BEND ! RAISE! POSITION! 
 Repeat to the right. Right— FACE ! POSITION! 
 
 Spring jimip. (See Lesson IV.) 
 
 Arms slowly sidewa.ys, upward raise and — INHALE! 
 Arms sink and— EXHALE ! 
 
FOR SCHOOLS AND PLAYGROUNDS 115 
 
 Lesson XVII. 20 Minutes. Daily— 17th Week. 
 
 Class— ATTENTION ! Feet close and hips— FIRM ! Heels— RAISE ! 
 
 Knees— BEND! Knees— STRETCH ! Heels— SINK! Hands and feet— 
 POSITION ! 
 
 Arms upward stretch and fret sideways— PLACE ! Ti-unk to the left— TWIST I 
 Forward— TWIST ! 1, 2—1, 2. Trunk to the right— TWIST ! 
 Forward— TWIST ! 1. 2—1, 2. POSITION! 
 
 Arms forward bend and feet— CLOSE ! Left foot forward— PLACE ! 
 
 Slow arm flinging' sideways, deep breathing and chest raising — 1, 2 — 1, 2. 
 Feet— CHANGE! Repeat to the right. POSITION! 
 
 Arms sideways— STRETCH ! Arms upward— STRETCH ! 
 
 Repeat arms upward— STRETCH ! Arms sideward— STRETCH ! etc. 
 POSITION ! 
 
 Arms sideways raise and feet — CLOSE ! 
 
 Left knee upward— BEND ! Right heel— RAISE ! SINK ! 1, 2—1, 2. 
 Right heel— SINK! Repeat to the right. POSITION! 
 
 Arms forward and upward fling and heels — RAISE ! 
 Heels— SINK! RAISE! SINK! POSITION! 
 
 Forward cut step. (See Lesson II.) ' 
 
 Head backward pull and slowly inhale — 1 ! 
 Head to position and exhale — 2! 
 
 Lesson XVIII. 20 Minutes. Daily— 18th Week, 
 
 Hips firm and feet— CLOSE ! Left foot forward— PLACE ! 
 
 Heels— RAISE! Knees— BEND ! Knees— STRETCH! Heels— SINK! 
 Hips firm and feet— CHANGE ! Repeat right. POSITION ! 
 
 Head firm and left foot sideways — PLACE ! 
 Arms sideways fling and heels — RAISE ! 
 Arms upward raise and knees — BEND ! 
 Arms sink and knees— STRETCH ! 
 
 Arms bend and heels- SINK! Hands and foot— POSITION ! 
 Repeat right. 
 
 Arms forward bend and feet— CLOSE ! Left foot forward— PLACE ! 
 Slow arm flinging sideways, deep breathing and chest raising, 1, 2. 
 Feet— CHANGE! 
 
 Arms sideways— STRETCH! Arms upward— STRETCH ! 
 
 Repeat arms upward— STRETCH ! Arms sideward— STRETCH ! etc. 
 POSITION ! ' 
 
116 PHYSICAL EDUCATION COMPLETE 
 
 Arms forward and iijiward iiing, right leg backward raise and left heel — 
 RAISE! Heel— SINK! Foot— REPLACE ! POSITION! Repeat right. 
 All very slowly. 
 
 Hips — FIRM! High knee upward bending, beginning with the left — GO! 
 Class— HALT ! POSITION ! 
 
 Arms overhead circle and inhale — 1 ! Sink and exhale — 2 ! 
 
 Lesson XIX. 20 Minutes. Daily— 19th Week. 
 
 Class— ATTENTION ! Feet close and hips— FIRM! Left foot forward— 
 RAISE! Knee— BEND! Knee— STRETCH ! Foot— REPLACE ! 
 Right foot backward— PLACE ! Toes— RAISE ! SINK! POSITION! 
 
 Arms sideways raise and left foot forward — PLACE ! 
 
 Arms forward— BEND ! FLING! BEND! FLING! 
 Arms bend, fling and feet— change— 1 ! 2 ! POSITION ! 
 
 Arms forward and upward and left leg backward — RAISE ! 
 
 Right heel— RAISE ! SINK! RAISE! SINK! POSITION! 
 
 Arms forward— BEND ! Feet— CLOSE ! 
 
 Left heel raise and right leg backward— STRETCH ! 
 Left heel sink and right leg downward — PLACE ! 
 Repeat right. POSITION ! 
 
 Hips— FIR:\I ! High knee upward bending— GO! Class— HALT ! 1, 2. 
 POSITION ! 
 
 Arms sidewaj's fling and to the left side — LUNGE! 
 Trunk lift and to the left— BEND ! RAISE! 
 Arms fling and feet— CHANGE ! 1, 2. Repeat right. POSITION ! 
 
 Spring jum}). (See Lesson IV.) 
 
 Arms sideways raise and heels raise as inhale — 1 ! 
 Arms lower and exhale — 2 ! 
 
 Lesson XX. 20 Minutes. Daily— 20th Week. 
 
 Class— ATTENTION ! Right hip and loft head— FIRM! 
 
 CHANGE! Feet— CLOSE! OPEN! Feet sideways— PLACE ! 1, 2. 
 POSITION ! Arms forward bend and feet astride— JUMP ! 
 Hands and feet, quickly— POSITION ! 
 
 Head firm and feet— CliOSE ! Left foot forward— PLACE ! 
 Chest— RAISE! SINK! RAISE! SINK! 
 
 Head firm and feet — CHANGE ! Repeat right. Hands and feet — 
 POSITION ! 
 
FOR SCHOOLS AND PLAYGROUNDS 117 
 
 Arms upward — BEND! Left arm sideways and right arm upward, palm up — 
 STRETCH! 1,2—1.2. Class— HALT! 1,2. Left arm upward and right 
 arm sideways— STRETCH ! 1, 2—1, 2. Class— HALT ! 1. 2. POSITION ! 
 
 Hips lirm and feet— CLOSE ! Left leg sideways— RAISE ! 
 
 Right heel— RAISE ! SINK! RAISE! SINK! Hands and foot— 
 POSITION ! Repeat right. POSITION ! 
 
 flips— FIRM! High knee upward bending— GO! Class— HALT ! 1,2. 
 POSITION ! 
 
 Hips— FIRM ! Leg flinging sideways .slowly- GO ! Class— HALT ! 1, 2. 
 
 Hips — FIRM ! Give forward cut step from right leg forward — RAISE ! 
 
 Arms sideways raise, heels raise and with a deep breath — INHALE ! 
 Arms and heels low^er and — EXHALE ! 
 
CHAPTER V. 
 
 Games for All Grades for the School Room and Playground 
 
 GAMES FOR GRADE I. 
 
 Hide the Thimble 
 Bean Bag Board Game 
 Froggie in the Puddle 
 String Jump 
 Simple Relay Eace 
 Drop the Handkerchief 
 Black Board Relay Race No. 
 Rabbits in the Hollows 
 Fox and Ducks 
 The Jolly Miller 
 Teacher and Class 
 Squirrel and Nut 
 
 Bean Bag or Ball Plays 
 
 1. Bean Bag Overhead — Pass 
 
 2. Toss and Catch 
 
 3. Bean Bag Six. 
 
 4. Bean Bag Left and Right. 
 
 5. Bean Bag Overhead — Drop. 
 
 6. Waste Basket Toss. 
 
 7. Ring Toss 
 
 8. Circle Bean Bag Toss No. 1 
 
 9. Bean Bag Relay Race. 
 10. Bean Bag Double Ring 
 
 The Lost Child 
 
 "Good Morning!" 
 
 "On Mv Wav to School" 
 
 GAMES FOR GRADE II. 
 
 Hide the Thimble 
 
 Bean Bag Board Game 
 
 String Jump 
 
 Drop the Handkerchief 
 
 Black Board Relay Race No. 1 
 
 Rabbits in the Hollows 
 
 Pox and Ducks 
 
 The Jolly Miller 
 
 Squirrel and Nut 
 
 Huckle, Buckle, Beanstalk 
 
 Touch 
 
 The Lost Child 
 Changing Seats 
 Tick, Tack, Tow 
 Simon Says 
 Teacher and Class 
 "Good Morning!" 
 "On My AVay to School" 
 Bean Bag or Ball Plays (As listed 
 for Grade I.) 
 
 GAMES FOR GRADE III. 
 
 Black Board Relay Race No. 2 
 
 Occupation 
 
 Simon Sa3's 
 
 Follow the Leader 
 
 Pussy Wants a Corner 
 
 Hopping Relay Race No. 1 or 
 
 Circle Bean Bag Toss No. 2 
 
 Cat and Mice 
 Crossing the Brook 
 Pom, Pom, Pull-Away 
 Number Call 
 Chase Ball 
 Volley Ball Zig-Zag 
 "I Say Stoop!" 
 
120 
 
 PHYSICAL EDUCATION COMPLETE 
 
 GAMES FOR GRADE IV. 
 
 Volley Ball Zig-Zag No. 1 
 
 "Good ]\Iorning!" 
 
 Cross Tag 
 
 Hurdle Race 
 
 Basket Bean Bag Toss 
 
 Colors 
 
 Carry Relay 
 
 Dodge Ball No. 1 
 
 Dodge Ball No. 2 
 
 Wood Tag 
 
 New York 
 
 Circle Tag 
 
 Horns 
 
 Volley Ball Seal Belay Race 
 
 "I Say— Stoop!" 
 
 Hopping Relay Race No. 1 or 2 
 
 Simon Says 
 
 Pom, Pom, Pull-Away 
 
 Occupation 
 
 Follow the Leader 
 
 Black Board Relay Race 
 
 Playground Base Ball 
 
 GAMES FOR GRADE V. 
 
 "Beast, Bird or Fish!"' 
 
 "Crackabout!" 
 
 Flying Dutchman 
 
 Hustle 
 
 Bob 
 
 Astride Ball Pass or Rugby Pass 
 
 (Companion to Bob) 
 "Good Morning!" 
 Dodge Ball No. 1 
 Dodge Ball No. 2 
 Wood Tag 
 
 Playground Base Ball 
 Hurdle Race 
 
 Fish Net 
 
 Flag Relay 
 
 Goal Throwing Relay No. 1 or 2 
 
 Pom, Pom, Pull-Away 
 
 Colors, Birds or Animals 
 
 Keep Away (or Take Away) 
 
 German Bat Ball 
 
 Horns 
 
 Volley Ball Seat Relay Races 
 
 Schoolroom Base Ball 
 
 Hopping Relay Race No. 1 or 2 
 
 Cross Tag 
 
 GAMES FOR GRAMMAR GRADES. 
 
 Zip 
 
 Three Deep 
 
 "Beast, Bird or Fish!" 
 
 "Crackabout!" 
 
 Hustle 
 
 Bob 
 
 Astride Ball Pass or Rugby Pass 
 
 Japanese Tag 
 
 Dodge Ball No. 2 
 
 Fish Net 
 
 Last Couple Out 
 
 Flag Relay 
 
 Tug of War 
 
 Potato Race 
 
 Cross Tag 
 
 Goal Throwing Relay No. 1 
 
 Goal Throwing Relay No. 2 
 
 Volley Ball Zig-Zag No. 2 
 
 Rooster Fight 
 
 Colors, Birds or Animals 
 
 Catch Slap 
 
 Hustle Away Tag 
 
 Keep Away or Take Away 
 
 Soccer Foot Ball 
 
 (Basket Ball) . 
 
 Volley Ball 
 
 Captain ]5all 
 
 German Bat Ball 
 
 Playground Base Ball 
 
 Tciuiis 
 
FOR SCHOOLS A.\U PLAYGROUNDS 121 
 
 GAMES FOR THE SCHOOLROOM AND PLAYGROUND FOR ALL GRADES. 
 
 Oivo lioys and uirls liajijiy. clean, wholesome play and jjlenty of it if you 
 Avould have them learn the h-ssons of honesty and straightforwardness and 
 help them to become strong and vigorous men and women. 
 
 RULES FOR TEACHING A GAME. 
 
 1st. Explain your game tliort)ughly to the children before any attempt is 
 made by the class to play it. 
 
 2nd. It is often a great help to use the blackboard to illustrate the various 
 points of the game, or to use a few of the children to illustrate positions, 
 situations, etc. 
 
 3rd. It is very unwise to attiunpt to play and teach a game at the same time, 
 particularly where a large number of children are participating. 
 
 4th. Be sure to have all points of the game clear before beginning' to i)lay. 
 providing the game is one of the simpler kind. It is sometimes neces- 
 sary, in the more difficult games, to explain one portion of it, then have 
 the chijdren play that part. Explain another portion, play it, etc., 
 finally gathering uj) all sections, play the entire game. 
 
 5th. If there are a large number of children wishing to play the same game, 
 unless it is one involving activity for many at the same time, it is better 
 to form the children in several groups, explain the game to all, using 
 one group to demonstrate for the rest and then let all play. 
 
 GAMES FOR GRADES I— VIII. 
 
 HIDE THE THIMBLE. (Schoolroom.) 
 
 One child is selected to hide the thimble. 
 
 AU the children in the room with the exception of the one who is to hide 
 the thimble, go to the back of the room and stand with their faces to the win- 
 dows, so they may not see the movements of the one who has the thimble. The 
 thimble is then hidden in some snug little corner, the children all called to 
 limit for it and the excitement begins. Little hints as to whether or not any- 
 one is close to the thimble may be given by saying, "You are getting warmer," 
 if near it, or "You are getting colder," if not close, or by loud or quiet clap- 
 ping, etc. The child who discovers the thimble has the chance then to hide it, 
 while the others take positions as before. 
 
 BE AX BAG BOARD GAME. (Schoolroom.) 
 
 Apparatus — Bean Bag Board and four Bean Bags. 
 
 Board is placed against the wall and a line drawn on the floor about ten 
 feet distant for the children to "toe." 
 
 The children stand in line, the first one taking the four bean bags in his 
 hands and, one by one, tossing them at the board, tr.ving to get them to fall 
 tlii'ough either of the two holes in the board. The larger hole in the board is 
 
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 u 
 
 H 
 
 OS 
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 o 
 a: 
 
 o 
 
 2 
 
 I 
 U 
 
 < 
 o 
 
 q:: 
 o 
 o 
 
 Q 
 O 
 
FOR SCHOOLS AND PLAYGROUNDS 123 
 
 miiuberod 10 aiul the sinallcr one 5. A bean l)ag put tlirough either hole, 
 counts just that much on llie thrower's score. The teacher writes the child's 
 name on the blackboard and the score Ojjiiosite his name. Number two steps 
 up and has four tosses. His name and score are written on the board and so 
 the game is cai'iied on. the diild having made tlie highest score is declared 
 the winnci'. 
 
 FROGGIE IX THE PUDDLE. (Schoolroom oi- Playground.) 
 
 Children form a circle ai'ound the "Frog" in the i)uddle. 
 The children join hands, and d.ince or skip around Ihe chibl who is in the 
 center, representing the frog. As they skij) around they say the little rhynu^ : 
 
 "Froggie in the puddle, 
 Can't get out : 
 Take a little stick 
 And poke him (Uit." 
 
 "Froggie" has to stay within a small ring which has been drawn around 
 him, and as the children tease him and make dashes at him, going as close as 
 they dare without being tagged, he attempts to touch one, but he must be very 
 careful not to get outside of his ring. If he succeeds in tagging a child, that 
 one becomes "Froggie" and the first one joins the circle. 
 
 STRING JUMP. (Schoolroom or Playground.) 
 
 Two children hold ends of a piece of string about 6 feet long. 
 
 Children form in a line for jumping. 
 
 The leader of the line takes a few light, running steps and vaults over 
 the string. (Care should be taken to teach the children to land properly on 
 the toes and spring to the erect position.) Number two follows and so on 
 until all the children have jumped, when the ends of the string are held by 
 two of the children who have jumped the string, so that all may have a chance. 
 The children then line up again, the string is raised a little higher and the 
 children try again. Thus the game goes on and those who cannot make the 
 jumps must drop out and watdi the othei-s. The one Avho stays in the game 
 the longest is the winner. 
 
 SIMPLE RELAY RACE. (Schoolroom or Playground.) 
 
 Children form in I'ows, each rn^\ liaving tlu' same number in it. 
 
 A line is drawn for the chihlren in the first row to "toe." 
 
 If played in 1he schoolroom, children should raise their seats and stand 
 between desks. 
 
 At a given signal, the children in the first line toe the mark, at "Go!" 
 they run to the front of the room, touch the chalk tray and return, tagging 
 number two of their respective lines, pass on to the rear of the line and take up 
 position, while child nund)er two of each row, as soon as tagged, dashes across 
 
124 
 
 PHYSICAL EDUCATION COMPLETE 
 
 the line and runs to. touch tlie chalk tray, returns ami tags child nundjer three, 
 etc. This graduall}^ brings the leaders to their original positions in the line. 
 The line wins whose leader first reaches that place. 
 
 DROP THE HANDKERCHIEF. (Schoolroom or Playground.) 
 
 Children form a circle, with one ou the outside of tJie circle, who carries 
 a liandkerchief in her hand. 
 
 The child carrying the handkerchief passes around the circle, sometimes 
 walking, skipping or running, as she wishes, and when she has reached some 
 child at whose heels she wishes to drop the handkerchief, she does so as quietly 
 as possible and starts on around the circle again, her object being to gain the 
 place which is to be made vacant by the child who is to pick np the handker- 
 chief and give chase. The one who reaches the vacant space last has to take 
 the handkerchief and the game is continued. The children forming the circle 
 are not to turn around to watch the child with the handkerchief as she passes 
 behind them. 
 
 BLACKBOARD RELAY RACE NO. 1. (Schoolroom.) 
 
 Children sit at their desks, the same number of children in each row. 
 
 At a given signal the children occupying the front seats leave their seats 
 from the left side, run to the blackboard, pick up chalk, nudce the figure 1, 
 place chalk in the tray and run to their seats. As soon as seated, the children 
 in the next seats behind repeat the action, etc. The roAv finishing first, of 
 course, wins the game. 
 
 (Any mark may be made on the board which the teacher designates.) 
 
 RABBITS IX THE HOLLOAVS. (Schoolroom, if there is room for running, 
 
 or Playground.) 
 
 Children form groups of threes, taking hold of hantls, and one to repre- 
 sent a rabbit is in the center. There are two extra runners, one a rabbit and 
 the other a hound. 
 
 When the signal to riui is given, the rabbit makes for a "hollow"" where 
 there is already snuggled a little rabbit. Rabbit nvimber two works his way 
 
 RABBITS IN THE HOLLOWS— SECOND GRADE 
 
FOR SCHOOLS AND PLAYGROUNDS 125 
 
 into tho hollow and the little rabbit that was in the hollow must find another 
 home at oiiec. so he runs to one of the dlhci' ni'oups and drives out the little 
 rabbit iu that hollow, etc. Now, if the hound should eateh a rabbit before 
 safety is reached, by some wonderful magic the hound becomes a rabbit and 
 the rabl)it that was being chased becomes the hound, and the game is con- 
 tinnetl. Every few minutes one of the three children forming the hollow 
 should be allowed to exchange jilaces with the r<d)bit within that hollow in 
 order that all may have a chance to i-uti. 
 
 FOX AND DUCKS. (Schoolroom or Playground.) 
 
 One child to be the fox. 
 
 The rest are the ducks. 
 
 At on(^ rm\ of the Avood a den is marked off for the fox and at the other 
 a dnck pond. 
 
 The ducks stray from the pond in search of food, and if they venture too 
 close to the den of the fox are liable to lie caught and devoured. The fox 
 watches his chance and as the ducks apiiroach, darts out and catches one if 
 he possibly can. Each duck caught must join the fox in his attempts to secure 
 the entire flock of ducks, and as soon as the last one is caught the game is 
 ended. The first duck caught becomes the fox and the game is repeated. 
 
 THE JOLLY MILLER. (Schoolroom, if a space where there is no furniture 
 
 may be had. Playground.) 
 
 Children form a double circle, arms linked, and march around to represent 
 a wheel. 
 
 The Miller stands in the center. 
 The circle moves around as all say the i-hyme : 
 "Jolly is the Miller who lives l)y the mill — 
 The mill goes round with a right good will — ■ 
 AVith one hand in the hopper and the other in the sack. 
 The right steps forward as the left steps back." 
 AYhen the line "The right steps forward and the left steps back" is 
 reached, the children on the outside of the circle, or the "rights," step forward, 
 and the children on the inside of the circle, or "lefts," take one step to the 
 rear, each securing at the same time, a new partner, while it is the business of 
 the IMiller to endeavor to obtain a jiartner for himself when the change takes 
 place. Should he succeed, the one left without a partner becomes the Miller. 
 
 TEACHER AND CLASS. (Schoolroom or Playground.) 
 
 One or more Volley Balls. 
 
 Children form a line (if many of them, have several lines) facing the 
 child who has the ball, and who stands apart from the others about six feet. 
 
 "When the signal is given, the child who has the ball tosses it to child 
 number one, who in turn tosses it back to the leader. He tosses it to child 
 
126 PHYSICAL EDUCATION COMPLETE 
 
 number two, etc. If a child misses the ball, he must take his place at the 
 foot of the line. If the leader misses it he has to take the place of the one to 
 whom he last threw the ball, that child becoming the leader. The object of 
 the game is to see how long a leader is able to keep his place. 
 
 SQUIRREL AND NUT. (Schoolroom.) 
 
 An object to represent a nut. 
 
 Children are at their seats, heads lowered un one arm, eyes closed as if 
 asleep, one hand held open to receive the nnt from the squirrel. 
 
 One player, who represents a squirrel and who carries a nnt in his or her 
 hand, runs ciuickly nj) and down the aisles on tiptoe and drops the nut into 
 one of the open hands. The chase now begins and all awake to see the fun. 
 for as soon as the squirrel drops the nut he tries to reach his nest (his own 
 seat) before the player tags him who received the nut. If caught, the player 
 who is the squirrel becomes the squirrel again. If the nest is safely reached 
 the second player uoav becomes the squirrel, and the game proceeds. 
 
 BEAN BAG OR BALL PLAYS. 
 No. 1. BEAN BAG OVERHEAD PASS. (Schoolroom or Playground.) 
 
 Cliildren form in two lines, same number in each line. 
 
 Two Bean Bags or Volley Balls. 
 
 The children form in two lines, one child standing directly behind the 
 other. The twO front children hold the bean bags or balls, and when the signal 
 is given they are passed cpiickly overhead to the one in the rear, and so on until 
 the last child in each line is reached. As soon as the last child in a line has the 
 bag or ball, he or she runs with it to the front position of that row of children 
 and starts the bag or ball backward again. This is repeated until the child 
 who originally occupied position number one in the line has reached the 
 last place in that line. The first leader to reach this place wins a point for 
 that line. 
 
 No. 2. TOSS AND CATCH. (Schoolroom or Playground.) 
 
 Bean Bags or Volley Balls. 
 ' Children form in two lines. 
 
 The children form two lines, lines facing each other. The bags or balls 
 are tossed across the open space, caught and tossed back'. 
 
 No. :i P.EAX BAC SIX. (Schoolroom.) 
 
 Six Bean Bags for each row of children. 
 
 Children in seats. 
 
 Each child who occupies a fi'ont scat has six l)(>an bags. At a given signal 
 the bags are passed overhead to the children directly behind. These children 
 pass the bags to the ones behiud. but are riot to pass any bag luitil all six are 
 
FOR SCHOOLS AND PLAYGROUNDS 127 
 
 on each desk. "When the bags have reached the last desks the passing forward 
 begins, and the row wins whose player in the front seat first stacks all six 
 bags together on his desk. 
 
 No. 4. BEAN BAG LEFT AND RIGHT. (Schoolroom.) 
 
 One or more Bean Bags for each row. 
 
 Children in seats. 
 
 Each child who occupies a seat in the extreme right row of seats has one 
 or more bean bags. At the signal the bags are passed by the left hand to 
 the child directly opposite, who passes the bags to the child directly across 
 the aisle from him. and so on until the children in the farther row to the left 
 have all received the bags. The return passing is done by the right hand. 
 
 Or the bags may be given to the children in the front seats and they pass 
 to the ones in the rear by the left hands, with the return passing done by 
 the right hands. First row to get all the bags "home" wins. 
 
 No. 5. BEAN BAG OVERHEAD DROP. (Schoolroom.) 
 
 One or more bags for each row. 
 
 Children sitting in seats. 
 
 Each child who occupies a front seat has one or more bean bags and when 
 the signal is given drops them, one by one, overhead to the child behind. As 
 soon as the bags are passed the child stands in the aisle, and when the last 
 child receives them he stands and passes the bags forward by the left or right 
 hand, as decided bj' the teacher. The row first receiving the bags wins. 
 
 No. 6. AVASTE BASKET TOSS. (Schoolroom or Playground.) 
 
 One or more Bean Bags and a Waste Basket or Circle made on ground. 
 
 Children in line. 
 
 Children stand at a certain distance from, the basket or ring and trv to 
 throw the bags into the basket or circle. Each successful throw may be 
 counted five, and the one receiving the highest score in a certain number of 
 throws, wins. 
 
 No. 7. RING TOSS. (Schoolroom or Playground.) 
 
 Three Bean Bags. 
 
 Children in line. 
 
 Three rings of different sizes are marked on the floor or ground. The' 
 smallest is numbered fifteen, the second ten and the tliird five. Each child is 
 allowed three throws at the circles, and a score of his record is kept. He is 
 allowed fifteen points for tlirowing into the smallest-circle, ten the next and 
 five the largest. - " '*'^'^' 
 
128 PHYSICAL EDUCATION COMPLETE 
 
 Xo. 8. IIKCLE BEAN J5A(i TOSS XO. 1. (Schoolroom or Playgrouiul.) 
 
 I)i';m J^au or X'olley Ball. 
 Children i'onn a circle, one in the center. 
 
 The ball is tossed from the center to one oji the players in the circle and 
 back to the center, etc. 
 
 No. 9. BEAX BAG RELAY RACE. (Schoolroom or Playground.) 
 
 One Bean Bag for (=ach row. 
 
 Children in seats, or if on the Playground standing in rows. 
 
 A Circle marked oft' for each row. 
 
 At a given signal the players in the front seats carry the bean bags to 
 the circles (each to his own), place them inside and return to their seats. As 
 soon as seated the next set of children goes after the bags and returns, placing 
 the bags on desks. The next set takes the bags from the desks and carries 
 to the circles, etc. The first row to finish wins the game. 
 
 No. 10. BEAN BAG DOUBLE RING. (Schoolroom or Playground.) 
 
 Three Bean Bags for each roAv. 
 
 Children in seats, or if on the Playground standing in rows. 
 
 Two circles marked off for each row, circles for each row about two inches 
 apai't. 
 
 The children in the front row have three bean bags each. 
 
 At the given signal they run to their own circles, place the bean bags 
 in one of the circles and return to seats. The second players run to the circles, 
 take the bean bags from circle number one and place in circle number two, 
 return to seats, when the next set continues the game. The first row to finish 
 wins the gam.e. 
 
 For the Playground the children stand in lines or rows, an even number 
 in each row, and as soon as a player completes the run to the circle and back 
 to his place he steps away from the row to allow the player behind a free 
 chance. A line should be marked on the ground in front of the leaders of 
 the rows and each child before retiring should cross that line to his original 
 position. 
 
 THE LOST CHILD. (Schoolroom.) 
 
 One of the ehildi'en stands in one corner of the room, face to the wall, 
 eyes hidden. The teacher sends one of the other children out of the room, 
 when the first player is asked to face about and tell who is missing from the 
 group. If successful he tries again, otherwise another child is selected. 
 
 The game may be made more difficult by asking the children to change 
 seats after one has left the room. 
 
FOR SCHOOLS AND PLAYGROUNDS 129 
 
 "OX MY WAV TO SCHOOL." (Schoolroom or Playground.) 
 
 Tlie teacher asks some child the question "What did you see on your way 
 to school this morning?" The child makes an answer that includes the men- 
 tion of some physical action that can be imitated, as "I saw a lark flying over 
 the field," and then, running about the room, imitates the flying of the bird. 
 
 A few suggestions are here ofifered : 
 
 "I saw a girl inuming to school." 
 
 "I saw a boy playing a drum." 
 
 "I saw some leaves falling from the trees." 
 
 "I saw a lame duck going to the pond." 
 
 "I saw a farmer sowing wheat." 
 
 GOOD MORNING! (Schoolroom.) 
 
 One child stands on the floor with back to the others. 
 
 Children sit in seats. 
 
 The tieacher asks one of the children to approach to within three or four 
 feet of the child who is standing with her back to the children. AYhen she 
 has done this she is to say "Good morning, Kate!" and Kate, without looking 
 around, must endeavor to guess by the voice who the child is that is speaking 
 to her. If she thinks she recognizes the voice she says "Good morning, Sam!" 
 (Using the child's proper name in each instance, of course.) If the guess is 
 an incorrect one, another trial is given. If the guess is still incorrect, the 
 child who was "guesser" sits down and the other one becomes "guesser" 
 now. The point of the game is to be successful in distinguishing voices. 
 
 HUCKLE, BUCKLE, BEANSTALK. 
 
 The game is a form of Hide the Thimble. 
 
 Use any small object such as a thimble, cork or ring. All players but one 
 leave the room. The one remaining hides the object given him, but puts it in 
 plain sight in a place, however, that is not too conspicuous. On top of a 
 picture frame if possible to get to it, in corner of the room, etc.. but should 
 be easily seen without moving any object. If some object, the color of the 
 article to he hidden, can be found, the hiding will be far more successful. 
 When the article has Ixn-n put in place the children enter the room and ])egin 
 to look for it. Just as soon as one spies it (he does not disclose this fact at 
 onc(\ Avhich wouhl be in many cases, if done, a "give away") he takes his 
 seat, and when seated says "ITuckle, ]^>uck]e. Beanstalk," which indicates to 
 the rest that he knows where the object is. This continues until all have 
 found it, or the teacher declares the hunt closed. The first one to find the 
 object now hides it. 
 
 (If passing out of the room causes too mueh confusion, have the children 
 place hands to ears and close the eyes tightly.) 
 
130 PHYSICAL EDUCATION COMPLETE 
 
 TOUCH. (Schoolroom or Playground.) 
 
 One of the child i-oi is asked to go to some part of the room and in plain 
 sight of all, touch any object he wishes. He then returns to his seat and a 
 second child goes to the same object, touches it, selects another object which 
 he touches, takes his seat, and a third goes to object number one, touches that, 
 then to object number two, touches that, and now selects a new object which 
 he touches before taking his seat, and so the game goes on. It will be most 
 surprising to note the number of objects children will be able to touch, without 
 error, in their regular order. 
 
 (The teacher, with paper and pencil handy, should jot down the names of 
 objects touched in their proper order.) 
 
 CHAXOIXG SEATS. (Schoolroom.) 
 
 Children all seated. The teacher gives the order "Seat Changing, For- 
 ward!" when all the children leave their own seats and occupy the ones 
 directly in front of them. This will leave all who occupied the front row 
 of seats standing and tlie back row of seats will be empty. The order may 
 now be, "Seat Changing, Left!" or "Seat Changing, Eight!" or "Seat Chang- 
 ing, Backward!" as the teacher wishes. In any case there will always be 
 one row of children standing and sometimes two, according to the way the 
 orders are given. (It is well to give the orders in such order that the children 
 are kept on the alert.) 
 
 TICK, TACK, TOW. (Schoolroom or Playground.) 
 
 Children may play this game either at the blackboard or at their seats, 
 with paper and pencil, two inlaying together. 
 
 Draw a diagram consisting of two vertical lines about four inches apart 
 if at the blackboard, two if on paper, and cross them by two horizontal lines, 
 same distance apart. One player selects the zero (o) and the other the plus 
 sign (-|-) for a mark. The first one to place three of his own mark in a row 
 wins, when he savs : 
 
 "Tick, tack, tow. 
 Three in a i-ow. " 
 
 TIOPI>TXG RELAY RACE NO. 11. 
 
 Have an equal number of ]uipils in each i-ow of seats. The game starts 
 with those in the rear seats. All players remain seated until it is their turn 
 to hop, eacli ho])])iiig from his own seat to the forward blackboard and back 
 to his seat again. 
 
 At a given signal 1li(> players seated in all of the i-ear seats stand in llic 
 aisles by their seats and, i-aising one foot oil' the llooi'. hop foi'ward until llu; 
 front blackboard is reached, when the other foot may he raised and the return 
 hopping done on the one that was resting at first. The players now ho[) hack 
 
' FOR SCHOOLS AND PLAYGROUNDS 131 
 
 to their seats, and as they pass the players wlio sit in front of them, tag them 
 and sit down. The second players repeat and so follow the rest. 
 
 The row wins whose player in the front seat first returns to his or her 
 
 seat. 
 
 The game may l)c varied a little hy having all the players start fi'om 
 the left side of their seats and returning downi the same aisle pass aromul 
 the rear seat of their own row. return to place ])y way of the right aisle. This 
 srives a longer distance for all to cover. 
 
 SCH00LR0(3.AI BASf:BALL. 
 
 (Original) 
 
 A leader is chosen who has a faculty for telling a story. This leader gives 
 to each of the players the name of some part of baseball apparatus used in 
 ball games, such as the ball, bat, home plate, catcher's mit, body protector, 
 mask, first base, second base, third base, also the names of baseball players, 
 catcher, pitcher, tirst baseman, second baseman, third baseman, shortstop, 
 right, center and left fielders, and the umpire. Those who are not given any 
 of these names are ''the people on the bleachers." To avoid confusion of teams 
 the names, for instance. White Sox and Seals, may be given, and the term 
 White Sox' catcher or Seals' pitcher should be used to make it plain just which 
 player is meant, should there be a chance for confusion. 
 
 The leader now tells the story of a baseball game between the White Sox 
 and the Seals. Each time a piece of apparatus or the name of a player is 
 mentioned the one to whom that name was given stands in the aisle, tui'us 
 around and sits down in his seat again. When the names White Sox and 
 Seals are mentioned all the players of both teams arise, turn around and sit 
 down again. When the term "the baseball apparatus" is used all who are 
 given the names of such stand, turn around and sit down. When the "people 
 on the l)leachers" are mentioned all who have no particular name of either 
 apparatus or players on either team stand, turn around and sit down. The 
 story must be told with life and spirit to make it enjoyable. 
 
 The story may be started somewhat like this : 
 
 The day had arrived for a game of baseball between the White Sox and 
 the Seals (all team members stand, turn around and sit down, and this must 
 be done quickly). The weather was perfect, the people on the bleachers 
 (they stand, tui'n and sit down) were in high sjjirits. The White Sox were at 
 the bat, the umpire took his place behind the pitcher, who stood Avitli the ball 
 in his hand. The catcher was ])usy putting on his body protector and mit, as 
 well as his mask. The Seals' catcher w^as "up." The people on the bleachers 
 called "Play ])all!" The umpire shouted "Batter up! Play ball!" and the 
 game started. (Amusing situations may now be introduced as the game pro- 
 gresses, and the fun of it all will depend on the originality of the leader and 
 the quickness with which he names the ditferent situations. It might be well 
 to let some of them write the story outside of school and read it as the class 
 acts it in the schoolroom. 
 
132 PHYSICAL EDUCATION COMPLETE 
 
 BLACKHOAKD KELAY RACE NO. 2. (Scliuulruuin.) 
 
 Children sit in llicir seats, same number in eacli row. 
 
 The front blackboard is divided into as many sections as there are roAvs 
 of children, the sections being numbered accordingly. 
 
 At a given signal the children occupying the front seats of all the rows 
 leave their seats from tlie left side, run to the blackboard, each to his or her 
 own section (row number one would use section number one, etc.), pick up 
 the chalk, draw the figure of a cow, horse, dog or whatever the teacher sug- 
 gests, place the chalk in the tray, run to the right side of seat, tag the child 
 in seat num])er two, who repeats the action, and so the game continues. The 
 j'ow first finishing is tlu^ winning one. 
 
 OCCUPATION. (Schoolroom or Playground.) 
 
 Children formed in two or three lines. 
 
 The children of the dilferent lines decide upon some occupation to imitate. 
 As soon as row number one is ready the teacher asks them what their occupa- 
 tion is. They reply, for instance, "We are carpenters, "and all in that row 
 begin to imitate the sawing of W'Ood or the pounding of hammers. Another 
 row might imitate washing clothes, ironing, sweeping, scrubbing, etc. (There 
 is ample opportunity for much fun in this little game.) 
 
 SEMOX SAYS. (Schoolroom.) 
 
 The children sit at their desks, hands closed, thumbs extended upw^ard. 
 
 A leader is chosen, who stands before the class. 
 
 The children are to imitate his movements only when he uses the Avords 
 "Simon says," for instance, "Simon says, 'Thumbs up!'" "Simon says, 
 'Thumbs doAvn!' " or "Simon says, 'Wiggle, waggle!' " If the leader says 
 simply "Thumbs down!" "Thumbs up!" or "Wiggle, waggle!" at the same 
 time executing the movement suggested by his Avords, and his moA^ement is 
 followed by any member of the class, that child (or if several, a choice is made) 
 has to become leader. . 
 
 FOELOW THE EEADER. (Schoolroom or Playground.) 
 
 Children foi'iii in uiw. line. 
 
 Eeader is eliosen and takes liis or her place at the head of the line. 
 (Av(»id clioosing a timid child for leader.) 
 
 The leadei' starts the line in motion by doing some "stunt" such as 
 jumping ovei- a low cliair. vaulting between seats, ho])ping on one foot lor 
 a certain distance, running lightly Avith arms raising and lowering to repre- 
 sent birds flying, etc. The children are to do everything the leader does, and 
 if there is any "stunt" they caiuiot perform are to drop out of the line and 
 take their seals. Of coufse the one avIio is able to stay with the leader the 
 longest, AA'ins. 
 
FOR SCHOOLS AND PLAYGROUNDS 133- 
 
 PUSSY WANTS A CORNER. (Schoolroom.) 
 
 All the children but one find corners in the room or an,y convenient place- 
 (liat will answer for snch. 
 
 Pussy is in the center of the room. 
 
 Pnssy passes from one to another, going about the room to the different 
 children as she wishes and says "Pussy wants a corner." The answer is "Go 
 to the next neighbor." The children exchange places with each other as. 
 frequently as seems safe to them, for as soon as "Pussy" sees a vacant 
 corner she makes an effort to secure it, thus leaving the former occupant 
 in the center. The game is made lively by the ones in the various corners. 
 taking great chances in exchanging places and teasing "Pussy" in this wa,y. 
 When she begins to find her efforts to secure a corner are unsuccssful she 
 cries out "All corners change!" at which there is a general scamper and she 
 ought to reach a corner in safety. The one left out becomes "Pussy." 
 
 HOPPING RELAY RACE NO. 1. (Schoolroom or Playground.) 
 
 Children arranged in rows, the same number in each row. 
 
 A line is nuirked oft' about twenty-five feet from where the rows of 
 playi^rs stand. 
 
 At a given signal the children standing in the first line of rows lift their 
 left knees, place hands on hips and hop to the line that has been drawn, 
 returning on the left foot, the right knee having been raised after the goal 
 was reached. When number two of each row is reached the one who hopped 
 first tags number two and hops on to the rear of his or her line, and number- 
 two hops to the goal and back in the sameway. This is continued until 
 number one has again come to the front of his line. The first of the children,, 
 numbered one, to reach the original position, signifies that that line is winner^ 
 
 CIRCLE BEAN BAG TOSS NO. 2. (Schoolroom or Playground.) 
 
 Bean Bag or Volley Ball. 
 
 Children form a circle, having no more than eight pla^'ers. 
 
 One child in the center. 
 
 The Bean Bag or Volley Ball, whichever is to be used, is tossed by the 
 player in the center to one of the children in the ring. This player tosses 
 the bag again to the center. The bag is passed on in this way to each mem- 
 ber of the circle and back to the center. The child who fails to catch the 
 ball must sit down. If the center misses, the first one of the circle play era 
 who had to drop out for failure to catch the ball takes the place of the 
 center, the center having to drop out. If there are no players waiting to 
 secure a place in the game again, the center must sit down and the player to 
 whom the center threw the ball at the opening of the game takes his place 
 as leader. (The children should be encouraged to learn to catch well.) 
 
134 PHYSICAL EDUCATION COMPLETE 
 
 CAT AND MICP]. (Schoolroom.) 
 
 One child to represent old Tahhy ("at. 
 
 Children sit at their desks. 
 
 Old Tabby Cat retires very quietly behind some piece of furniture in 
 the schoolroom and there awaits the coming of the little mice. She is very 
 hung-ry and is counting upon a delicious meal. Very soon the little mice 
 from the front seats begin to venture forth from their nests, they, too, in 
 search of food. They scratch on the floor with their little claws, and as they 
 find nothing to eat grow bolder and go closer to old Tabby Cat's hiding 
 place. When she thinks they are near enough she springs out and tries to 
 catch one, perhaps two of the little mice. The mice scamper away as fast 
 as they can to their nests again. If she catches one of the mice that mouse 
 becomes old Tabby Cat and Tabby takes the place of the mouse. Now those 
 in the second row of seats play little mice, etc. 
 
 CROSSING THE BROOK. (Schoolroom or Playground.) 
 
 Two lines drawn on the floor or ground, al)out two feet apart. 
 
 Children line up on one of the lines. 
 
 The children jump over the brook, the space between the lines to be 
 greatly dreaded as the Avater is very deep. Th jumping is done strictly 
 according to gymnastic instructions. The children stand with heels together, 
 heads erect and on tlie count 1, heels are raised; count 2, knees are bent; 
 count 3, spring and over the brook they go; count 4, they land on toes with 
 knees bent; count 5, knees stretch, and count 6, heels are lowered. (As they 
 acquire the al)ility to jump a greater distance, the lines may be drawn wider 
 apart.) 
 
 POM, POM, PULL-AWAY. (Playground.) 
 
 All the children but one at one end of the court. 
 Leader or "It" is at the other end. 
 
 « 
 
 Two lines drawn, one at each end of the court. 
 
 The leader takes his station just back of the boundary line for his side 
 of the court. All the rest of the children are stationed behind their line. The 
 leader starts the game by calling out: 
 
 "Pom, Pom. I'ull-away! 
 If yoii (Ion 't conic, 
 I'll fetch you away!" 
 
 Thereupon llic children start to run, niaUing for Ihe goal b(>hind whicli 
 the leader stood. The leader tags as many of the children as he can before 
 they reach the line. All those he tags join him at the o])posite end of the 
 court, now the signal is given as befoi-c, the chiklren run, ami all those first 
 caught b\' the leader join him in his tagging. As soon as all are caught the 
 game is ended. The child who was first tagged becomes the leader next time. 
 
 (This is one of the best games for the recess that we \\i\\v. Children 
 should have plenty of running games at both i-ecess j)eriods.) 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 135 
 
 NUMBER CALL. (Schoolroom or Playground.) 
 
 Volley Ball. 
 
 Children form rirele, one in center. 
 
 The children are given numbers. The one in the center tosses the ball 
 in the air. at the same time calls out a number. The child who has been given 
 that iiuml)er must run into the circle and catch the ball on the first bounce. 
 If he succeeds in doing this he is allowed to exchange places with the center 
 and the game is repeated. The center takes tlie inuiil)er of the child with 
 whom he exchanges places. If the child fails to get the ball on the tirst 
 bounce he has to take his place in the circle again. (The delight is in being 
 allowed to play the center position.) 
 
 CHASE BALL. (Schoolroom or Playground.) 
 
 Twenty children to a set. if pos- 
 sible. 
 
 One Volley and one Playground 
 Bas; ball. 
 
 The ehildren stand in lines of 
 t(Mi. about eight feet apart, lines fac- 
 ing each other. The children should 
 not stand too close together, as 
 j;huty of elliow I'oom is needed for 
 the tossing of the balls. At a given 
 signal the volley ball is started from number one and sent zigzag down the 
 lines, the children toeing lines that have been drawn for that purpose. When 
 the volley ball has passed the third child on the same side from where it 
 was started the baseball follows in the same way, the object being to over- 
 take the volley ball with the baseball, if possible, and have the baseball 
 win the race. 
 
 (Much excitement and interest is aroused when children play this game.) 
 The dotted lines show the direction of the balls on the return. 
 
 VOLLEY BALL ZIG-ZAG NO. 1 
 2 
 
 X 
 X 
 X 
 X 
 
 X 
 X 
 X 
 X 
 
 X 
 X 
 X 
 X 
 
 X 
 X 
 X 
 X 
 
 3 
 
 X 
 X 
 X 
 X 
 
 X 
 X 
 X 
 X 
 
 Children sitting at desks. 
 
 Rows 1 and 2, 3 and 4, 5 and 6 play together. Those in rows 1 and 2 sit 
 facing each other, feet in aisles. (Same position for the rest of the rows of 
 children.) 
 
 The balls are given to the children sitting in the front seat of rows 1, 3 
 and 5. At the signal the balls are tossed across the aisle to the children di- 
 
136 PHYSICAL EDUCATION COMPLETE 
 
 rectly opposite, then diagonall}' across to tlie ones behind the leaders, who 
 toss the balls to the children directly opposite, etc., down all the rows to the 
 ones in the last seats. 
 
 The balls are now returned in the same way, the row first getting the l)all 
 to the leader wins. 
 
 Use Bean Bags also in this way. 
 
 ''I SAY STOOP!" 
 
 The children stand in the aisles by their desks. The teacher leads the 
 game by saying "I say stoop!" As she says these words she stoops and at 
 once assumes her original standing position. The children imitate the action. 
 The teacher may then say "I say stand!" — at the same time stooping herself 
 to mislead the children. They should remain in the standing position, except 
 when the words "I say stoop!" are said. Those who make a mistake and 
 stoop at the wa-ong time are out of the game. 
 
 (Make the action \evy fast in this game.) 
 
 CROSS TAG. (Playground.) 
 
 Children scatter about the playground. 
 
 Two runners to be chosen to start the game. 
 
 One of the runners is called "It," who chases number two. Number tAvo 
 tags one of the other children, which act immediately entitles the child who 
 did the tagging to stop running and rest, while "It" continues the chase, this 
 time following the one who was tagged. If "It" succeeds in tagging the child 
 being chased, the situation is reversed, the one chased becomes "It" and the 
 one who was "It" becomes runner. 
 
 In this game it is well to encourage children to make short runs in order 
 that the action of the game may be very brisk, requiring close attention to 
 follow, and also to give all a chance to do some running. 
 
 HORNS. (Schoolroom or Plaj-ground.) 
 
 All players at seats, hands closed with the exception of the forefingers, 
 which are placed on the desks. The leader says: "All horns up!", "Dog's 
 horns up!" or "Cow's horns up!" at the same time pointing his own fore- 
 fingers upward. When he says "All horns up!" all the fingers should point 
 upward or when he names an animal that has lioi-ns. When he names an 
 animal, such as the dog or cat that has no liorns the fingers should remain 
 touching the desk. The commands "All horns down!" "Dog's horns down!" 
 etc., are used and should be given quickly Avith Ihc idea of catcliiug those who 
 are not alert. 'I'lic action should he fast. Those making a mistake should 
 <lrop out of the game. 
 
FOR SCHOOLS AND PLAYGROUNDS 137 
 
 VOLLEY BALL SEAT RELAY RACE. 
 
 There should be an even number of children in the rows playing. 
 
 Play two rows at a time. It is more satisfactory to use rows 1 and 3, 2 
 and 4, etc., as this eliminates much of the confusion that would otherwise occur. 
 
 Insist that all players get the ball in proper turn and that the playing be 
 always fair. 
 
 The balls are given to those occupying front seats and at a given signal 
 are passed overhead to those sitting directly behind the leaders and so on 
 down the various rows. 
 
 When the ball reaches the last child in each row, that child runs u]i the 
 RIGHT HAND AISLE to the front seat, while all the rest of the children 
 change seats, each one slipping as QUIETLY as possible from the seat in 
 which he was sitting, when the game began, into the one directly behind, and 
 must be done by stepping out into the LEFT HAND AISLE. 
 
 The balls are passed in this way until one of the leaders has regained his 
 original seat, which makes a winning for that row. 
 
 Play all the rows, then play the winners until one row has beaten the 
 rest of the children. 
 
 HURDLE RACE. (Playground.) 
 
 Pieces of twine or narrow cheese cloth aljout six feet long. 
 
 Children who are to run are arranged in lines, same number in each line. 
 
 A line should be drawn, which they should ' ' toe ' ' at starting. 
 
 Two children and a piece of twine for each line of children Avho are to 
 do the running. If jTOssible, have two or more "hurdles" for each set of 
 runners. 
 
 At the given signal, the runners occupying position number one in each 
 row run, jump the hurdles, turn, run back and jump hurdles as they go. Upon 
 reaching the line, the first runner tags number two, passes on to the rear of 
 his line, while number two is making the trip. The line which brings its 
 leader first back to the original starting position wins the race. 
 
 BASKET BEAN BAG— TOSS. (Schoolroom or Playground.) 
 
 Bean Bags or Base Balls ma}^ be used. (Three.) 
 
 Waste Basket. 
 
 Children line up for turn. 
 
 The first child in the line takes the three balls or bags in hands and stand- 
 ing at a given distance from the waste basket, tries to toss all three into the 
 basket. If successful, it counts him ten, but all three must be tossed into the 
 basket to secure any score at all. All have a chance before the second trial 
 is allowed. Score should be kept by the teacher. The child securing the highest 
 number wins. (The game may be made all the more interesting by allowing 
 eight or ten trials, in order that a high score may possibly be made.) 
 
138 PHYSICAL EDUCATION COMPLETE 
 
 CARRY RELAY. 
 
 Any oh.jt'cl thai tliu eliildi'L'ii can carry as llicy run. 
 
 Children lined iii), same as for any of the Relay Races, same nuinhcr in 
 each row. 
 
 At the given signal, the children standing in the front line of all the inin- 
 ners, sloop, pick np whatever object they are to I'uii with, run to a line drawn 
 about fifteen feet distant, or to the wall, pnt the ol)ject on the Hoor. run to 
 the rear of the line, tagging the second rnnners in passing, who at once start 
 ont for the goal, pick np the object and carry it back', place it on the floor in 
 front of nnmber three, tag number three and pass to the rear, etc. Th(> line 
 wins the race whose leader reaches his or her original jiosition first. 
 
 DODGE BALL NO. I. (Schoolroom or Playground.) 
 
 Basket Ball. 
 
 Half the children inside a circle, which is formed hy the other half. 
 
 One of the children in the circle throws the ball into the crowd of children, 
 attempting to hit as many with the l)a]l as possible ])nt the liall must not be 
 thrown to strike higher than the knees. If a child is struck above the knees, 
 that throw does not count. As soon as the l)all is thrown at the children, they 
 jump off the floor, into the air. as high as they can, in order to escape being 
 hit with the ball. If they are hit with ball, they must join the circle of those 
 who are doing the throwing. This continues until all are down, the one holding 
 out the longest is declared the winner. Sides change places now. the first lot 
 to form the circle taking position inside the circle and those who were inside, 
 form the circle and throw the ball. 
 
 WOOD TAG. (Playground.) 
 
 Children scattered about the playground, standing on chips of wood, feet 
 on the fence rails, etc. 
 
 A runner called "It" is selected. 
 
 The players venture off their wood pile, change places with each other, 
 and take great chances in teasing "It," who endeavors to tag a player whil 
 on forbidden ground. If successful in this, the player tagged becomes "It 
 
 e 
 
 NEW YORK. (Schoolroom or Playground.) 
 
 Children choose sides, about the same nunihi'r on each side. 
 
 Each side selects some occupation which they ai-c to imitate, and. which- 
 ever side is to lead the game, advances toward tln' olhcr jdayers. who ai'e 
 waiting for the coming of the opposite team. As they approach all shout 
 out "Here we come!" The others say "Where from?" Answer — "New 
 York!" Question — "What's your ti'ade?" Whereujiou they all go to work, 
 imitating the movement of the occupation which they have selected. The 
 
FOR SCHOOLS AND PLAYGROUNDS 139 
 
 other players make all sorts of guesses. When the right one is called out, the 
 "workers" fly for their boundary line, while the others give chase and all 
 caught before they reach home safely are now to join forces with the opposite 
 team. The players take turn about in imitating the occupations chosen. 
 
 CIRCLE TAG. (Schoolroom, if there is room for running — or Playground.) 
 
 Children form a circle, with one on the outside for "It." 
 "It" starts around the cii-clc and when she has reached some child whom 
 she wishes to tag, does so and continues her running around the circle, while 
 the one who has been tagged runs in the opposite direction, each endeavoring 
 to reach the space Avhich has been nuide vacant by the one tagged. The one 
 who does not succeed has to be "It." 
 
 "ZIP!" (Schoolroom or Playground.) 
 
 If pla.Aed in the schoolroom the pupils either sit, or stand by their desks. 
 Sometimes circle formation is used in this game. 
 
 A number is selected which is known as "Zip," and so called when it 
 occurs alone or in any nunilxT which is a multiple of that nuiiibcr. Let us 
 use the numeral "Nine." The tirst player begins the counting by saying 
 "One," the next says "Two," etc., until nine is reached, when the word "Zip" 
 is substituted. The count goes on: "Ten," "Eleven, "etc., luitil eighteen is 
 reached, when "Zip" is again substituted, as it is also for niuetneen. When 
 ninety is reached it is called "Zip" and then the count proceeds as "Zip one," 
 "Zip two," uji to ninety-nine, when "Zippety-zip" is substituted. The game is 
 over when the number one hundred is reached. In repeating it, it is often 
 well to select another number as "Zip." 
 
 "BEAST. BIRD OR FISH!" (Schoolroom or Playground.) 
 
 I'upils in their seats or standing in circle formation. 
 
 One of the number is selected to be "It. " A soft ball or piece of cloth, 
 knotted is required in the game. 
 
 The player who has the ball faces the class or stands in the center of the 
 circle and throws the ball at one of the players, at the same time saying, for 
 instance, "Beast, Bird or Fish — FISH!" and proceeds to count ten quickly. 
 The one who is hit must name a fish before the count of ten is finished. If in- 
 stead of "FISH" being said, "It" says "BIRD!" or "BEAST!" the one 
 struck must name either a bird or some animal before the counting is finished. 
 
 If the player successfully answers, the one in the center must try to catch 
 another player, and get away from leading as soon as possible. 
 
 . No time during the game is a player allowed to repeat the name of an 
 animal, bird or fish previously given by some player. 
 
140 
 
 PHYSICAL EDUCATION COMPLETE 
 
 ' ' CRACK ABOUT ! " ( Playground. ) 
 
 Light weight ^^olk'y Ball. 
 
 Am' number may play this game. 
 
 One player is given the ball and the rest of the players immediately scatter 
 over the playground. The player witli tlic ball attempts to strike a player by 
 throwing the ])all. If successful the one who threw it (the players may join 
 in if they wish) shouts "Crackabout !" when all of the players rusli to get 
 the ball. As soon as one has it. the rest of the players scatter again and try 
 to save themselves from being hit. 
 
 (This is one of the best of games for cold days, as the action is strenuous 
 and constant.) 
 
 THREE DEEP. (Playground.) 
 
 Double circle, all facing center of circle. 
 
 Two runners. 
 
 In forming this double circle, the children should be instructed to stand 
 arm's distance apart, the children in the outer circle standing close enough 
 to the ones in front of them to prevent a runner from stepping in between 
 them. 
 
 When the signal to start is given, the runner who is being chased runs 
 around the circle, (never through the circle) looking for an opportunity to 
 
 get inside the circle IN FRONT of some one set of two, thus forming THREE 
 DEEP. The one who is "It" tries to catch the second runner before she can 
 place herself safely in the circle and must tag liei- if possible before reaching 
 
FOR SCHOOLS AND PLAYGROUNDS 141 
 
 the coveted place in front of a couple. In the event that she does tag' her, the 
 one who is caught starts immediately after the one who caught her. Each one 
 that is chased tried to get into the circle before being tagged and as soon as 
 this is accomplished, the third child, who is now the one on the outside, be- 
 comes the runner. Slie must dart in front of a couple as cpiickly as possible 
 and the lliird one now has to run to avoid being tagged, etc. 
 
 (Always luivc the children run in one direction, until the one who is "It" 
 tags a runiuM-, when of course the direction is reversed. Try to see that no 
 Jong runs are nuule. Let the action be fast, with lots of quick changes.) 
 
 FLYING DUTCHMAN. (Playground.) 
 
 Single circle, jiartiicrs holding hands. 
 
 One set of partners, holding hands, are runners. 
 
 The two runners start around the circle, running and keeping hold of 
 hands all the while, and as they run, one of the partners tags another set of 
 partners standing in the circle. The ones tagged start around the circle in 
 the opposite direction, retaining the hand clasp, the first set of runners con- 
 tinuing on in their original direction attempt to gain the space made vacant 
 by the second set before the owners of the space reach it again. The set failing 
 to get into place becomes "It" and continues the game. 
 
 HUSTLE. (Playground.) 
 
 Basket Ball and AVhistle. 
 
 Two teams. 
 
 Captains are selected, one for each team. The court is marked off, 100 
 feet long by 50 feet wide. Captain Jack's team is stationed all along one of 
 the side boundary lines, while Captain Dick's team is stationed at one of the 
 end boundai-y lines, preparatory to making the run from one end of the court 
 to the other. Captain Jack takes the ball and goes to the center of the court. 
 As he bloAvs the whistle he throws the ball to one of his men along tlic side line. 
 At the same time the whistle is blown, Captain Dick and his team make a wild 
 dash across the court and the man in the team on the side line, throws the ball 
 at the runners as they pass. AH struck with the ball retire to their side of the 
 field. The situation is now reversed, for Captain Dick takes the center of the 
 field, with his men on the side line, and Captain Jack and his team take their 
 positions at the cud of the field. The play is repeated. Each team gets five 
 runs, when a count is made. The team having the larger number of players 
 still in the gam(\ wins. 
 
 BOB. (Schooh-oom or Playground.) 
 
 Two Basket Balls. 
 
 Two lines of players, sanu^ nuiubei- in each line. 
 
 The playei's occupying position number one take the ball, and when the 
 signal is given, pass the ball to the one directly behind: that one passes it to 
 
r m 
 
FOR SCHOOLS AND PLAYGROUNDS 143 
 
 the next, (all have Ihcii- arms up ready to grasp the ball as it comes to them) 
 and so it is "Ijohhcd" along- from one to the other, until llic last player gets it, 
 when, with the l)all in hands, a quick run is made to the front of the line, the 
 hall is set iu ])lay again and "bol)l)ed" along the heads of the players until the 
 last one secures it and a run to the head of the line is made. The line is de- 
 clared winner whose head player first reaches the rear of the line in the man- 
 ner above described. 
 
 (Each pla^'er must handle the ball. It is a foul to throw the ball over the 
 hands of three or fonr players, and the ball should each time be sent to the 
 head of tlu' line for a fresh start Avhen snch fouls arc made.) 
 
 ASTRIDE PASS BALL. (Companion to Bob.) (Schooli'oom or Plaj^ground.) 
 
 Two Basket Balls. 
 
 Two lines of players, same nninhi'i- in (^ach line. 
 
 The lines are arranged the same as in Bob, but take the astride position, 
 trunks forward, deep bend. At the given signal, each leader tosses the ball be- 
 tween the legs, to the player standing directly behind. That player tosses it 
 on to the next and so on, until the last player secures it. A quick run is made 
 with the ball to the front of the< line, the player takes position there and starts 
 the ball in play again. (Balls that are ROLLED between the feet are fouls and 
 are dealt with as such, the ball having to make a fresh start from the head of 
 the line each time this is done.) The line finishing first wins the game. 
 
 JAPANESE TAG. (Schoolroom or Playground.) 
 
 Children scattered about the room or playground. 
 
 One player— ''It." 
 
 The player called "It" endeavors to tag some one of the players and as 
 soon as he is successful, the party tagged must place one hand on the part of 
 the body that has been tagged, and with the other hand free, endeavor to catch 
 some other plaj-er and tag him. He cannot take his hand away from the portion 
 of his ])ody that was tagged until he has successfully tagged another player. 
 (It adds much to the interest and excitement of this game to start half a dozen 
 players out as taggers.) 
 
 DODGE BAL XO. 2. (Playground.) 
 
 Two Basket Balls. 
 
 Childi'cn form two teams and name tht'iii. 
 
 The players of one team form a cii'clc and take the balls. The i)layi'rs of 
 the second team stand about inside the circle. At a given signal the two balls 
 are thrown into the group of playei-s. the effort being always nuule to strike 
 the players with the balls, below the knees. All those hit by a ball must take 
 positions out of the ring altogether. The throwing of the balls continues until 
 there are no more ])layei"s in the ring. Then the teams reverse ])Ositions. The 
 
144 
 
 PHYSICAL EDUCATION COMPLETE 
 
 DODGE BALL— SIXTH GRADE 
 
 la.st one of each team to be slruek out of tlie game then enters the ring, which 
 is now formed by all the rest of the players of both teams, and the bombard- 
 ment begins. The player who can stay in the ring the longer wins the game 
 for his team. (Never throw at your own man in this final contest.) 
 
 FISH NET. (Playground.) 
 
 Players divided into two teams. 
 
 Court 150 feet by 100 feet good size for this game. 
 
 One team plays the part of the Fish Net, while the other players are the 
 fish to be caught. The net is formed by all the players of that team taking a 
 firm hand grasp, the two strongest players being on the ends of the net. The 
 net is at one end of the court and the fish at the other. At the given signal, 
 the fish run toward the opposite end of the "river" and the net makes every 
 effort to ensnare all it can. The fish are entitled to get out of the net as long 
 as the net remains unclosed; that is, the hands of the two players on the end 
 of the net have not been clasped "to shut the net." (It is unfair to go under- 
 neath hands that are clasped or to break the net. Once caught in the net which 
 has been closed, there is no getting out, without breaking one of the rules of 
 the game.) All the fish caught are turned out on the bank and the net goes to 
 Avork again. As soon as the last fish is caught the fish become the net and tlu^ 
 net the fish. 
 
 LAST COT^PLE OFT. (Playground.) 
 (Sometimes called Widower.) 
 
 Players take jjai'luci's and stand side by side, llius roniiing 1\vo lines. 
 
 One jilayer is the Widowcf. 
 
 'I'lic widower stands at the head of the two lines and calls to the couijIc 
 ill the vi'-.w of the two lines "Last, Cou])lc Out." At this signal the cou})le 
 separates, each running forward with the two lines Ix'tween them, and try to 
 meet each otliei- again in fi-ont of the AVidower before lie has a chance 
 to tag either one of Ihciii. If Ihc Widower succet'ds in securing a partner, the 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 145 
 
 oue left becomes the Widower airl takes positicin al the huad of the line, and 
 calls to the rear couple as before. 
 
 (When the Widower knows the couple is advancing, he must keep his eyes 
 strictly to the front and not until the runners arc opposite him lias he a right 
 to start his running aftiu- either one of them.) 
 
 FLAG RELAY. (Schoolroom or Playground.) 
 
 Flags, small ones are better. 
 
 Children sit at desks if played in the schoolroom. 
 
 Children form in lines if played on the playground, same number in each 
 line. Avherever played. 
 
 The children in the front line of rows start at the given signal, with tiags 
 in their right hands, run forward to a line already drawn to mark the distance 
 
 FLAG RELAY— "READY"— FIFTH GRADE. 
 
 they are to run, and then back to the runners, each leader handing his Hag to 
 runner number two. PASSING ON TO THE REAR OF HIS LINE, Avhen num- 
 ber two runs and returning, hands the flag to number three. This is repeated 
 until the first runner reaches his original position. The line first getting its 
 leader in place wins the race. 
 
 (Very pretty game for festivals.) 
 
 FLAG RELAY— "GO"— FIFTH GRADE. 
 
146 PHYSICAL EDUCATION COMPLETE 
 
 TUG OF WAR. (Playground.) 
 
 Sixty feet of tliroo-fonrth inch ^fanilla rope. Tie a piece of cheese cloth 
 at the center. 
 
 Mark two lime lines on the ground, about four feet apart and each line 
 three feet long. 
 
 Two teams — equal numbers. 
 
 The teams take up positions, one team on each end of the rope, the center 
 of the rope being placed in the center of the lime lines. At a given signal the 
 tug of war begins. The team that succeeds in pulling the center of the rope 
 across the line toward his side, is winner. 
 
 POTATO RACE. (Schoolroom or Playground.) 
 
 Four erasers, bean bags or blocks. 
 
 Children in line, as for all Relay Races. 
 
 The action of this game is the same as for all the Relay Races, except that 
 the players in the front line of all the rows, take the four objects to be carried, 
 in their hands, and at the given signal, run forM^ard, place the objects on crosses 
 marked for that purpose, and immediately return to runners number two of 
 their respective rows, tag them, pass to the rear, while the runners numbered 
 two start forward, gather up the objects and returning, give them to runners 
 numbered three, who run forward and place them on the crosses again. This 
 is repeated until the first row to finish announces the fact and the game is won. 
 
 GOAL THROWING RELAY RACE— I. (Playground.) 
 
 Two Basket Balls and Goals. 
 
 Two lines of players, same number in each. 
 
 Each line faces its goal, 60 feet from the goals, leader toes the line drawn 
 at this distance. When the signal is given, the first runner of each line runs 
 forward, picks up the basket ball and throws it into the basket. The player 
 must not return to his line until the ball is in the basket. As soon as this feat 
 is accomplished, the player runs with all speed to the line, tags number two, 
 passes to the rear of the line, while player number two continues the play. The 
 first line whose leader reaches his original position, wins. 
 
 GOAL THROWING RELAY WITH SEVERAL BALLS— II. (Playground.) 
 
 Two each of the following: Basket Balls, Base Balls, Tennis Balls and 
 Rubber Balls. 
 
 The game is the sanu' as the Goal Thi'owing Relay, except that each player 
 must put into tlio l)asket, one of eacli of the four balls. 
 
 VOLLEY BALL ZIG-ZAG NO. 2. (Two sets or more.) 
 
 This is the same ganui as Zig-Zag No. 1, excejit that in this ganu' there are 
 several sets playing against each other at the same time. The winning team 
 is the one that secures three games out of the five played. 
 
FOR SCHOOLS AND PLAYGROUNDS 147 
 
 ROOSTER FIGHT. (S'choolfooiii. if open space is lar<ie enough. iMavizfouiul.) 
 
 Players choose partners. 
 
 "When patrners have been selected and the signal given, each player raises 
 his left knee, folds his arms across his chest, and hopping continually on his 
 right foot, each endeavors to unbalance the other by poking and pushing with 
 the elbows. The player who is compelled to save himself from falling by 
 placing his left foot on the floor is out of the game. The successful one now 
 raises his right knee and hops on his left foot as he fights with the next rooster, 
 who was also a winner. The game goes on until there is but one on the floor, 
 who is entitled to be called Cock of the Roost. 
 
 COLORS. (Schoolroom or Playground.) 
 
 About eight players to a group, and one player who is to do the guessing. 
 
 The players choose different colors, the names of which are told to all the 
 players. The guesser now turns his back to the group of colors, when there is 
 a general changing of places. The guesser turns around and tries to repeat the 
 names of the colors as they are now arranged. Those who can do this success- 
 fully are declared winners. Names of flowers, birds or animals may be substi- 
 tuted in place of col(>rs. 
 
 CATCH SLAP. (Schoolroom or Playground.) 
 
 A Ping Pong Racket or Ruler to be used for a slapper. 
 
 Players stand in a close circle, shoulder to shoulder. 
 
 One player stands in the center of the circle. 
 
 The object of this game is to slap the center player with the ruler or racket 
 and not be caught by him while doing it. The players stand facing him, hands 
 behind their backs, passing the ruler or racket from player to player. "When- 
 ever it seems possible to slap the center one without him seeing who does it, a 
 player takes advantage of the opportunity. The center one at once makes an 
 attempt to locate the holder of the slapper. If he does so, places are ex- 
 changed, but it must be an actual catch. It is unfair for any member of the 
 circle to slap the center player unless that player has the racket in his or her 
 hand at the time. 
 
 HUSTLE A"WAY— TAG. (Playground.) 
 
 Partners lock arms. 
 
 Two extra players as runners. 
 
 All the plaj'ers lock arms and scatter about the playground in order to 
 give plenty of running space for the game. "It," or the chaser, starts after 
 the second runner, who. in order to save himself from licing tagged, locks arms 
 with one of the partners of any couple, the third member of the group immedi- 
 ately becoming the player to be chased. If "It" succeeds in catching any 
 player, the one tagged or caught immediately becomes the chaser and starts 
 
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FOR SCHOOLS AND PLAYGROUNDS 149 
 
 after tlu' one wlio was "It" in the tlrst phuu'. IShort nins are to he eiicouraj^eil 
 and all sort.s o\' tricks should be used to keep the player guessing' as to where 
 a runner is going' to stop. This keeps the interest up to a high pitch and makes 
 the ganu' one of the most beneficial and intt'resting that can be found. 
 
 KEEP AWAY. (TAKE AWAY.) (Playground.) 
 
 Players form two teams. 
 
 Base Ball, Basket Ball or Volley Ball. 
 
 The ball is set in motion by a plaj'er of one team throwing it to another 
 on the same side. Players of the opposite team endeavor to catch it as it is 
 thrown, and if any player is successful, throws it to one on his side. The play 
 must be fast to make the game of interest. If there is a large number of 
 players, it is better to divide them into separate groups, one ball to each group. 
 The game should be limited to sixteen players. 
 
 VOLLEY BALL. 
 
 This is a game that is suitable for use on the Playground or in the Gym- 
 nasium and ma}' be played by any number, so long as the court is not too 
 crowded. Each player should be able to cover a minimum floor space of 
 8 feet by 8 feet and a maximum space of 10 feet by 10 feet. 
 
 The game consists in keeping a ball (made of a rubber bladder and 
 covered by leather or canvas) in motion, back and forth, over a high net. 
 The top of the net should be Ti^ feet from the ground or floor. 
 
 The game is started by one player on either side serving the ball over 
 the net into the opposite court. The opponents return it, and in this way 
 the ball is kept in motion back and forth over the net until some player on 
 either side fails to return it or knocks it out of bounds. The ball to be in 
 play must not strike the ground. 
 
 Rules. 
 
 1. The game consists of any number of points agreed upon by botli 
 teams, but the usual number is twenty-one. 
 
 2. The ground, or floor space, should be 25 feet wide by 50 feet long 
 and a net is suspended half way on the 50 foot lines, which gives a playing 
 space of 25 feet by 25 feet to each team. The size of the court may be 
 changed, however, to suit the convenience of the space obtainable. 
 
 3. The net should be 2 feet wide by 27 feet long. 
 
 4. A ball not less than 25 inches nor more than 27 inches in eireumfer- 
 ence is used for the game. 
 
 The Server and Service. 
 
 1. The server is the term applied to the jjlayer who tosses th(^ bal' into 
 the air with one hand and bats it over the net with the other. 
 
 2. His position is at the rear line of his court, one foot on the line and 
 the other within the court. 
 
150 
 
 PHYSICAL EDUCATIOX COMPLETE 
 
 3. The ball must never be struck with the closed tist. Always use the 
 open hand and learn to use the portion of the hand nearest the wrist. 
 
 4. A ball that is served, to be a "good ball" must go at least 10 feet 
 from the player who served it. 
 
 5. Each server has two chances to serve a ball in tlie opposite court. 
 A "Net" Ball (one which just tips the net) entitles the server to another try. 
 Failure to accomplish this retires the server. 
 
 6. If successful in his serve, he continues to serve until his side fails 
 to return the ball or knocks it out of bounds. 
 
 7. Players on each team are numbered 1, 2, 3, 4, 5, etc., and serve in 
 turn. 
 
 8. The service for the second game begins with the player next in turn 
 to the player who served when the first ^ame was completed. 
 
 POST 
 
 SERVERS POSITION' 
 
 
 
 
 
 * UMPIRES 
 
 POSITION 
 
 
 /a 
 
 
 1 
 
 1 
 
 10 
 
 15 
 
 
 6 
 
 
 6 
 
 15 
 
 
 II 
 
 7 
 
 2 
 
 2 
 
 7 
 
 II 
 
 ^k 
 
 12. 
 
 8 
 
 3 
 
 3 
 
 8 
 
 IZ H 
 
 IS 
 
 /3 
 / 4- 
 
 9 
 
 4- 
 5 
 
 4- 
 
 9 
 
 5 
 
 13 /6 
 14- 
 
 > SERVER'S POSITION 
 
 ^POST 
 
 9. The server may be assisted in getting the ball over the net by any 
 one of his men striking it before it reaches the net. 
 
 10. The ball may be sent to any part of the opponents' court. 
 
 11. A ball which strikes the net or anything within the playing space 
 and then falls good in the opponents' court is called a fault. (This is not 
 the ease after the ball is in play.) 
 
 12. If a ball that is served strikes the net or anything within the playing 
 space and afterwards falls outside the opponents' court it causes the serving 
 side to give up the ball. 
 
 13. When the ball is in play, that is after the service, a "Net Ball" is 
 equivalent to a return and is to always be so considered. 
 
 14. A ball which strikes the boundary line anywhere is a good ball and 
 if unreturned entitles the server to a point, or the receiving side the ball. 
 
 15. Only the serving side scores. 
 
 16. A ball "in play" is one that lias l)een successfully served and 
 returned. 
 
 Scoring. 
 
 Five chances to make a point. 
 
 1. Each good service unreturned. 
 
 2. Each ball in i)lay unreturned. 
 
FOR SCHOOLS AND PLAYGROUNDS LSI 
 
 3. Eaeli ball kuoeked out uf hounds by the receiving side, providing 
 the serving side does not strike at it. 
 
 ■i. If a player on the receiving side touches the net. 
 
 5. If the server serves a l)all out of bounds and the receiving side strikes 
 
 at it. 
 
 Play and Players. 
 
 1. If a player on the serving side touches the net the liall goes to the 
 receiving side. 
 
 2. Should a player on each side of the net touch the net at the same 
 time the ball is declared ont of play and the server repeats the serve. 
 
 3. The ball goes to the opposite side when a player catches and holds 
 the ball, even for an instant. 
 
 4. The ball is declared out of play whenever it touches the floor. 
 
 5. Dribbling, that is batting the ball in quick succession, is not allowed. 
 
 6. If the ball is struck twice in succession by a pla^^er it goes to the 
 opposite side. 
 
 7. The umpire has the right to disqualify any player who kicks the ball. 
 
 8. A player must never be supported, either by an object or any other 
 player, when he strikes the ball. 
 
 9. No player, except the captain, is privileged to address the umpire. 
 10. A ball that is knocked under the net is declared out of play. It goes 
 
 to the opposite side in such an event. 
 
 11. A ball is still in play if it strikes any object within the playing 
 space and rebounds into the court. 
 
 12. A ball is declared out of play and goes to the opposite side if it 
 strikes any object outside of the playing space and rebounds into the court. 
 
 Valuable Hints to Players. 
 
 1. Be interested and great will be your reward. 
 
 2. Avoid playing the ball when it is clearly Avithin the territory of 
 another player. 
 
 3. Never lose a chance to play the ball when it is yours. 
 
 4. Keep your eyes constantly on the ball. 
 
 5. Develop team ^tork by knocking the ball from one to another on 
 the same team. 
 
 6. Watch your chance to knock it over the net in unguarded spots. 
 
 7. It is well to learn to use both hands in returning the ball. 
 
 CAPTAIN BALL. 
 
 Captain Ball is a game especially adaptable to Rural School Playgrounds, 
 as it can be played by any equal number of players and by many of the grades. 
 As it accommodates itself to any number of ]dayers according to the play space 
 available, it is one of the best games for all School Plavgrounds. 
 
152 
 
 PHYSICAL EDUCATION COMPLETE 
 
 Directions for Playing Captain Ball. 
 
 The Field: 'J'lie spaee that can be allotted to the game is divided into 
 two equal courts (see diagram A-B and C-D) with a strip (B-C) four feet 
 wide between. 
 
 Boundary lines being thus established, circles, or squares if more con- 
 venient, two feet in diameter are marked off on each court. The number of 
 these goal boxes will be determined by the size of the courts and by the num- 
 ber of players, there being one goal for every two players. The Captains' 
 goals (No. 1) are placed in the middle of each court near the end boundary 
 lines (A and D). 
 
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 The Team: Players are formed into two e(iiial teams, each having a 
 Captain (box 1), a Fielder (strip B-C), Coalers (boxes 2, 3, 4, 5, 6), and 
 Guards (outside of the boxes). 
 
 The Game. 
 Select Teams. 
 
 Choose Ca])taiiis and Fielders. 
 Captains take position in goal boxes No. 1. 
 P^ielders take position in strip B-C opposite each other. 
 Captain stations Coalers in boxes 2 ,3, 4, f), (> of Court C-D, and (inards 
 in front of goals in court A-B. 
 
 6. Captain stations Coalers in boxes 2, 3, 4, 5, G of court A-B, and (iu.irds 
 in front of goals in court C-D. 
 
 1. 
 2 
 
 3. 
 4. 
 5. 
 
FOR SCHOOLS AXD PLAYGROUNDS 153 
 
 7. The Game is called b.v the Referee's whistle. He takes his position 
 ill the strip B-C between the two Fielders and tosses up a basket-ball. 
 
 8. The Fielder who secures possession of the ball tries to toss it to the 
 nearest Goaler of his side, the opposing- Fielder guarding to prevent the throw 
 and to secure the ball to toss to his Goaler. 
 
 9. The ball is kept in ])lay hy being tossed from Goabn- to Goaler until 
 it is caught by a Captain. This scores a point for tluit side and the ball goes 
 to the Referee for another toss. 
 
 10. Any score decided upon by the Captains constitutes a game. 
 
 Duties of the Players. 
 
 1. It is the duty of the Captain to try and catch the ball when thrown 
 to him by a Goaler. 
 
 2. The Goalers are to get the ball when thrown to them by a Goaler or 
 a Fielder, or whenever it can be picked up near their goal, and throw it to 
 Goaler No. 2, who in turn throws it to his Captain. Goalers may step one 
 foot only out of the goal in order to obtain the ball. 
 
 3. The Guards are to guard the goal boxes and prevent the Goalers 
 from gaining possession of the l)all. They must not step into the goals or 
 on the line, but may play anywhere in their court and recover a ball that 
 goes out of bounds. The Guards may throw the ball to each other and to 
 the Fielder of their side. 
 
 4. The Fielders will always throw the ball to their nearest Goaler. They 
 may play in the strip B-C and just over the line of their own court. 
 
 5. The Referee calls the game, declares fouls and keeps the score. 
 
 Rules. 
 
 1. A ball that goes out of bounds must be returned Ijy the nearest Gmird 
 to the spot where it crossed the boundary line, and from that point thrown 
 to another Guard. 
 
 2. Fielders throw the liall to Goalers only. 
 
 3. Goalers throw the ball to each other ; the ball may be thrown to the 
 Captain only by Goaler No. 2. 
 
 ■4. Guards throAv the ball to each other and their Fielder. 
 
 5. The ball should be thrown rapidly from player to player, the object 
 being to get it to Goaler No. 2 as quickl}- as possible, as this is the only 
 player who is entitled to throw the ball to the Captain except in case of a 
 "free throw." 
 
 6. A foul entitles the opposing team to a "free throw," which may be 
 made by either No. 5 or No. 6 Goaler, who, unguarded, makes the throw to the 
 Captain. 
 
 7. Guarding may be done only by juniiiing to catch the ball as it leaves 
 the hands of the thrower. The ball must be caught, not batted with the hands 
 or blocked, and no throw must be prevented by "over-guardin2-. " 
 
154 
 
 PHYSICAL EDUCATION COMPLETE 
 
 8. Care should be exercised in the placing of pla.yers to see that the 
 Goaler and opposing Guard are about the same height, as otherwise the taller 
 players have too much of an advantage. 
 
 Fouls. 
 
 1. For a Goaler or the Captain to step both feet outside the goal box; 
 for a Guard to step in a goal box; for any plaj'er to step on a boundary line 
 of the courts or a goal box. 
 
 2. For a player to knock the ball out of another players hands or to 
 block a throw. 
 
 3. Kicking, bouncing the ball or batting the ball with the hands. 
 
 4. The Keferee may foul a player for over-guarding or rough play. 
 
 5. It is a foul play to throw the ball to any but the right player (see 
 Duties of Players, No. 2, No. 3 and No. 4). 
 
 6. For a player to hold the ball longer than 3 seconds. 
 
 7. A ball that is caught and held by two players is a "simultaneous foul," 
 and entitles both sides to a "free throw." 
 
 8. (Players who refuse to abide by the decision of the Referee shall be 
 ordered from the court.) 
 
 Arranged by Emma A. Wilson. 
 
 GERMAN BAT BALL NU^MBER ONE. 
 
 Anv number to make 
 
 xxxxxxxx ETC. 
 I 234-5678 
 
 X = BATTERS 
 *= FIELDERS 
 
 Players : 
 equal teams. 
 
 Field : ^Marked t)ff according to 
 diagram and always ten feet from the 
 Batting Line (A) to the Home Line 
 (Bj. ]\rake larger according to the 
 number of players. 
 
 * Apparatus : Volley Ball or Basket 
 Ball and a Goal Post (X). 
 
 The Players are formed into two 
 teams, the Batters and Fielders, who 
 toss up for first position as Batters. 
 The Batters take position on the line 
 A-A, in turn, for batting, and the 
 Fielders may cover the territory in and 
 around Courts 1 and 2. 
 
 Rules. 
 
 1. The Batters iiiust bat accord- 
 ing to number and stand for batting 
 on the l)atting line (A). 
 
 2. The ball is batted as in Volley Ball, with the open liand if a Volley 
 Ball is used, nnd llie clenched fist if a Basket Ball is used. Each Batter is 
 
 .allowed two chances to get the ball across llic lioiiic line il must he sent, in 
 all cases, across the llomc Line ui- the halter loses his tiini. 
 
 * 
 
 60AL(x) POST 
 
FOR SCHOOLS AXD PLAYGROUNDS 
 
 LSS 
 
 GERMAN BAT BALL— FOURTH AND FIFTH GRADES. 
 
 3. After batting the hall the Batter runs across the Home Line, through 
 Court number one, around the Goal Post (X) and up through Court number 
 two, back to the Batters' Box. This constitutes a "run" and scores one point 
 for his team. If he is hit l)y the l)all thrown ])y a Fielder before he reaches 
 the Batters' Box he is "out" and must take his place in line to await his turn 
 to bat again. 
 
 Fouls. 
 
 1. To run with the ball. 
 
 2. To hold the ball longer than five seconds. 
 
 3. To interfere with a runner. 
 
 Scoring. 
 
 Each run scores one point, and a team remains at the bat until three 
 players have been hit out by Fielders. 
 
 A foul gives one point to the opposing team. 
 
 Any score determined upon at the beginning of the game shall constitute 
 a game, or the greatest score earned within a certain time names the winning 
 team. 
 
 (Note — A particularly good game for ungraded classes.) 
 
 GERMAN BAT BALL NUMBER TWO. 
 
 This is a modification of German Bat Ball Nundjer One and is particulai'ly 
 adaptable w^here there are but a few players available. 
 
 Players are formed into two squads, who score individually, as follows: 
 
 1. If a Batter is hit out by a Fielder he is declared "out" and at once, 
 changes places with the Fielder who hit him out. The new Batter now takes 
 his place at the end of the line to await his turn to bat. 
 
 2. Fouls count against the score of the player who makes them. 
 
 3. At the end of the game the player having scored the greatest number 
 of runs is the winner. 
 
 4. The length of time a game is to run is decitlcd ujjou before the play 
 is started. This may be ten, twenty, thirty minutes or even a longer time if 
 desired. 
 
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FOR SCHOOLS AXD PLA\OROUNDS 
 I'LAYGROrXD BASEBALL. (Ahhr.viated Rules.) 
 
 157 
 
 'i'liis is an itlcal gaiiu' i'or l)olli hoys and girls I'l-oni the i'ourth grade age 
 llirougli the eighth, and is particularly recommended for girls of High Schools 
 and Normals. 
 
 How to Mark Off the Diamond. 
 
 C 
 
 3C^BASt 
 
 .''B 
 
 'i^Jbase 
 
 HOME PLATE 
 
 The distance around the Diamond on "IntieJd"' is 1-iO feet, divided to 
 form a perfect square, each side of whieli is 35 feet long. 
 
 The Home Plate is 1 foot square. p,laced inside the Diamond and in con- 
 tact with the lines Home to 1st Base and Home to 3rd Base. 
 
 1st. 2nd and 3rd Bases are II2 ft^et square, placed inside the Diamond 
 in contact Avith the lines between bases. 
 
 The Pitcher's Plate is 10 inches by 2 inches, made of any hard substance 
 and placed 30 feet distant from the Home Plate on a line between Home 
 and 2nd. 
 
 The distance from Home to 2nd Base across the Diamond is 48^ feet. 
 
 The distance from 1st to 3rd across the Diamond is 48^^ feet. 
 
 The Batsman's Box. 
 
 The Batsman's Box is placed, one on each side of the Home Plate, each 
 being 3 feet wide b.y 4 feet long, and, placed in such position that they touch 
 the lines of the Diamond. 1 foot in front of the Home Plate and 3 feet behind it. 
 
 Fair and Foul Ground. 
 
 From 1st and 3rd Bases, lines are extended to the boundaries of the 
 grounds. The Foul Lines are those from the outer corners of the Home Plate, 
 along the outside edges of 1st and 3rd Bases along the extensions to the 
 
158 PHYSICAL EDUCATION COMPLETE 
 
 boundaries of the trrounds. All the space outside these lines is Foul Ground 
 and all within. Fair. 
 
 Infield and Outfield. 
 
 The regular Diamond forms the Infield and the field within the extension 
 lines from 1st and 3rd Bases to the boundaries of the grounds, covers what 
 is knoAvn as the Outfield. 
 
 Ball and Bat. 
 
 A 12-ineh ball is used where the play space is unlimited. 
 
 A 14-inch ball is used where there is less room. 
 
 A 17-inch ball is used where the play space is very limited. 
 
 The bat should measure about 2% feet by 2 inches at the widest part. 
 
 Players. 
 
 There are ten players on a side. Pitcher, Catcher, 1st, 2nd, 3rd Basemen, 
 Right, Center and Left Fielders and Right and Left Shortstops. The players 
 are assigned their respective positions by their Captain. 
 
 Game. 
 
 The regular game consists of nine innings; hoAvever, it may be shortened 
 to seven or five, as decided upon by the two Captains. The choice of innings 
 may be decided by flipping a coin or by a player from each team being chosen 
 to toss the bat to each other known as "Hands Method." (In this, one takes 
 the bat in o]ie hand and pitches it to the opponent, who catches it with one 
 hand. The tosser then places one hand around the bat just above the catcher's 
 hand, the catcher following with one hand and so on, alternating until the 
 handle of the bat is reached. One point is scored for the boy or girl who last 
 gets his ENTIRE hand on the hi\t. The palm of a hand rubbed over the end 
 of the bat's handle may touch both the bat and player's hand, but it must 
 touch the bat, anyway-. The best two throws out of three decide the winner.) 
 
 * Good and Bad Balls. 
 
 A ball which has been legally delivered by the Pitcher and passes over 
 any part of the Home Plate, not lower than the Batsman's knees nor higher 
 than his shoulders, is what is known as a "Good Ball." Anything else is a 
 "Bad Ball" and termed "Ball" by the Umpire. 
 
 Illegal Balls. 
 
 If the Pitcher's foot is not in contact with the Pitcher's Plate, or more 
 than one step forward is taken in delivering the ball, it is tci-med "Illegal" 
 and gives the Batter a base. 
 
 Pitcher's Position. 
 The Pitcher faces the Bailer, bdlh Teet nii the ground, in front of the 
 Pitcher's Plate. When delivering the ball to the hat he must keep one foot in 
 contact with the Pitcher's Plate, and ONE FORWARD STEP ONLY IS AL- 
 LOWED WHEN PITCHING THE BALL. 
 
FOR SCHOOLS AND PLA^CiROUNDb 159 
 
 Pitching. 
 
 The ball must be delivered to tlic l);it by tlu^ underhand throw, the arm 
 swung' i)arallel with the body on the final swing. All other plaj^s may be 
 made hx the overhand throw. 
 
 The Pitcher must hold the ball in front of his body and in plain sight 
 of the Umpire before delivery to the bat. 
 
 Balk. 
 
 Should the Pitcher hold the ball sufficiently long as to unnecessarily delay 
 the game or to make a motion as if delivering the ball without his doing so, 
 shall be termed a "Balk," and gives the Base Runner a l)ase. 
 
 Dead Ball. 
 
 A ball delivered by the Pitcher which strikes the Batter is called a "Dead 
 Ball," BUT IT DOES NOT GIVE THE BATTER A BASE. Should the Batter 
 intentionally place himself in such a position as to be struck by a ball, or 
 should he interfere in any w^ay with the ball that is pitched, a "Strike" is 
 called on him. 
 
 Block Ball. 
 
 A Block Ball is one that is batted or thrown by a player and stopped by 
 any person wdio has no part in the game. When such occurs, the Base Runners 
 must stop at the last base touched and there remain until the Umpire again 
 calls "Play." 
 
 Fair and Foul Balls. 
 
 A Fair Ball is one which strikes inside or OX the Foul Line, the VERY 
 FIRST POINT OF CONTACT WITH THE GROUND DECIDING THIS 
 POINT, REGARDLESS OF AVIIERE THE BALL MAY AFTERWARDS 
 ROLL. 
 
 A Foul Ball is one which strikes outside the Foul Line, even though it 
 may afterwards roll inio the Diamond. 
 
 Foul Tip. Foul Hit. Foul Strike. 
 
 1. Foul Tip. This is a ball that tips the bat but does not go higher than 
 the Batter's head. 
 
 2. Foul Hit. This is a ball that the Batter hits and which lands outside 
 of fair ground. 
 
 3. Foul Strike. This is a ball that is batted by the Batter into fair 
 ground while the Batter has had some part of his body outside the Batter's 
 Box. 
 
 Strikes. 
 There are four chances to call a "Strike" on a Batter, namely: 
 
 1. A ball struck at by the Batter without it touching his bat. 
 
 2. A Foul Tip caught by the Catcher. 
 
 3. A "Good Ball" pitched which is not struck at by the Batter. 
 
 4. A ball legally delivered by the Pitcher but which is intentionally 
 interfered with bv the Batter. 
 
160 PHYSICAL EDUCATION COMPLETE 
 
 (Note — Any Base Riiiiner may advanee nn a Foul T\p eanoht. th(^ same 
 as on a regular strike.) 
 
 Regular Order of Base Running. 
 
 Each Base Runuer must toiicli each base in regular order of running, 
 1st, 2nd, 3rd and Home, or 3rd, 2nd, 1st and Home. 
 
 In Playground Baseball we have our choice of making 1st or 3rd Base 
 the 1st Base, but THERE MUST BE NO BASE RUNNER ON ANY BASE 
 AVHEN THE BATSMAN BECOMES A BASE RUNNER AND MAKES THIS 
 SELECTION. The next man to the bat must follow in this order JUST AS 
 LONG AS THERE IS ANY RUNNER ON A BASE. 
 
 The Batter Is Out. 
 
 1. If he bats out of his turn and makes a fair hit before the mistake is 
 discovered. 
 
 2. If he is not in his i^osition in the Batter's Box inside one minute after 
 the Umpire has called "Batter up." 
 
 3. If li makes a Foul Hit which is caught IN A FIELDER'S HANDS. 
 
 4. If h makes a Foul Strike. 
 
 5. If he has three strikes, the third being caught by the Catcher. (The 
 Batter is allowed to run on the third strike.) 
 
 6. If he intentionally interferes with tlic Catcher in fielding the ball. 
 
 7. If struck by the ball on his third strike. 
 
 The Batsman a Base Runner. 
 
 1. The Batter is a Base Runner instantly AFTER he makes a fair hit. 
 
 2. After the Umpire calls "Ball Three" on him. This gives him a 
 "walk," but he must get to 1st Base without any delay. 
 
 3. After the Umpire calls "Strike Three" on him. 
 
 4. After the Umpire calls an "Illegal Delivery" on the Pitcher. 
 
 When a Base Runner Should Start. 
 
 1. AFTER A PITCHED BALL HAS REACHED OR PASSED THE 
 PITCHER'S HANDS. (Should this rule be violated the Base Runner may be 
 called back for premature starting.) 
 
 2. NO BASE RUNNER IS ALLOWED TO "SNEAK" OR "STEAL" 
 BASES. 
 
 3. EACH BASE RUNNER MUST BE ON HIS BASE WHEN THE 
 PITCHER IS READY TO DELIVER THE 15ALL TO TIIF BAT. 
 
 Base Runners Entitled to Bases. 
 
 The Base Runner may, without being ])ut out. take (•ue ])ase in th(^ fol- 
 lowing instauces : 
 
 1. If, as Batter, the Umpire calls "Ball Three." 
 
 2. If the Batter who follows is given, for any reason whatsO(>V(M\ a base. 
 
 3. ir tlie Umpire declares a "Balk." 
 
 4. If. while he is BattcM-. tlie Uiniiire dcM-lai-es an "Illegal Pitch." 
 
FOR SCHOOLS AND PLAYGROUNDS 161 
 
 5. If llie i'itelK'r elclivers the ball to the Uatter hefore the l>a.se Kiiuner 
 has had time to return to liis base. 
 
 6. If a Fair Hit tt>iiehes the person or elotliiiig' of the riiipire while he 
 is on lair ground. . • 
 
 7. If au opponent interferes witli liini reaching his base. 
 
 8. Only one 1)ase may be taki'n on a "Pass Ball" (one which pass(^s or is 
 "muffed'" by a player). 
 
 Base Runner May Be Put Out. 
 
 1. If. Avhile Batter, a Fair Hit is made and eaught by a Fielder before 
 it touehes the ground. Known as a "Flj^" 
 
 2. If. while Batter, his third strike is caught before it touches the ground 
 or an object. 
 
 3. If. after the third strike, he is touched Avith tht^ ball by any player 
 before he touches his legal base. 
 
 4. If, in running the bases, a runner runs more than three feet from the 
 lines of the Infield in order to avoid being touched by the ball in +he hands 
 of any player. 
 
 (Note — Should a player be standing in the Base Runner's ji-ith in his 
 attempt to catch the ball, the Base Runner is entitled to run out of the regular 
 path and must not be declared out for having done so.) 
 
 5. If a Base Runner runs into a ])layer who is trying to catch a batted 
 ball or intentionally interferes with a thrown ball. 
 
 6. If at any time while the ball is in play lie is touched with the ball in 
 the hands of any player while some part of his jnn'son is not in contact with 
 his legal base. PROVIDED THE ONE WHO TOUCHES HEM DOES NOT 
 DROP THE BALL AFTER TOUCHING HIM. 
 
 7. Base Runner may be put out if there is failure to touch any base to 
 which he has run. He may be put out at the base he has failed to touch by 
 a player who. holding the ball in his hands, goes to that base and touches it. 
 
 (Note — Any Base Runner is entitled to overrun a base he has reached 
 and touched, BUT HE MUST RETURN AT ONCE TO THE BASE AND 
 TOUCH IT AGAIN.) 
 
en 
 
 > 
 O 
 CQ 
 
 O 
 
 o 
 
 I 
 o 
 
 (O 
 
 < 
 
 < 
 
 o 
 
 I 
 
 BQ 
 
 H 
 O 
 O 
 U. 
 
 CC 
 U 
 U 
 
 O 
 
FOR SCHOOLS AND PLA^-GROUNDS 
 
 163 
 
 SOCCER FOOTP.ALL. 
 Diagram of One-liall' llie Field and a Short Synopsis of the Rules. 
 
 HA L F WA Y 
 
 
 
 
 CORNER 
 fLAO 
 
 LEFT 
 
 /N g] S/DE 
 LEFT 
 
 LJNE 
 
 Ifi^SIDE 
 RIGHT 
 
 OUT\^S/0£ 
 RIGHT 
 
 LEFT^HALF 
 BACK 
 
 CENT en ^HALF 
 BACK 
 
 RIGHT^HAIF 
 BACK 
 
 132 
 
 
 PENALTY RAD/ US 
 
 L.FULL BACK 
 X 
 
 
 ».FULL BACK 
 X 
 
 GOAL AREA 
 60AL X KEEPER 
 
 
 GOAL 
 
 .GOAL^ 
 300' 
 
 LINE 
 
 CORNER 
 FLAG 
 
 Players : Eleven on a side. 
 
 Field: Maximum size, 390 feet by 300 feet; minimum size, 300 feet by 
 150 feet. 
 
 Center of Half Way Line should be indicated by a mark of some suitable 
 nature. 
 
 Center Circle: Diameter. 60 feet. 
 
 Goals: 138 feet from each Corner Flag' on the Goal Lines (24 feet apart) 
 set two upright posts, 8 feet high, with a l)ar across. The greatest width of 
 the goal posts and depth of the bar shall be 5 inches. 
 
 Penalty Kick Mark: Placed 36 feet from llic center of the Goal Line, 
 directly in a line with the center of the circle. 
 
 Ball: The ball shall b(^ 27 inches in circumference and not more than 
 28 inches. 
 
 Time of Game : 90 minutes, unless otherwise agreed upon. 
 
 Ends shall be changed at half time, five minutes allowed between halves. 
 
 Winners of the toss may have choice of kick-off or goals. 
 
 Object of the Game : To KICK the ball between the Goal Posts under the 
 bar — not thrown, knocked on. or cari-ied hy any player of the attacking side. 
 
 Simple Rules for the Game of Soccer Football. 
 
 (The following rules arranged by W. E. VAN GILDER) 
 
 The ball is in play on the kick-off' when it has rolled completely over. 
 The player who first kicked it cannot jilay it again until it has been played 
 by another player. 
 
104 PHYSICAL EDUCATION COMPLETE 
 
 All opposing players shall be al least ten yai'ds fVoni the ball on the 
 kick-ofif. 
 
 When the ball is kicked out of liounds the Linesmen decide which side 
 put it out. and it is thrown iiilo the Held of play again by the opposite side. 
 The player who throws it in must stand with part of both feet on the side 
 line, throw the l)all with both hands over his head, and he must not play 
 the ball again until it has been played by another. 
 
 When the ball is kicked behind the goal line by one of the attacking 
 side, it is kicked onto the field of play l)y one of the defenders from a point 
 nearest — on the goal area. 
 
 When it is kicked behind the goal line by one of the defenders it is then 
 kicked onto the field of play by one of the attacking side from the corner 
 flag, called a corner kick. 
 
 In case play is suspended, or a double foul committed, the Referee drops 
 the ball on the ground at that i)oint. and as it touches the ground is in play 
 again. 
 
 A goal is scored when the ball has passed between the goal posts below 
 the cross bar. In case the bar has been removed the Referee shall decide 
 whether the ball passed below the supposed cross bar. 
 
 A goal may be scored from a free kick only when it follows a deliberate 
 or vicious foul. 
 
 A goal may be scored on a penalty kick Avhen it passes the goal post 
 below the bar. regardless of anyone touching it. A goal cannot be scored 
 from a throw-in. 
 
 The ball is always in play slK)uld it strike the Referee. Linesmen or if 
 it rebounds from the goal post or corner flag. 
 
 Each goal scored in the game counts 1 point. Each game counts 2 ])oints. 
 In case of even score (tie) each team is given 1 jioint. 
 
 Fouls. 
 
 Tripping, kicking, striking, holding or jjushing an ojjponent or tleliberately 
 handling the ball (except using the head) are all classed as fouls, and a free 
 kick from the point of committance is usually awarded the offended side. 
 
 Deliberate and vicious conduct by a player towards an opponent may 
 cause his removal from the game. 
 
 A deliberate foul committed within the jjenalty area by the defending 
 side awards a penalty kick to the opponent. 
 
 Only the kicker and goal keejiei- are allowed withiu the penalty area 
 until the ball is kicked, when the rest of the ])layers may follow into the play. 
 
 The goal keeper, and only th(> goal keeper within his ]ienalty area, may 
 use his hands on the ball and then not to cari-y it. 
 
 Th<^ goal keeper is not to lie chariicd. exce|)l when he is holding the l)all, 
 obstructing an opponent or when he is outside the goal area. 
 
 The goal keeper' may he changed dui'ing the game by giving notice of 
 the change to the Referee. 
 
 A playiT is oCfsidc if he plays the ball from anothci- |»!ayei- ol" his team 
 
FOR S("HOOLS AXD PT.A^'GROUNDS 165 
 
 wlu'ii lliiTc' arc not tlirce of lii^ (tjiiioiuMils hcl wfcii him and the goal at tliat 
 time. 
 
 A i^layer may lake llic hail (h)\vii tlic field dii a di-ilihh' and shoot a goal 
 if ho passes all the ojijxisinu- team in Ids play. 
 
 A j)h!yei- is also offside if he is uearei- to his ojiponents' goal thai; the 
 three opponents, even though he does not make an effort to play. 
 
 The Referee has complete charge of the game and his decisions on all 
 fouls, free kicks, offside plays and suspensions of play are final. "He has the 
 privilege also of changing Linesmen during the game if he considers the 
 duty of these men is being neglected or there is any partialit}' being shown 
 either team. 
 
 Some Hints to the Various Players. 
 
 TO THE GOAL KEEPER: 
 
 Do not rely too much on your kicking. Use your hands. 
 Do not develop the habit of leaving the goal. 
 Do not fist the ball when you can use both hands. 
 
 TO THE FULLBACKS : 
 
 Do not play too near each other. 
 Do not try to dribble. Get rid of the ball. 
 
 Do not go too far up the field nor stay so close as to retard the work of 
 tlu' (ioal Keeper. 
 
 TO THE HALFBACKS : 
 
 When beaten by an opponent follow him and try again. 
 
 Always help the Forwards at all times, and the Fullbacks when it is 
 
 necessary. 
 Keep the ball low. Do not balloon it. 
 
 TO THE FORWARDS: 
 
 Do not indulge in too much individual playing. Watch your teammates. 
 
 Remendjer to make an opening and also to take one. 
 
 Kick and shoot the ball from the instep and keep it low. 
 TO THE CAPTAIN OF THE TEAM : 
 
 Do not grumble at or scold an offending player. He feels his mistake as 
 much as you. 
 
 Lead your team always. Never drive. 
 
 Have no special players or favorites. You are all playing together. 
 TO THE TEA:\I : 
 
 Never argue with the Referee. He is .judge of all plays and has complete 
 charge of the game. 
 
 Be gentlemanly at all times. Never indulge in foul or underhanded play- 
 ing of any sort, at any time. 
 
 Learn to acce])t defeat as well as vietoi-y. It is better to be beaten 
 honestly than to win a \ietory by unfair methods. 
 
 Bear no resentment toward a player. Forget it as soon as the play is 
 over. 
 
166 
 
 PHYSICAL EDUCATION COMPLETE 
 
 TENNIS. 
 How to Mark Off a Tennis Court. 
 
 A' 
 
 
 
 7e 
 
 
 
 * 
 
 i 
 
 
 
 A7 II 
 
 K 
 
 1 
 
 
 H 
 X 
 
 — > 2/ * — ; 
 
 1 
 
 1 
 
 — * 42* rlN 
 
 
 G 
 
 V 
 
 1 
 1 
 
 
 < I 
 
 \P 
 
 N 
 
 
 c 
 
 
 FIG. i' 
 
 ONE 
 
 
 
 Figure One represents a Single and Double Court. 
 
 Figure Two represents one end of a Single Court or that space in Figure 
 One included in the lines L— E, E— R, R— P, P— L, G— T and N— K. 
 
 As the Double Court includes the Single, it is best to measure the latter 
 one first, then add the two side lines for the Double Court. 
 
 Consult Figure Two for the following : 
 
 L— K 21 feet. 
 K— E 18 feet. 
 L— P 27 feet. 
 P— R 39 feet. 
 T— G 21 feet. 
 L — R 47 feet 5 inches. 
 
 Select the position of the net and drive in the ground, 27 feet apart, at 
 the points L and P, two small stakes. Measure off 47 feet 5 inches on a chalk 
 line or stout cord and attach one end of it to point L. At point 1' attach a 
 tape line, measure off a distance of 39 feet and bring the chalk line and tape 
 together at jioint R. This will give one corner of the Single Court. Re- 
 verse the chalk line and tape measure on points L and P and mark the point 
 E. At the point K on the line L^ — E, 21 feet from Tj space a stake. Repeat 
 this on the line P — R, driving a stake at N. This marks the Service Line. 
 Divide the lines L — P and K — N into equal parts and connect by the line T — G. 
 Connect the line E — R. Repeat the same operations on the other side of the 
 net, when the Single Court will be marked. 
 
 To complete the Double Court extend the line E — R in each direction 
 4 feet 6 inches. Repeat the operation on the oHkt side of the net, line — V 
 in Figure Two, and connect the lines A — R and C — D. 
 
 Marking plates should be placed in Ihe groniid a1 jxiiiits A, B. C, D, M, 
 K, X, N, H and G. These are only necessary foi- lawn or dirt courts, as they 
 make the rdining of a court a very simple matter once they are put into 
 place. • 
 
FOR SLllUULS AXU I'LAVGROUXDS 167 
 
 TENNIS. 
 
 (Condensed Rules.) 
 Tennis is a Liaiiit' that is playi'd hy two (ir four people. When two play. 
 the g'ame is spoken of as "■ Sineles. '" the \:\ny space used is 27 feet l)y 78 feet 
 and covers the ten itoi-y hounded l)y the lines — E, E — R, R — V and V — 
 (Fig. One). AVhen four play, the game is spoken of as "Doubles," and tlic 
 full court is required. 
 
 Object of the Game. 
 
 The object of the game is to knock the hall ("place" itl in some portinu 
 of the opponent "s court so tliat he cannot I'cturn it. 
 
 The ball is knocked l)ack and forth over the net until one side fails to 
 hit it at all. knocks it out of bounds, into the net or fails to send it over the 
 net. A point is given to either side when the opposing side fails to get the 
 ball into an adversary's court. 
 
 Server and Receiver. 
 
 The player, chosen by lot. who first hits the ball, or serves it, as it is 
 called, is known as the Server, and the one to whom the ball it served is know^n 
 as the Receiver. The same player serves until a game is over, when the Re- 
 ceiver becomes Server and the one who w^as Server is the Receiver, this alter- 
 nating continuing until the playing is completed. 
 
 Playing. 
 
 The Server stands with one foot on the line A — C or B — D (this depends 
 npon the court in Avhich he is playing), throws the ball up into the air and 
 endeavors to knock it into the Receiver's conrt. After he has delivered this 
 service each side must strike the ball in turn, striking it either before it 
 touches the ground (known as a "Volley") or before it has bounced a second 
 time. 
 
 (Note — It is against the rules to "Volley" in returning the service, but 
 after this first stroke of the Server and Receiver, either player may take his 
 choice of "Volleying" or returning the ball on the first bounce. 
 
 Two balls are allowed in each service. Should a "Let" ball be served, 
 that is one which .just tips the net, another is allowed in its place. A "Let" 
 ball is good and counts as a retnrn if it occurs AFTER THE FIRST SERVICE, 
 that is after the Server has succeeded in placing the ball in his opponent's 
 court, CLEAR of the net. 
 
 Scoring. 
 
 The method of scoring is not as ditficult as it may at first seem. 
 
 The point first scored for either side counts 15 for the winner, and the 
 score is spoken of as 15 — Love, "Love" meaning "nothing" in Tennis. If 
 the side which lost the first point succeeds in Avinning the second the score 
 stands 15 — All, "All" meaning "even" in every case. The Server's score is 
 always spoken first, therefore if he wins the first point the score stands 15 — 
 Love. Should he lose, the score is Love^ — 15. 
 
168 PHYSICAL EDUCATION COMPLETE 
 
 The second point scored for either side is 30. Tf tlie Server wins the first 
 two points the score is 3U — Love, and it' won by his adversary it is Love — 30. 
 In the ease of each Avinning a point the next count woidd be 30 — 15 or 15 — 30, 
 according to whieli player is in tlie lead. 30 — A\[ is next, when each side has 
 won two points. 
 
 The third point scored for either side is 40. If the Server wins tlie first 
 three points the score is 40 — Love. If he wins three points and his opponent 
 one the score is 40 — 15. If he wins three and the oi)ponent two the score 
 is 40—30. 
 
 The fourth point scored for either side gives that side the game, UNLESS 
 EACH SIDE WINS THKEE POINTS, score 40— All, but which in Tennis is 
 spoken of as "Deuce." Should either side have a score of 40 — 30 and the 
 next point (the fourth) is won by the leading side, the game belongs to that 
 side. 
 
 From "Deuce" the score becomes "Advantage-in" or "Advantage-out." 
 This depends upon whether the Server won the point or the Keceiver. The 
 Server is always "Ad-in" and the Receiver "Ad-out." Either side having 
 "Ad" in its favor wins the game by securing the next point. Should "Ad" 
 side lose the coveted point the score becomes "Deuce" again, and from that 
 point goes on again to "Ad-in" or "Ad-out." ONCE THE SCORE BE- 
 COMES DEUCE IT TAKES TWO POINTS SECURED IN SUCCESSION 
 TO WIN THE GAME. 
 
 Score by Games. 
 
 The score in games is given Avith the Sei-ver's score first. If the games 
 are even the score is spoken of as 1 — All, 2 — All, etc., up to 5 — All, when 
 "Deuce" and "Vantage" games are played. This means that one side has 
 to win, IN SUCCESSION, two games before winning the set. 5 — All is the 
 same as "Deuce." 
 
 BASKET BALL. 
 
 There is no ganu^ played to-day that demands such a variety of nuiseular 
 action as Basket Ball. It is a ganu' that calls into i)lay all the muscles, there 
 is a powerful call for heart and liuig action and much agitation of all the 
 abdominal organs. The powers of circulation, respiration and digestion are 
 all greatly increased and the nervous system is given a si)lendid toning up. 
 These facts all make Basket Ball an ideal exercise, ])rovided the game is 
 played for fun, or is not abused by INTENSE eompi^tition. Immature girls 
 derive much benefit from this game when played in a friendly way. Under 
 no circumstances should girls in the grades be allowed to participate ii? 
 Basket Ball contests. 
 
 According to physicians, the organ that is most apt to be damaged is the 
 heart, which in the case of an iinmalui'e gii'l has not i-eached its normal 
 growth. It is mofe susce])t ihlc to peniianeiil injui-y a1 this jieriod than at 
 any otliec lime ,\11 gii'ls ol" a high sti'ung, nervous teiiiperameiil should be 
 
FOR SCHOOLS AND PL.WGROUXDS 169 
 
 veiy carefully siipri'viM'il when |)laying' tliis .liJiiuc, and sliould not be given 
 permission to take pni't in contests. 
 
 For the girl who possesses a vigorous heart, sti-ong lungs and XO 
 NERVES. Basket Ball is nil right. 
 
 Volley Ball is an excellent substitute for Basket Ball in the grades, and 
 for this reason alone such a game warrants a great denl of consideration by 
 instructors. 
 
 ATHLETICS FOR GRA:\1MAR GRADES. 
 
 Athletics for Boys. 
 
 Athletics of a suitable type should lif pniNidrd for all Ijoys of the 
 Sixth, Seventh and Eighth Grades. Where Athletics are to be made a part 
 of the work of the School. Playground the wise teacher will secure the con- 
 sent of the parents of each boy before pcnuitting him to participate in snch 
 activities. Now and then accidents Avili occur, no matter how careful and 
 watchful an instructor may be, and, unfortunately, there are people in the 
 Avorld who do not hesitate to take advantage of such opportunities to make 
 trouble for those in charge of the work. A little ju-ecaution in such matters 
 is well worth while. 
 
 Erect on your Playground at least two horizontal bars for your boys 
 and the same number for the girls. Place one at the disposal of the smaller 
 and larger children of both the boys' and girls' sections of the grounds, and 
 then give them instruction in how to run s-hort distances, chin the bar and to 
 make the standing broad jump. Once each year have what you may call the 
 Annual Athletic Badge Test, when all those entitled to^compete, enter the 
 class for which they deem themselves fitted. For all purposes the standards 
 set by the Public Schools Athletic League will be found most sati.sfactory 
 and are as follows : 
 
 Class A— 
 
 60 Yard Dash, 8 3-5 seconds. 
 
 Pull Up (chinning the bar), 4 times. 
 
 Standing broad jinnp, 5 feet 9 inches. 
 
 Class B— 
 
 60 Yard Dash indoors, 8 seconds; or. 
 
 100 Yard Dash outdoors, 14 seconds. 
 
 Pull Up (chinning the bar). 6 times. 
 
 Standing broad jump. 6 feet 6 inches. 
 
 (Note — The Pull I'p must be made each time l)y tlie l)ody being raised 
 and lowered the full arm length, and there must be no kicking, jerking, twist- 
 ing or throwing of the body in order to assist in raising the body to the 
 required height.) 
 
 All boys, regardless of age, weiulit dv lieiLiht classifications, should be 
 permitted to enter. PROVIDED they maintain a certain standard of pro- 
 ficiency in their school work, deportment in the schoolroom and on the play- 
 
170 PHYSICAL EDUCATION COMPLETE 
 
 ground, AND AVIIO ARE :\rAKING AN HONEST AND SATISFACTORY 
 EFFORT TO SECURE A GOOD CARRIAGE OF THE BODY. 
 
 Badges or buttons should be supplied which may be presented to each 
 boy when he has proved himself a winner of all three events in the class 
 in which he entered. No boy shall be allowed more than one trial for each 
 of the three events in either Class A or B. The general rules that should 
 govern the competition will be found in the Public Schools Athletic League 
 Handbook, published by A. G. Spalding & Bros., and may be had for ten 
 cents per cop}'. This little, inexpensive book will he found of great value to 
 instructors who wish to introduce and carry on Athletics for boys and girls of 
 the Grammar Grades. 
 
 CAUTION — No Grammar Grade boy should be permitted to train for any- 
 thing beyond the 220 Yard Dash, and the Hammer Throw, Shot Put and Pole 
 Vault should by all means be eliminated from their programme. 
 
 In order to encourage and develop interest in this line of work, it has 
 been found to be of the greatest help to adopt this Athletic Badge Test of 
 the Public Schools Athletic League, though it is not necessary to carry the 
 competition to the full extent of the League. The great aim of this organ- 
 ization has always been to improve the physical w^ell being of the individual, 
 to stimulate ideas of honor and "the square deal" and to develop school 
 spirit and pride. Many of the large cities in the United States have for several 
 years carried this w'ork on most successfully, and I wish it were possible for 
 every city in our land to organize such a League for the benefit of the boys 
 and girls who are to be the future citizens of that city. However, because 
 such an undertaking is not always possible. Athletics need not be eliminated 
 from the programme of the activities of the School Playground and the 
 simple plan given will easily cover all the needs of all schools. 
 
 Athletics for Girls. 
 
 This constitutes one of the most important subjects with which alh 
 Directors of Physical Education have to deal, and no one realizes more than 
 they that girls and young women of to-day are in greater need of rightly 
 planned and supervised Athletics than are our boys and young men. Social 
 customs and conventionalities, both as to conduct and dress, hamper to an 
 alarming degree the majority of girls in tlieir search for health-giving sports, 
 and every possible encouragement and assistance should be given them to 
 overcome these obstacles and every effort made to place them in the way of 
 gaining grace, bodily strength and vigor — and consequently, happiness. Girls 
 need to learn the lessons whicli competitive games and sports teach. They 
 are sadly in need of much of the same training that boys receive through 
 play, and experience has shown that it is possible to accomplish this in 
 institutions whci-e the instructors in charge of the work liave the right idea 
 and ideals. Coiiipcl i1 ion of the INTENSIVE variety, however, is not sport, and 
 when I speak of competition as being a good thing for our boys and girls I 
 do not mean Ili;i1 fierce, discourteous and I'udc competition which makes 
 young people I'oruct the lessons of eoiiftesy and regai'd I'oi' others. 
 
FOR SCHOOLS AXD PLAYGROUNDS 171 
 
 Immature girls should he given climhiiig, archery, ball-throwing, folk- 
 dancing, standing broad jump, running hop-step-junip, naming short dis- 
 tances, rowing, skating, swimming, tennis, volley ball, playground baseball 
 and basket ball where the game is a friendly one "just for fun." 
 
 I see no reason whatever why girls of Grammar Grades should not be 
 provided with an opportunity to participate in an Athletic Badge Test the 
 same as given to the boys of the Grammar Grades, but Athletics of the more 
 strenuous variety should not be permitted in either case, as the tension is 
 entirely too great for these young people. A few safe rules for the instructor 
 of Athletics for girls are as follows : 
 
 1. Select those which have no tendency to make girls less womanly and 
 refined. 
 
 2. Select those which are natural for girls and do not endanger their 
 health. 
 
 3. IN ALL CASES O^MIT Hurdles, high or low. Hammer Throw, Sliot 
 Put and Pole Vault. 
 
 4. ADAPT ATHLETICS TO THE GIRL, AXD NOT THE GIRL TO 
 ATHLETICS. 
 
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CHAPTER VI 
 
 Selected Folk Dances for Elementary Grades 
 
 FOLK DANCING 
 
 Daiieiiiii', we know, is the principal form of exercise taken by a compara- 
 tively large number of j)eople, and dancing schools have pi'oved to be of 
 wonderful assistance in teaching and developing the coi-i-eet jiosture of the 
 body and grace of uKn-ement. 
 
 I know of no form of exercise that produces the beneticial results which 
 Ave obtain from the use of Folk Dances. They give ns exercises that are not 
 only favorable to muscular development and control, but to good circulation, 
 respiration and digestion, and give to the individual girl the greatest amount 
 of i^leasure and happiness possible. Nothing in the way of exercise appeals so 
 strongly to girls of the Grammar Grades as the simple, healthful and delightful 
 Folk Dances, and in order that their effect for good may not be destroyed, it 
 is mecessary that teachers exercise great wisdom and control in the use of them. 
 
 Let the "truly genuine play idea" be the only one ])r(\sent at the lessons. 
 Avoid teaching solo dances or dances that provide places for only a few chil- 
 dren. The more the merrier and greater the happiness for all. 
 
 Folk Dances. 
 
 GHIMES OF DUNKIRK ) t.- . no , r. .1 
 
 - P irst and Second Grades. 
 
 DANISH DANCE OF GREETING \ 
 
 ^:makers' daxge ) 
 
 iDREN'S POLKA V Third and Fourth Grades. 
 
 SIiOE:MAKERS 
 CHILDREN o X wi.xv.^ . 
 TANTOLI ) 
 
 ALPINE SNOW FLAKE DANCE 
 
 PEEKING 
 
 FINNISH REEL 
 
 NORWEGIAN MOLXTALX MARCH, 
 
 V Fifth, Sixth, Seventh and Ei-htli 
 SWEDISH CLAP DANCE ) trades 
 
 KOMARNO 
 
 HIGHLAND SCIIOTTISC HE 
 
 THE CRESTED HEN 
 
 POUNDING HEART 
 
174 
 
 PHYSICAL EDUCATION COMPLETF, 
 
 THE CHIMES OF DUNKIRK. 
 
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 (Description and arrangement.) 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 175 
 
 THE CHIMES OF DUNKIRK. 
 
 Formation. 
 
 Children in line, partners side by side, and to music, skip to circle forma- 
 tion. When the circle is complete, a signal is given to halt, a chord is played, 
 the children face partners and at the same time place their hands on their own 
 hips. 
 
 Movements. 
 
 jMeasures 1-2 — Beginning with the right foot, stamp right, left, right and— -hold. 
 
 Measures 3-4 — Claj) own hands in front of chests three times and — hold. 
 
 Measures 5-6 — Partners join hands, and to foui- counts skii: around "in 
 place," the child in the outer circle leading the partner towai'd the left. 
 
 Measures 7-8 — With hamls on own hips, each child takes one ste[) to the left 
 (count 1), the right foot is placed by the left (count 2). and n. w partners 
 bow to each other (count 3). 
 
 ^Measures 9-16 — Repeat all. 
 
 kepp:at as dp:sired. • 
 
I/O 
 
 I'JI^SICAL EDUCATION COMPLETE 
 
 DANISH DANCE OF GREETING. 
 
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FOR SCHOOLS AND PLAYGROUNDS 177 
 
 DANISH DANCE OF GREETING. 
 
 Formation. 
 
 Children form a siiiulc line, uirl loading, hands (Hi liips and to appropriate 
 music, skip to circle formal ion. A chord is phiycd. when all face the center 
 of the circle. 
 
 Movements. 
 
 ]\leasure 1 — BOYS — ("lap own hands twice in front of chests (count l-2j. i)laee 
 hands on hips and. turning toward partners, bow from hips and face cen- 
 ter of circle (count 3-4). 
 
 ^Measure 2 — Repeat above, bowing to the girl on the left on (count 3-1). 
 
 Measure 1 — GIRLS — Clap own hands twice in front of chests (count 1-2), 
 place hands on hips, left toe placed close to right heel, both knees are 
 bent as courtsey is mad(^ to ])artner (count 3). and face center of circle 
 (count 4). 
 
 Measure 2 — Repeat above, courtesy is made to boy on the right (count 3), 
 and face center of circle (count 1). 
 
 Measure 3 — Hands on hips, hoys stamp first with the left then right foot, girls 
 first with the right then left foot. 
 
 ]\leasure 1 — AVith four light running steps, boys nudvc a compk'te circle "in 
 place," turning toward the left. Girls the same, turning toward the right. 
 
 !\roasvn^s 1-1— REPEAT ABOVE. 
 
 jMeasures 5-8 — All join hands and with sixteen light nuiuinu' steps, circle to 
 thf right, tvu'n and take sixteen running stejis to place. 
 
 REPEAT AS DESIRED. 
 
178 
 
 PHYSICAL EDUCATION COMPLETE 
 
 SHOEMAKERS' DANCE. 
 
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FOR SCHOOLS AND PLAYGROUNDS 179 
 
 SHOEMAKERS' DANCE. 
 
 Formation. 
 
 Children form two lines, girl on boy's right, skip to double circle forma- 
 lioii. A chord is i)]ayed, when partners face each other and at the same time 
 raise ai'ms height of shoulders, arms bent at the elbows, hands closed, the right 
 arm in a position about three inches above the left. 
 
 Movements. 
 
 Measures 1-2 — "AVinding the thread'' — the arms are rolled over each other 
 three times, the right moving first away from, and the left toward the 
 body. Reverse and roll three times (count 1, 2, 8 — hold). 
 
 Measure 3 — "Pulling the thread tight" — pull the arms apart, jerking the el- 
 bows well back and expand the chest (count 1-2). 
 
 Measure 4 — Clap own hands three times in front of chest (count 1, 2, 3). 
 
 Measure 1-1 — REPEAT. ''Driving the peg" — measure 4 — hammer the fists 
 tliree times. 
 
 Measures 5-8 — Partners join inside hands, free hands on hips. Dance forward 
 in circle formation. (The step. All step forward on the left foot 
 (count 1), hop on the left and raise the right knee (count 2), step forward 
 with the right foot (count 1), hop on the right and raise the left knee 
 (count 2), etc. 
 
 REPEAT AS DESIRED. 
 
180 
 
 PHYSICAL EDUCATION COMPLETE 
 
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 (Description and arrangement.) 
 
FOR SCHOOLS AXD I'LAYOKOUXDS 181 
 
 CHILDREN S POLKA. 
 
 Formation. 
 
 ( hildi-en form a single line, girl leading, hands on hips, and to appropriate 
 music, skip to circle formation. A chord is played, partners face each other, 
 clasp hands and raise extended arms height of shoulders. 
 
 Movements. 
 
 Measures 1-8 — All take two glide steps toward the center (count 1-2), stamp 
 three times (boys. left, right, left and girls right, left, right — count 1, 2, 3). 
 Repeat same, returning to place. 
 Repeat all. 
 
 Measures 9-12 — Clap own hands on thighs (count 1), clap own hands in front 
 of face (count 2). {lartntu-s clap hands together (count 1. 2, 3). 
 Repeat. 
 
 Measures 13-14 — All right toes are placed forward, touching floor lightly, 
 heels raised, left hands placed under right elbows and shake right fore- 
 fingers at partners (count 1, 2, 3), change position of feet and hands to 
 the left, and shake left forefingers at partners (count 1. 2, 3). 
 
 Measure 15 — All })lace hands on own hips, a complete circle is made, jumping 
 
 a half circle twice — the hoy turns toward the I'iglit. the girl to the left — 
 count 1. 2j. 
 
 Measure 16 — All stani}). right, left, right. 
 
 REPEAT A.s DESIRED. 
 
182 
 
 PHYSICAL EDUCATION COMPLETE 
 
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FUR SCHOOLS AXU PLAYGROUNDS 183 
 
 TANTOLI. 
 
 Formation. 
 
 Children form two lines, girls on boys' right, inside hands joined, free 
 hands on hips. All face the line of direction and dance aronnd the room. 
 
 Movements. 
 Measnres 1-8 — Each beginning with the ontside foot (left for boy and right 
 for the girl), heels placed forward, tonching the floor and toes raised, 
 body bent backward (connt 1), change so that toes of inside feet touch 
 floor at the rear, body bent forward (connt 2). 
 
 Measure 2 — Each beginning with the outside foot, take three light running 
 steps forward (count 1. 2, 3), and — hold on fourth count. Repeat each 
 beginning with the inside feet. 
 Repeat same movements through measures 1-8. 
 
 ^Measures 9-12 — -Partners face, place hands on opposite hips and hop waltz. 
 (Boy hops twice on the right foot, left raised sideward with knee 
 straight, then change to the opposite foot. Oirl begins by hopping on the 
 left foot fir.st. Count 1. 2. 1. 2. etc.) 
 
 Measures 13-1-5 — Repeat the hop waltz, all turning toward boys' right. ^Nlake 
 a complete circle in turning. (Count 1, 2, 1. 2. etc.) 
 
 Pleasure 16 — All stamp three times, right, left, right. 
 
 REPEAT AS DESIRED. 
 
184 
 
 PHYSICAL EDUCATION COMPLETE 
 
 ALPINE SNOW-FLAKE DANCE. 
 
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FOR SCHOOLS AND PLAYGROUNDS 185 
 
 ALPINE SNOW-FLAKE DANCE. 
 
 Formation. 
 
 Two double circles. Boys f(^nn inside and o-irls outside lines of each 
 circle. Boys "about face" when a chord is played so that partners move iu 
 opposite directions. Bodies held erect, both arms stretched full length above 
 heads. Fingers move constantly to represent falling snow-flakes. 
 
 Movements. 
 
 ^Measures 1-8 — Each circle, with eight light running steps, moves forward in 
 the direction facing. 
 All "about face" and with eight light ruuning stei)S. return to place. 
 
 ]Measures 9-16 — Partners place right arms side by side (arms still extended 
 above heads) and turn in place with eight light running steps. Reverse, 
 left arms now side by side, and return to place with eight light runniug 
 steps. 
 
 ^Measures 17-20 — Partners make quick change to skaters' position, each begin- 
 ning with the right foot, dance two schottische steps forward. 
 
 Measures 21-24 — Partners join both hands and "whirl" to eight counts. (Feet 
 should be kept close together in this movement, while partners "pull 
 away" from each other so that the arms are raised almost to the liori- 
 zontal.) 
 
 Repeat measures 17-24. 
 
 REPEAT AS DESIRED. 
 
186 
 
 PHYSICAL EDUCATION COMPLETE 
 
 BLEKING. 
 
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FOR srnr-ioT.s AXD PLA^T.ROUXDS 187 
 
 BLEKING. 
 
 (Au fxet'lk'ut (.Uiiiec i'ur boys.) 
 
 Formation. 
 
 Children form a single line, girls leading, and with hands on hips skip to 
 circle formation. A chord is played when the boys step inside the circle, fac- 
 ing partners, thus forming a double circle. Join hands. 
 
 t 
 
 Movements. 
 
 [Measure 1 — Junij), right heel forward, touching the floor, toe raised, right arm 
 forward, height of shoulders, elbow straight, left arm backward, witli 
 elbow bent. Twist the l)()dy slightly to the left. Jump and reverse the 
 position of the feet and arms. Slow time. 
 
 Measure 2 — Continue the same movement, making the change three times, 
 right, left, right. Quick time. 
 
 Measures 3-8 — Repeat the above through these measures. 
 
 Measures 9-16 — Partners hook right arms, and take four liopping steps, cir- 
 cling to the right, reverse, hook left arms, take four hopping steps back 
 to place — and repeat. 
 
 (The Hopping Step: Step forward with the right foot (count 1), hop ou 
 the right foot and I'aisc tlu^ left knee (count 2), step forward witli the h'ft 
 foot (count 1 I, hop on the left foot and rais(^ the right knee (count 2), etc.) 
 
 KEPEAT AS DESIRED. 
 
188 
 
 PHYSICAL EDUCATION COMPLETE 
 
 FINNISH REEL. 
 
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 (Description and arrangement.) 
 
FOR SCHOOLS AND PLAYGROUNDS 189 
 
 FINNISH REEL. 
 
 Formation. 
 
 Children form a siuiile line, g-irls leading, and skip to place in single circle 
 formation. A chord is jthiyed antl the girls turn to face partners. 
 
 Movements. 
 
 ]\Ieasiires 1-8 — Both hof) on the left foot, touch top of right toe at the riglit 
 side, hop again on the left foot and tcnicli riglit heel at the right side. 
 Change the weight of the body quickly to the right foot, hop on the right 
 foot, touch top of left toe at the left side, hop again on the right foot and 
 touch left heel at the left side. etc. All in quick time. 
 
 ^Measures 9-10 — Stamj) forAvard witli the right foot, toss the head backward, 
 stamp forward with the left foot and place heels together. Stamp back- 
 ward with the left foot, stamp backward Avitli the right foot and place 
 heels together. 
 
 Measures 11-12 — I'artners liook right arm and Avith seven light running steps, 
 each circling to the right, turn in place. (Hold on the eighth count.) 
 
 ^Measures 18-14 — Repeat stamjiing of measures !)-l(). 
 
 .Measures In-lfi — AYith foui' light running steps. ]Tartners pass each other fon 
 
 the right) to meet new partners. 
 
 REPEAT AS DESIRED. 
 
190 
 
 PHYSICAL EDUCATION COMPLETE 
 
 NORWEGIAN MOUNTAIN MARCH. 
 
 Copyripht, 1915, hy Lavinia H. Kavill. 
 (Description and arrangement.) 
 
FOR SCHOOLS AXI) PLAYGROUNDS 
 
 191 
 
 NORWEGIAN MOUNTAIN MARCH. 
 
 Formation. 
 
 Triangle. The leadt'i- is mnnlier 1. the dancer on the left of the leader is 
 number 2 and the one on the right is number 3. The leader holds a handker- 
 chief, or ribbon, in each hand, those followino- grasp the ends Avitli outside 
 hands, inside hands joined. Dance in large circle foi-mation. 
 
 Movements. 
 
 Measures 1-8 — All begin by dancing toward the center of the circle. The left 
 foot glides forward one step (count 1), the right is placed close to the 
 left (count 2). and the left is again advanced (count 3). All now bend 
 toward the right, or away from the center and the above steps are repeat- 
 ed. Same again to the left, etc. 
 
 Measures 9-12 — The leader, keeping the same time, takes the same steps as 
 she dances backward under the raised arms of dancers 2 and 3. Dancer 
 number 2 passes under well-raised arms of 1 and 3. when the third dancer 
 pivots under her own left arm. Number 1 now turns around to her origi- 
 nal position. (TWO FULL MEASURES for each dancer are required for 
 the turning.) 
 
 All repeat turning. 
 
 REPEAT AS DESIRED. 
 
192 
 
 PHYSICAL EDUCATION COMPLETE 
 
 SWEDISH CLAP DANCE. 
 
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FOR SCHOOLS AND PLAYGROUNDS 193 
 
 SWEDISH CLAP DANCE. 
 
 Formation. 
 
 ("hildron form two lines, girls on boys' right, inside hands joined, free 
 liands (HI hijis. Dance ai'mind the room in line formation. 
 
 Movements. 
 
 Measures 1-8 — Beginnng with the ontside foot, partners run forward with 
 three light running steps, and on the fourth count extend the foot to the 
 "kick" step. Begin the next three running steps with the inside foot, etc. 
 Repeat measures 1-8 Heel and toe polka. (Place heel forward, touching 
 the floor, and at the same time bend the body backward. Place right toe 
 at the rear and bend the body forward. Take three light running steps 
 forward, beginning with the outside foot. Repeat, beginning with the 
 inside foot, etc.) 
 
 Measures 9-12 — BOYS bow to partners (bend at hips), up and clap own hands 
 three times (count 1, 2 — 1, 2. 3). GIRLS courtsey to partners (place 
 right toe close to left heel, bend both knees, at the same time hold right 
 elbow in the left hand and place the right forefinger on the chin), 
 (count 1), up (count 2), and clap own hands (count 1, 2, 3). 
 
 All repeat same. 
 
 Measures 13-14 — Partners clap right hands, clap own hands, partners clap 
 left hands, clap own hands. 
 
 Measure 15 — Partners clap left hands and circle in place. 
 
 Measure 16 — All stamp thi'ee times, right, left, right. 
 
 REPEAT AS DESIRED. 
 
194 
 
 PHYSICAL EDUCATION COMPLETE 
 
 KOMARNO. 
 
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 (Description and arrangement.) 
 
FOR SCHOOLS AND PLAYGROUNDS 195 
 
 KOMARNO. 
 
 Formation. 
 
 Children form a single line, boy leading, and ski}) to single circle forma- 
 tion. A chord is played when the boys turn to face partners. Each dancer 
 places the left hand, palm ont, at the back of his or her own waist, right hands 
 joined. (The girl should face the line of direction.) 
 
 Movements. 
 
 Measures 1-8 — Both begin with the left foot and take eight '"two-steps," the 
 bov dancing diagonally backward, awav from the center of the circle and 
 the girl diagonally forward toward the center of the circle. 
 Repeat, beginning with the right, alternating throughout these measures, 
 thus producing a zig-zag effect. 
 Repeat measures 1-8, sixteen "two-steps" in all. 
 
 Measure 9 — Hands in the same position, the dancers hop on the right foot, 
 touch the left heel forward, left toe off the floor. 
 
 Measure 10 — Hop and reverse position of the feet. 
 
 Measures 11-12 — repeat the steps of measures 9 and 10 in quick) time. 
 
 Measures 13-18 — With the left hands still back of own waists, partners link 
 right arms, take twelve running steps (two to each measure), circling in 
 place. 
 
 Repeat measures 13-18, link left arms and with twelve running steps 
 return to place. 
 
 REPEAT AS DESIRED. 
 
196 
 
 PHYSICAL EDUCATIOX COMPLETE 
 
 HIGHLAND SCOTTISCHE. 
 
 
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 (Description and arrangement.) 
 
I'UR SCHOOLS AND PLAYGROUNDS 197 
 
 HIGHLAND SCOTTISCHE. 
 
 Formation. 
 
 Children form a single line, girl leading, and skip to circle formation. A 
 chord is played wlien the girls turn to face partners and all raise left arms 
 to half circle overhead. Free hands on hips. 
 
 Movements. 
 
 Measures 1-4 — Ho]) on the left foot and at the same time touch the floor with 
 the right toe at right side of body. Hop again on the left foot and raise the 
 right foot back of the left knee. (Measure 1.) 
 
 Take four glide ste})s to the right. (Pleasure 2.) Repeat the step, start- 
 ing to the left, with the right arms raised. (Measure 3.) Repeat tlu^ 
 glide steps to the left. (Measure -t.) 
 
 IMeasures 5-8 — Partners hook right arms, free hands on hips. All starting 
 with the left foot, take three light running steps, hop and extend the 
 right foot on the fourth count. Repeat, beginning with the right foot. 
 hop and extend the left. Repeat twice. 
 
 Repeat measures 5-8, reverse, hook left arms, repeat three times and on 
 the last measure partners pass each other on the right, running forward 
 to meet new partners. 
 
 REPEAT AS DESIRED. 
 
198 
 
 PHYSICAL EDUCATION COMPLETE 
 
 THE CRESTED HEN. 
 
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FOR SCHOOLS AND PLAYGROUNDS 199 
 
 THE CRESTED HEN. 
 
 (An excellent dance for boys.) 
 Formation. 
 
 (;rnu]is of three, one bov, who is the leader, and two "iris, the leader beinsr 
 number 1. the girl on the left of the boy number 2 and the one on his right, 
 number 3. The dancers in each group join hands and face the center. (The 
 step used all through the dance is the ''Step-hop" — step forward with the left 
 foot to the count 1. hop on the left and at the same time extend the right foot 
 well to the rear, knee kept straight, count 2. Same to the right. 
 
 Movements. 
 
 Pleasures 1-8 — All begin witli the left foot, face toward tlie left and with eight 
 "step-hops" dance around in a circle. 
 
 Repeat measures 1-8. all beginning- Avith the right foot, dance l)ack tn 
 place. 
 
 Measures 9-10 — The girls, or imndxn-s 2 and o. release hands, free hands placed 
 on own hips, and all continuiniz the step, dance as follows: The girl on 
 the right of the boy. or nnnibei* ."1 dances through the arch formed by the 
 raised, joined hands of the ])oy and other girl, or numbers 1 and 2. 
 
 -Measures 11-12 — The boy. or number 1. follows her througli tlie same arch. 
 
 ^Measures 13-14 — The girl on the left of the lioy, or uuiiibcr 2, dances througli 
 tlie arch formed hy the otliri' two dancers. 
 
 ^Icjisures 1.5-16 — The l)oy, or nmiibci' 1. follows as before. 
 
 ^leasur. s 9-16 — Repeated. 
 
 REPEAT AS DESIRED. 
 
200 
 
 PHYSICAL EDUCATION COMPLETE 
 
 BOUNDING HEART. 
 (Sjalaskuttan.) 
 
 
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 I'Voin "I'olk Dances ami dames," by Caroline Crawfonl. iBy permission.) 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 201 
 
 BOUNDING HEART. 
 
 (Sjalaskuttan.) 
 Formation. 
 
 Children form in two lines, partners facino', hands on hips. Pai-tiicrs 
 dance around the room, retaining the double line formation. 
 
 (The step used throughout the dance is the Mazourka and is as follows: 
 Slide with the right foot, hop on the left, displacing the right foot at the same 
 time the right is extended, then bend the right knee. Same to the left.) 
 
 Movements. 
 
 Measures 1-3 — The boy begins with the left, the girl the right foot, take three 
 Mazourka steps (one measure each). 
 
 Measure -4 — On the last hoj) of measure 8, a half tiirti is made so that partners 
 are now in the position of back to back. (The l)oy places his left foot on 
 the floor first and the girl her right as tlic turn is made.) Both stamp 
 vigorously on these two counts. 
 
 Measures 5-7 — Ixepeat the Mazourka, the boy beginning with the right and 
 the girl the left foot. 
 
 Measure 8 — On the last bop of measure 7, a half tui-n is madi' so that partners 
 now face eacli other. Stamp twice as in measure 4. 
 
 Measure 9 — One ^Mazourka step. 
 
 ]\reasni'c K! — Half turn is made so partners are back to back. 
 
 Pleasure 11 — One ^lazourka step. 
 
 Pleasure 12 — Half turn is made so ])artners are face to face. 
 
 Measures 13-16 — Four Mazoui'ka steps. 
 
 Measure 17 — Each dancer makes a eom[)lete turn, finishing the dance in the 
 original starting position. 
 
 REPEAT AS DESIRED. 
 
 (Description by Lavinia H. Kaull) 
 
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FOR SCHOOLS AND PLAYGROLXDS 203 
 
 CHAPTER VII 
 
 Story Telling and Story Lists for Elementary Schools 
 
 STORY TELLING. 
 
 The art and p<nv(>i' nf siiecessful story tcllinp' is not given to everyone. 
 The talent, for sncli it is, is possessed natnrally l)y some, wliile others develop 
 a certain marked ability to tell ehildren's stories in a most interesting man- 
 ner. The teacher who ])ossesses this ability, whether it be natnral or ac- 
 ((iiircd. finds to her great deliglit that she has a means within lier grasp of 
 ci'caling a firm and happy rehit iitnship l)etween herself and pupils, and with 
 a fund (if jolly, happy stories at her command she is able to begin the early 
 training for iixed attention in children. 
 
 The mission of the story is three-fold : 
 
 1. It develops for the child a free power of (expression when he is per- 
 mitted to repeat the story by himself. 
 
 2. With the aid of chalk and crayola for drawing and scissors for 
 making original illnstrations of the story by cutting silhonette pictnres, the 
 child's imagination is developed. 
 
 '.]. Hy allowing children to play the story we give them a joy and liaj)pi- 
 ness that is nnecpialled by any other school life pleasure. 
 
 THE SELECTION AND ESSENTIAL CHARACTERISTICS OF THE 
 
 STORY. 
 
 By th(e wise selection of stories, many indifferent, "wooden," childish 
 natures have been charg(Hl with enthusiasm and expression, and have been 
 permanently drawn fi'orn the commonplace, dry and sordid shells that have 
 hitherto surrounded their little natures. 
 
 1. The selection of the story requires careful thought, good taste and an 
 abundiincc of tact, which lias been well defined as "knowing when, where 
 and how to touch anothei' nature.'" 
 
 2. It must command the attention and arouse the interest and curiosity 
 of one's audience from the very beginning. 
 
 3. It must be full of life and must deal with the ACTIONS of real or 
 imaginary beings. 
 
 4. The story must have a ]ioint and tlie st(U'y-teller must never fail to 
 make that point clear. 
 
 5. The climax ol" the story must not be i'e;iclied by a suddt'U leap or 
 bound. It should be approached gi'aduall\-, step by step, and the descent 
 made just as gracefully. 
 
 6. If the story is selected for the puri)ose of teaching a lesson, the teller 
 must use care to make that lesson clear, though it should never be made so 
 evident as to approach the sermon. (Children have no reverence for the 
 
204 PHYSICAL EDUCATION COMPLETE 
 
 moralist. They do not dislike a story with a moral to it, but they do object 
 decidedly to having that moral emphasized. 
 
 7. Every stor}^ should appeal to the child's imagination, but there 
 should always be something left for that imagination to Avork out for itself. 
 Leave some of the details to the imagination of the children, that they may 
 have the opportunity to give free play to that power, and note the pleasure 
 they derive from it. 
 
 8. Do not attempt to analyze the lesson or point of the story. The 
 child's ability to discover this for himself is the crucial test of your ability 
 as a story teller. 
 
 9. Isabel Lawrence says: "Test the literature selected, and if ninety- 
 five per cent of the sentences can be acted out or represented by striking 
 pictures, it is safe. Sentences which explain and comment are a dreary 
 waste. ' ' 
 
 PRESENTATION OF THE STORY. 
 
 1. Know the story "by heart." NEVER READ IT! A book always 
 comes between the children and the reader and is a sure means of detracting 
 from the interest of any story. Have j^our eyes free that you may look 
 squarely into the eyes of your little listeners, and your hands free that you 
 may use them to express force and enthusiasm when telling the story. 
 
 2. You must thoroughl}^ appreciate, feel and enjoy the stor^^ to make 
 it a success. 
 
 3. Choose language that is simple and then tell the story with direct- 
 ness and enthusiasm. Be perfectly free and eas}^ in your manner before an 
 audience, avoiding always affectation of any kind, posing or an overly- 
 dramatic attitude. Do nothing to make yourself appear awkward or foolish. 
 Never let enthusiasm for the story or the children drift into the excitable 
 style. 
 
 4. Refrain from drawing a story out to a great length. Rather make it 
 short and to the point, leaving your audience filled with a desire to hear 
 more. 
 
 5. Learn to listen to your own voice as you speak, never allowing ^-our- 
 self to use loud or shrill tones. The ordinary speaking voice is all that is 
 necessary, but it should l)e full of life. Nothing defeats the success of a 
 story so much as a "dead, hollow voice." 
 
 6. If you are troubled with embarrassment before your audicuice, train 
 yourself to hide that affliction. j\Iake yourself enter into the story witli zest 
 and sincere feeling. Be a child with the children. 
 
 7. Choose always direct discourse. Do not say, for instance, "The wolf 
 said he would huff' and i)uff and blow the little pig's house in," hut quote 
 the wolf's own words, as "And the Avolf said 'I'll huff' and Til ]iuff and I'll 
 blow your house in.' " 
 
 8. Tell the same story as often as the children express a desire to hear 
 it, and, no matter how often that is, do not allow ycuii- interest and iMithusiasra 
 in the story to drag. 
 
FOR SCHOOLS A\D PLAYGROUNDS 205 
 
 BIBLIOGRAPTTY FOR TEACHERS OF EFE:\IEXTARV SCTTOOLR. 
 
 Childliood of tlir World E. Clodd 
 
 Childhood of the Religions E. Clodd 
 
 Myths and Mythmakcrs Fiske 
 
 Chips from a German Workshop, Vol. II Max Mueller 
 
 Introduction to "Popular Talcs of the Norse'' Dasent 
 
 Origin of Art Hirn 
 
 Stories and Stor^' Telling St. John 
 
 FIRST GRADE. 
 
 How to Tell Stories to Children (Houghton Mifflin Co.) Bryant 
 
 Raggylug Why the Evergreen Trees Keep Their 
 
 Why the Morning Glor\' Climbs Leaves in Winter 
 
 Stories to Tell to Children (Houghton Mifflin Co.) Bryant 
 
 Little Half Chick Little Jack RoUaround 
 
 The Little Red Hen The Gingerbread Man 
 
 The Three Bears 
 
 Mother Stories (Milton-Bradley Co.) Maud Lindsay 
 
 The Wind's Work 'l he Little Traveler 
 
 Airs. Tabby Gray The Journey 
 
 Fleet Wing and Sweet Voice Dust Lender the Rug 
 
 The Little Gray Pony The Story of Gretchen (Xmas) 
 
 More Mother Stories (Milton-Bradley Co.) Aland Lindsay 
 
 Wishing Wishes The White Dove 
 
 The Turkey's Nest 
 
 "Tell It Again" Stories (Ginn & Co.) Dillingham and Emerson 
 
 The Story of the Four Pigs A Christmas Legend 
 
 Gretchen and the Magic Fiddle A Kitten That Wanted to Be a Christ- 
 
 A Hallowe'en Story mas Present 
 
 Santa Claus Helpers Elaine's Valentine 
 
 The Child's World (Alilton-Bradley Co.) Poulsson 
 
 The Lost Chicken The Thrifty Squirrels 
 
 The Story of Speckle How Patty Gave Thanks 
 
 The First Book of Stories for the Story Teller (Houghton Alifflin Co.) Coe 
 
 Jack and the Beanstalk The Fox and the Grapes 
 
 Cinderella The Lion and the Alouse 
 
 Little Red Riding Hood The Dog and His Image 
 
 Jack, the Giant Killer The Crow and the Pitcher 
 
 Hop o' Aly Thumb The Boy and the W^olf 
 
 In Story Land (Sigma Co.) Harrison 
 
 The Discontented Mill W^indow How Cedric Became a Knight 
 
 Hans and the Four Giants A Line of Golden Light 
 
 The Story Hour (Houghton Mifflin Co.) Wiggins 
 
 Little General Washington The Oriole's Nest 
 
 Great General W'ashington The Story of Aqua 
 
 English Fairy Tales (Putnam Sons) Jacobs 
 
 The Story of the Three Little Pigs The Old Woman and Her Pig 
 
 The Three Bears 
 
 Grimm's Fairy Tales (Young) J. L. and W. K. Grimm 
 
 The Shoemaker and Elves Snow White and Rose Red 
 
 The Cat and the Mouse Three Brothers 
 
 The Star Dollars The Wolf and the Seven Little Kids 
 
 Thumbling 
 
206 PHYSICAL EDUCATION COMPLETE 
 
 Half a Hundred Stories (Alilton-Bradley Co.). 
 
 A Thanksgiving at Hollywood Grandmother's Thanksgiving 
 Just So Stories (Doubleday, Page & Co.) Kipling 
 
 How the Rhinoceros Got His Skin tiephant Lhild 
 Red Letter Days (The Morse Co.) Hall & Lennox 
 
 Flag Day ■ htory of the Easter Lily 
 
 Fourth of July 
 True Fairy Tales (American Book Co.) Bakcwell 
 
 The Swan's Song now the btorks Came and Went 
 
 The Dumpy Books for Children (Grant & Richards, London). 
 
 Little Black Sambo Little Yellow Wang Lo 
 
 The Pink Knight 
 Morning Talks (Ginn & Co.) Wiltse 
 
 The Three Bears 
 
 Mother Goose's Melodies (Houghton Mifflin Co.) Wheeler 
 
 Boston Collection of Kindergarten Stories Hammett 
 
 The Lame Squirrel's Thanksgiving (Milton-Bradley Co.) C. S. Bailey 
 
 Popular Tales from the Norse (Routledge & Sons, London) (E. P. Dutton & 
 
 Co., N. Y\) Dasent 
 
 The Three Billy Goats Gruff 
 
 In the Animal World (Silver, Burdett Co.) Serl 
 
 Tale of Peter Rabbit (Warne) Potter 
 
 The Story of Little Black Sambo (Stokes) Alexander 
 
 The Eugene Field Book (Scribner) Eugene Field 
 
 The Sugar Plum Tree 
 The Story Teller's Book O'Grady and Throop 
 
 Chicken Licken Ihe Street Musicians 
 
 Johnny and the Three Goats The Discontented Tree 
 
 Titty Mouse and Tatty Mouse The Night Before Christmas 
 A Kindergarten Story Book (Milton-Bradley Co.) Hoxie 
 
 Billy Bobtail The Wee, Wee Woman 
 
 SECOND GRADE. 
 
 How to Tell Stories to Children (Houghton Mifflin Co.) Bryant 
 
 The Golden Cobwel) The Fire Bringer 
 
 The Cat and the Parrot Little Tavwots 
 
 The Star Dollars Pied Piper of Hamlin Town 
 Stories to Tell to Children (Houghton Mifflin Co.) Bryant 
 
 The Larks in the Cornfield The Country Mouse and the City Mouse 
 
 The Little Jackal and the Alligator The Frog King 
 
 The Jackals and the Lion The Boy Who Cried "Wolf" 
 
 Adventures of the Field Mouse The Blackberry Bush 
 Fifty Famous Stories Retold (American Book Co.) Baldwin 
 
 Androclus and the Lion Sir Phillip Sidney 
 English Fairy Tales (Putnam Sons) Jacobs 
 
 Tom Thumb Beauty and the Beast 
 
 Jack, the Giant Killer Sleeping Beauty 
 
 Jack and the Beanstalk Puss-in-Boots 
 
 Little Red Riding Hood Babes-in-the-Woods 
 
 Cinderella 
 Mother Stories (Milton-Bradley Co.) Maud Lindsay 
 
 The Search for a Good Child The Closing Door 
 
 The Little Girl With the Light 
 
FOR SCHOOLS AND 1 ' I.. \^ GROUNDS 
 
 207 
 
 Fables and Folk Stories (Hou.ylitdii ^rifflin Co.) Scudder 
 
 The Traveling- Musicians Little One Eye. Two Eyes and Three 
 
 Diamonds and Toads Eyes 
 
 Fables from Afar (Newson Co.) Brycc 
 
 The Travellers and tlie 15ear The Old Woman and tin- Crowbar 
 
 The Parrot The Elves and tlu- Envious Man 
 
 The Raven 
 
 That's Why Stories (Newson Co.) Bryce 
 
 The Elf's Flower Wliy the Cat Washes After Eating 
 
 The Four Leaf Clover Why tlie Turtles Stay Near tlie Water 
 
 The Golden Rod 
 
 Mischief's Thanksgiving and Other Stories (Little, Brown & Co.) Coolidge 
 
 How the Umbrella Ran Away With Little Roger's Night in the Church 
 Ellie 
 
 Thumbelina (Crowell) (Houghton Alifflin Co.) Hans Christian Anderson 
 
 The Story of the Two Cakes That Loved Five Peas in a Pod 
 
 Each Other Little Tiny 
 
 The Lark and the Daisy 
 
 Just So Stories (Doubleday, Page & Co.) Kipling 
 
 How the Camel Got His Hump Tlie Cat That Walked l)y Himself 
 
 Nature Myths (A. Flanagan & Co.) Cook 
 
 How the Robin's Breast Became Red An Indian Story of the Mole 
 
 How the Chipmunk Got His Stripes Golden Rod and Aster 
 
 Among the Farm Yard People (E. P. Dutton & Co.) Pierson 
 
 The Story That the Swallow Didn't Tell The Wonderful Shiny Egg 
 The Lamb With the Longest Tail Tlie Ba^- Colt Learns to Mind 
 
 Grimm's Fairy Tales (Young) J. L. and W. K. Grimm 
 
 The Four Musicians 
 
 The Story of a Cat Aldrich 
 
 The Brownies, Their Book (The Century Pub. Co.) Cox 
 
 Fair}' Book (Putnam) Cruikshank 
 
 Old Wonder Stories (D. C. Heath & Co.) O'Shea 
 
 Careless Jane (E. P. Dutton & Co) Pyle 
 
 The Children's Book (Houghton Mifflin Co.) Scudder 
 
 Eskimo Stories (Rand. McNally Co.) Smith 
 
 Children's Garden of \'erse (Rand. McNally Co.) Stevenson 
 
 Why the Chimes Rang (Bobbs-Merrill Co.) Alden 
 
 More Mother Stories (Milton-Bradley Co.) Lindsay 
 
 The W^hite Dove 
 
 THIRD GRADE. 
 
 Stories to Tell to Children (Houghton Mifflin Co.) Bryant 
 
 Who Killed the Otter's Babies The Burning of the Rice Fields 
 
 The Rat Princess The Jackal and the Camel 
 
 Little Daylight The Tailor and the Three Beasts 
 
 The Talkative Tortoise 
 
 The Apple Tree Mother (Brooks' Th 
 
 The Bird's Education " 
 
 The Diamond Dipper " ' 
 
 A Sun Flower Story 
 
 The Necklace of Truth " ' 
 
 Saint Valentine " 
 
 rd Reader) Anderson 
 
 Miller 
 
 .' Old Legend 
 
 Greek Myth 
 
 Old Fairy Tale 
 
 Old Fairy Tale 
 
208 PHYSICAL EDUCATION COMPLETE 
 
 William's Choice Literature Book Two (American Book Co.)- 
 
 The Silver Shilling The Hardy Tin Soldier 
 
 Snow-white and Rose-red The Nightingale 
 
 Beauty and the Beast 
 Nature Myths (Houghton Alitflin Co.) Holbrook 
 
 Why the Peacock's Tail Has a Hundred Why the Fox Has a White Tip 
 Eyes The Stories of the First Moles 
 
 Why the Bear Has a Short Tail Tlie Lantern and the Fan 
 Fables and Folk Stories (Houghton Mifflin Co.) Scudder 
 
 The Four Bulls and the Lion Tlie Dog in the Manger 
 
 The Stag at the Stake The Goose and the Golden Eggs 
 
 The Wolf and the Lamb The Fox That Lost His Tail 
 
 The Wolves and the Sheep 
 Fifty Famous Stories Retold (American Book Co.) Baldwin 
 
 Romulus and Remus Sir Walter Raleigh 
 
 Androclus and the Lion Bruce and the Spider 
 
 Grace Darling 
 True Bird Stories (Houghton Mifflin Co.) Miller 
 
 How the Crow Baby Was Punished How the Dog Interfered 
 
 Doctor Dot My First Bird 
 In Story Land (Sigma Co.) Harrison 
 
 The Story of Decoration Day Christopher Columbus 
 English Fairy Tales (Putnam Sons) Jacobs 
 
 Jack and the Golden Snuff Box Mr. Vinegar 
 
 Cap o' Rushes 
 Prose and Verse for Children (American Book Co.) Pyle 
 
 How the Little Kite Learned to Fly 
 Stories for Children (American Book Co.) Lane 
 
 The Goose That Laid the Golden Egg- 
 Stories from Art, Literature, Vols. II and III (Arnold Metzner Co.) 
 A Second Fairy Reader (American Book Co.) Baldwin 
 
 Another Fairy Reader 
 
 King of the Golden River (Crowell) Ruskin 
 
 Selections from Alice in Wonderland (Rand, McNally Co.) Carroll 
 
 The Story of Hiawatha (Educational Pub. Co.) Norris 
 
 Chinese Fairy Tales (Crowell) Pitman 
 
 Japanese Fairy Tales (Rand, McNally Co.) Williston 
 
 Myths of the Red Children (Ginn & Co.) Wilson 
 
 Crib and Fly (D. C. Heath & Co.) Dole 
 
 Wild Animals I Have Known (Scribner) Thompson 
 
 The Story of Tito 
 
 Fairy Tales from Far Japan (Revell) Ballard 
 
 Just So Stories (Doubleday, Page Co.) Kipling 
 
 Fairy Tales from Afar (Wessels) Grundtvig 
 
 Fulfilled, a Legend of Christmas 
 Rab and His Friends (Rand, McNally Co.) Brown 
 
 The Story of Wiley 
 
 "Tell It Again" Stories (Ginn & Co.) Dillingham and Emerson 
 
 Peter and Polly (American Book Co.) Lucia 
 
 Legends of the Springtime (Educational I'ub. Co.) Hoyt 
 
 Mewanec, the Little Indian Boy (Ginn & Co.) Wiley 
 
 Through the Looking Glass (Macmillan Co.) Carroll 
 
 Adventures of a Brownie (Harper Co.) Craik 
 
 Household Stories (Macmillan Co.) Grinnn 
 
FOR SCHOOLS AXD PLAVCIROI'XDS 209 
 
 Cat Stories (Little, IJrown & Co.) Jackson 
 
 Nonsense Songs (Warnc ) Lear 
 
 Pinocliio (Ginn & Co.) Lorenzini 
 
 Children of the Arctic (Stokes) Peary 
 
 Fairy Gold (E. P. Button & Co.) Rhys 
 
 Gulliver's Travels Retold (American Book Co.) Baldwin 
 
 Posey Ring (AlcClure) Wiggins 
 
 The Fir Tree. Williams' Choice Literature. Book L 
 
 A Child's Story Garden (Scott & Miller; Hcber 
 
 A Christmas Story The Song of tlie Pine Tree 
 
 The First Christmas The Anxious Leaf 
 Knight and Barbara (D. Appleton & Co.) Jordan 
 
 The Boy That Whacked the Witched Why the Parrot Was So Strong 
 Toadstools 
 
 Robinson Crusoe for Children (American Book Co.) Baldwin 
 
 WHiy the Chimes Rang (Bobbs-Merrill Co.) Alden 
 
 FOURTH GRADE. 
 
 American Book of Golden Deeds (American Book Co.) Baldwin 
 
 Are You There, My Lad? Hero of Valley Forge 
 
 The Bootblack from Ann Street A Quick-Witted Mountain Girl 
 
 A Modest Lad Partners 
 
 The Race W'ith the Flood 
 
 Fifty Famous Stories Retold (American Book Co.) Baldwin 
 
 The Brave Three Hundred Dick Whittington and His Cat 
 
 Grace Darling Story of William Tell 
 
 King Alfred and the Beggar King Alfred and the Cakes 
 
 The Cat's Christmas (Brooks' Fourth Reader) Coolidge 
 
 The Five Peas " " " Anderson 
 
 How Cedric Became a Knight " " " Harrison 
 
 The Story of Narcissus " " " Greek Myth 
 
 The Golden Touch " " " Hawthorne 
 
 When the King Came (Houghton Mifflin Co.) Hodges 
 
 The Good Samaritan The Rich Alan and the Beggar 
 
 Old Stories of the East (American Book Co.) Baldwin 
 
 The Great Chief The Sling 
 
 The Master of the Land of the Nile 
 
 Ethics for Children (Houghton Mifflin Co.) Cabot 
 
 The Two Travelers The Sympathy of Aliraham Lincoln 
 
 The Choice of Hercules A Soldier's Pardon 
 
 Grenfell 
 
 How to Tell Stories to Children (Houghton Mifflin Co.) Bryant 
 
 Fulfilled, Christmas Legend The Little Hero of Harlam 
 
 W^hy the Sea Ls Salt 
 
 Uncle Remus — His Songs and His Sayings (Appleton's) Harris 
 
 Mr. Rabbit Grossly Deceives Mr. Fox Old Mr. Rabl)it, He's a Good Fisherman 
 
 Mr. Fox Is Again Victimized Mr. Rabbit Finds His Match at Last 
 
 Mr. Fox Goes A-Hunting. But Mr. Rab- The Wonderful Tar Baby 
 bit Bags the Game 
 
 Anderson's Fairy Tales (Ginn & Co.) Stickney 
 
 The Ugly Duckling The Little Fir Tree 
 
 The Little Match Girl 
 
 Kristy's Rainy Day Picnics (Houghton Mifflin Co.) Miller 
 
 Christmas in a Baggage Car Lottie's Christmas Tree 
 
210 PHYSICAL EDUCATION COMPLETE 
 
 The Animal Story Book (Longmans, Green & Co.) L^ng 
 
 A Rat Tale The War Horse of Alexander 
 Cat Stories — Retold From St. Nicholas (The Century Co.) 
 
 Cat Xancy's Folk How Cats Came to Purr 
 Chinese Fables and Folk Stories (American Book Co.) Davis and Chow Leung 
 
 The Proud Fox and the Crab The Melon and the Professor 
 
 The Children and the Dog The Mule and the Lion 
 
 Selected Stories from Old Mother West Wind (Little, Brown & Co.) Burgess 
 
 Pinochio in Africa (Ginn & Co.) Lorenzini 
 
 The Wizard of Oz (Bobbs-Merrill Co.) Baum 
 
 Nature Myths of Many Lands (American Book Co.) Farmer 
 
 Fairy Stories Retold from St. Nicholas (The Century Co.) 
 
 Fantastic Tales • • Stockton 
 
 Old Pipes and the Dryads 
 Arabian Nights (Scribner) Wiggin & Smith 
 
 Alladin and His Wonderful Lamp 
 Eyes and No Eyes Andrews 
 
 The Three Giants 
 The Basket Woman (Houghton Mifflin Co.) Austin 
 
 The Fire Bringer 
 Grandfather's Stories (American Book Co.) Johonnot 
 
 Spot and Her Friends The Boy Who Took a Boarder 
 
 Daddy Jake, the Runaway (The Century Co.) Harris 
 
 Celtic Fairy Tales (Putnam) Jacobs 
 
 Light Princess and Other Fairy Tales (Putnam) Macdonald 
 
 Toby Tyler (Harper Co.) Otis 
 
 Moni, the Goat Boy (Ginn & Co.) Spyri 
 
 The Blue Fair}- Book (Longmans. Green & Co.) Lang 
 
 Old Time Stories Retold Smythe 
 
 Jason and the Harpies 
 Lives and Stories Worth Remembering Kupfer 
 
 ]\Iiracles of St. Francis 
 Fairy Stories and Fables (American Book Co.) Baldwin 
 
 The Milkmaid and Her Pail 
 Old Greek Stories (American Book Co.) Baldwin 
 
 The Wonderful Weaver 
 
 Toto's Happy Winter (Little, Brown «& Co.) Richards 
 
 True Story of Christopher Columl)us (Lothrop) Brooks 
 
 The Wonder Clock (Harper ) P34e 
 
 Stories of the Olden Times Johonnot 
 
 Thor's Visit to Jotunheim 
 Prose and Verse for Children (American Book Co.) Pyle 
 
 The Land Where the Lazy Bird Flaps 
 Told to the Children Series (E. P. Dutton & Co.) Defoe 
 
 Robinson Crusoe 
 
 Robinson Crusoe (Russell) Defoe 
 
 Talcs of the Red Children (Appleton) Brown & Bell 
 
 Ethics for Children (Houghton ^klifflin Co.) Caljot 
 
 The Blue Bird for Cliildren (Silver, Burdett Co.) Maeterlinck 
 
 FIFTH AND SIXTH GRADES. 
 
 Anderson's Fairy Tales (Crovveli) Anderson 
 
 Alladin and Other Stories (Longmans, Green & Co.) Lang 
 
 Adventures of a Brownie (Crowell) Craik 
 
FOK SCHOOLS AXI) PLA^ ( il>:oUi\DS 211 
 
 A W'oiuKt lldok (ll(Hi,L;litcin Mit'lliii Co.) Hawtliorne 
 
 Arahian Nights (Ginn & Co.) Hale 
 
 American l-.ook of Golden Deeds (American Book Co.) Baldwin 
 
 American Hero Stories (Houghton Mifflin Co.) Tappan 
 
 Among the Pond People (E. P. Dutton Co.) Pierson 
 
 Among the Meadow People " " " " Pierson 
 
 Among- the Farmyard People " " " " Pierson 
 
 Among the Forest People Pierson 
 
 Among the Night People " Pierson 
 
 Book of Fairy Tales (Dodd, Alead Co.) (}ould 
 
 Celtic Fairy Tales (Putnam) Jacobs 
 
 Colonial Stories Retold from St. Nicholas (Century Co.) 
 
 English Fairy Tales (Putnam) Jacobs 
 
 Editha's Burglar (Estes) Burnett 
 
 h'^airy Tales Every Child Should Know (Doubleday. Page & Co.) Mabie 
 
 I-'ive Little Peppers and How They Grew (Lothrop) Sidney 
 
 Father Junipero and the Mission Indians (Little, Brown & Co.) Jackson 
 
 Farmer Brown and the Birds (L. C. Page Cosy Corner Series) Fox 
 
 Grimm's Fairy Tales (Young) Grimm, L. J. and W. K. 
 
 Greek Heroes (Ginn & Co.) Kingsley 
 
 Heidi (Crowell ) Spyri 
 
 Hiawatha (Houghton Mifflin Co.) Longfellow 
 
 In the Days of the Giants (Houghton Mifflin Co.) Brown 
 
 Juan and Juanita (Houghton Mifflin Co.) Baylor 
 
 Japanese Folk and Fairy Tales (American Book Co.) Roulet 
 
 Jack the Fire Dog (Little, Brown & Co.) Wesselhoeft 
 
 Kim (Doubleday, Page & Co.) Kipling 
 
 Mr. Rabbit at Home (Houghton Mifflin Co.) Harris 
 
 Nights with Uncle Remus (Houghton Mifflin Co.) Harris 
 
 Old Stories of the East (American Book Co.) Baldwin 
 
 Out-Door Land (Harper) Chambers 
 
 Orchard-Land (Harper) Chambers 
 
 Queen Zixi of Ix, or The Story of the Magic Cloak (Century) Bauni 
 
 Rebecca of Sunnybrook Farm ( Houghton Mifflin Co.) Wiggins 
 
 Robinson Crusoe (Russell) Defoe 
 
 Red Cap Tales (Macmillan) Crockett 
 
 Rab and His Friends (L. C. Page, The Golden Rod Lil)rary) Brown 
 
 St. Nicholas Christmas Book (Century) 
 
 Smoky Days — Indian Stories Retold (Little, Brown & Co.) Eastman 
 
 Southern Stories Retold from St. Nicholas (Century Co.) 
 
 Stories of Brave Dogs, Retold from St. Nicholas (Longmans, Green & Co.).... Lang 
 
 Story-Telling— What to Tell and How to Tell It (McClurg & Co.) Lyman 
 
 Told by Uncle Remus (McClure) Harris 
 
 The Tar Baby and Other Rhymes of Uncle Remus (Apjileton) Harris 
 
 The Book of Folk Stories (Hougliton Mifflin Co.) Scuddcr 
 
 The Little Lame Prince (L. C. Page Cosy Corner Series) Craik 
 
 The Light Princess and Otlier F"airy Tales (Putnam) MacDonald 
 
 The King of the Golden River (Crowell) Ruskin 
 
 The Story of Roland (Houghton Mifflin Co.) Baldwin 
 
 The Children's Book (Houghton Mifflin Co.) Scuddcr 
 
 The Story of a Short Life (Rand McNally & Co.) Ewing 
 
 The Bird's Christmas Carol (Houghton MiffHn Co.) Wiggins 
 
 The Ruggles's Christmas Dinner 
 Toby Tyler, or Ten Weeks with a Circus (Harper) Otis 
 
212 PHYSICAL EDUCATION COMPLETE 
 
 The Widow O'Collaghan's Boys (McClurg & Co.) Zollinger 
 
 The Deer Slayer (University Standard Lit. Series) Cooper 
 
 The Pilot " " " '• Cooper 
 
 The Spy " " " " Cooper 
 
 True Bear Stories (Rand, McNally & Co.) Miller 
 
 The Wonder Book of Horses (Century) Baldwin 
 
 The Book of Saints and Friendly Beasts (Houghton Mifflin Co.) Brown 
 
 The Reform of Shann (Little, Brown & Co.) French 
 
 The Biography of a Grizzly (Century) Thompson 
 
 The Posy Ring (McClure) \\'iggins and Smith 
 
 The Man Without a Country (Estes) Hale 
 
 Treasure Island (Rand, McNally & Co.) Stevenson, R. L. 
 
 Tales from Shakespeare (Houghton Mifflin & Co.) Laml), C and M 
 
 The Animal Book (Longmans, Green & Co.) Lang 
 
 The Blue Bird for Children (Silver, Burdett Co. ) Maeterlinck 
 
 Uncle Remus and His Friends (Houghton Mifflin & Co.) Harris 
 
 Uncle Remus, His Songs and Sayings (Applcton) Harris 
 
 Wee, Willie Winkie (Caldwell) Kipling 
 
 Wigwam Stories (Ginn & Co.) Judd 
 
 Wings and Stings (Rand, AIcNally & Co.) Daulton 
 
 Wild Animals I Have Known (Scribner) Thompson 
 
 Young Lucretia and Other Stories (Harper) \\ilkins 
 
 SEVENTH AND EIGHTH GRADES. 
 
 Animal Hero Stories (Houghton Mifflin Co.) Tappan 
 
 Arabian Nights (Scribner) Wiggins and Smith 
 
 Animal Heroes (Houghton Mifflin Co.) Seton 
 
 Alice's Adventures in Wonderland (Macmillan ) Carroll 
 
 A Wonder Book (Houghton Mifflin Co.) Hawthorne 
 
 A Wonder Book for Boys and Girls (Houghton Mifflin Co.) Hawthorne 
 
 Alcott, Louisa M., Series (Lothrop) Alcott 
 
 A Child's History of England (Estes) Dickens 
 
 A Child's History of England (Houghton Mifflin Co.) Dickens 
 
 A Child's History of England (E. P. Dutton & Co.) Dickens 
 
 Among the Pond People (E. P. Dutton & Co.) Pierson 
 
 Among the Meadow People " " " " " Pierson 
 
 Among the Farmyard People " " " " " Pierson 
 
 Among the Forest People " " " " " Pierson 
 
 Among the Night People " " " " " Pierson 
 
 Alpatok, An Esquimo Dog (L. C. Page Cosy Corner Series) Saunders 
 
 Black Beauty (Crowell) Sewell 
 
 Celtic Fairy Tales (Putnam) Jacobs 
 
 Classic Myths (Ginn & Co.) Gayley 
 
 Children of the Tenements (Macmillan ) Riis 
 
 Country Pastimes for Boys (Longmans, Green & Co.) Graham 
 
 Captains Courageous (Century) Kipling- 
 Candle Lightin' Time (Dodd, Mead Co.) Dunbar 
 
 Child Rhymes (Bobbs-Merrill Co.) Riley 
 
 Emmy Lou (McClurg) Martin 
 
 Historic Girls (G. Putnam Co.) Brooks 
 
 Heroes Every Child Should Know (Doubleday, Page & Co.) Mabie 
 
 Hiawatha (Houghton Mifflin Co.) Longfellow 
 
 In Chimnej' Corners (Doubleday, Page & Co.) MacManus 
 
FOR SCHOOLS AND PLAYGROUNDS 213 
 
 In llu' Days of llic (iiiints (H()UL;lUt)ii Alifl'liii Co.) lirown 
 
 ]n llio Boyhood of Lincoln (AjipU'ton) Butterworth 
 
 Ivanhoo (I'nivorsity Stamlanl Lit. Series) Scott 
 
 Joan of Arc Lowell 
 
 Joan of Arc — Cliihlren's Hero Series (E. P. Dntton tS: Co.) Lang 
 
 Jean Val Jean ((iinn & Co.) Wiltse 
 
 Kenilworth (L^niversity Standard Lit. Series ) Scott 
 
 King Arthur and His Court (Ginn & Co.) (ireen 
 
 Kristy's Queer Christmas (Houghton AHfflin Co.) Miller 
 
 Kellogg's Series for Boys (Lothrop) Kellogg 
 
 Legends of Cliarleniagne (Crowell — Astor Series) Bulfinch 
 
 Leather Stocking Tales (Houghton Mifflin Co.) Cooper 
 
 Lady Lee and Other Animal Stories (McClurg) Ensign 
 
 More Celtic Fairy Tales (Putnam & Sons) Jacobs 
 
 Nights with Uncle Remus (Houghton Mifflin Co.) Harris 
 
 Old Hendrick's Tales (Longmans, Green & Co.) Vaughn 
 
 Old Mammy's Torment (L. C. Page Cosy Corner Series) Johnston 
 
 Patty Fairfield (Dodd, Mead Co.) Wells 
 
 Princes and Princesses (Longmans, Green & Co.) Lang 
 
 Robinson Crusoe (Russell) Defoe 
 
 Recollections of a Drummer Boy (Houghton Mifflin Co. ) Kieffer 
 
 Red Cap Tales (Macmillan) Crockett 
 
 Squirrels and Other Fur Bearers (Houghton Alifflin Co.) Burroughs 
 
 Snow Shoes and Sledges (Harper) Munroe 
 
 Stories for Boys (Scribner) Davis, R. H. 
 
 Stories of Robin Hood (Crowell) McSpadden 
 
 Stories from Wagner (Crowell) McSpadden 
 
 Six Trees (Harper) Wilkins 
 
 Bret Harte in Christmas Collections (Moffat-Yard Co.) Schauffer 
 
 Santa Claus at Simpson's Bar 
 
 Story of Roland (American Book Co.) Baldwin 
 
 Story of Siegfried " " " Baldwin 
 
 Story of the Greeks " " " Guerber 
 
 Story of the Romans " " " Guerber 
 
 Santa Claus on a Lark (Century). Gladden 
 
 Told to the Children Series (E. P. Dutton & Co.) Defoe 
 
 The Snow Image and Other Twice Told Tales (Houghton Mifflin Co.) ... .Hawthorne 
 
 The Book of Saints and Friendly Beasts (Houghton Alifflin Co.) Brown 
 
 The Basket Woman (Houghton Mifflin Co.) Austin 
 
 The Talking Beasts — Fables from India (Doubleday, Page & Co. ) .Wiggins and Smith 
 The Bird's Christmas Carol (Houghton Mifflin Co.) Wiggins 
 
 The Ruggles's Christmas Dinner 
 
 Tales of Laughter (Doubleday, Page & Co.) W iggins and Smith 
 
 The Happy Prince (Little, Brown & Co.) W'ilde 
 
 The Jungle Books (Century Co.) Kijiling 
 
 Ben Hur (Harper) Wallace 
 
 The Three Wise Men 
 
 The Tar Baby and Other Rhymes of Uncle Remus (Appleton) Harris 
 
 The Children's Book (Houghton Mifflin Co.) Scudder 
 
 The Little White Bird (ScribnerJ Barrie 
 
 Through the Looking Glass (Macmillan ) Carroll 
 
 The Song of Roland (Houghton Mifflin Co.) E?aldwin 
 
 Tom Brown at Rugby (Houghton Mifflin Co.) Hughes 
 
 The Widow O'Collighan's Boys (McClurg) Zollinger 
 
214 
 
 PHYSICAL EDUCATION COAIPLETE 
 
 The Deer Slayer (Macmillan) Cooper 
 
 The Last of the Alohicans (Alacmillan) Cooper 
 
 The Magic Forest ( Macmillan j White 
 
 Two Years Before the Alast (Houghton Mifflin Co.) Dana 
 
 The Spy (University Standard Lit. Series) Cooper 
 
 The Flamingo Feather (Harper-Y. P. Series ) Munroe 
 
 The Book of Golden Deeds (Lothrop) Yonge 
 
 The Little Duke (Lothrop) Yonge 
 
 The Prince and the Page (Lothrop) Yonge 
 
 The True Story of Abraham Lincoln (Lothrop) Brooks 
 
 The True Stor}- of George Washington (Lothrop) Brooks 
 
 The Boy Lincoln (Appleton) Stoddard 
 
 The Fifteen Decisive Battles of the World (Harper) Creasy 
 
 The Story of the Birds (Appleton) Baskette 
 
 The Spinner Family (McClurg) Patterson 
 
 The Wonder Book of Horses (Century) Baldwin 
 
 The Bird Hospital (Caldwell ) Bascom 
 
 The Wit of the Wild (Dodd A'lead Co.) ingersoll 
 
 The Second Jungle Book (Century) Kipling 
 
 The Biography of a Grizzly (Century) Thompson 
 
 The Children's Book of Stars (Macmillan) Milton 
 
 The Insect World (Appleton) W^eed 
 
 The Story of Primitive Man (Appleton) Clodd 
 
 The Man Without a Country (Estes) Hale 
 
 Treasure Island (Rand, McNally & Co.) Stevenson, R. L. 
 
 Tales from Shakespeare (Houghton Mifflin & Co.) Laml), C. and M. 
 
 Uncle Remus and His Friends (Houghton Mifflin Co.) Harris 
 
 Uncle Remus, His Songs and His Sayings (Appleton) Harris 
 
 Up and Down the Brooks (Houghton Mifflin Co.) Bamford 
 
 Wee, Willie Winkie (Caldwell) Kipling 
 
 Wigwam Stories (Ginn & Co.) Judd 
 
 Westward, Ho ! (Macmillan) Kingsley 
 
 Ways of the Six Footed (Ginn & Co.) Comstock 
 
 \yU<\ Neighbors (Macmillan) Ingersoll 
 
 THE STORY HOUR— FIRST GRADE 
 
CHAPTER VIII 
 
 An Elementary Course in First Aid for Grammar Grades 
 
 FIRST AID TO THE INJURED 
 
 No matter where we go or what wi' (Id, we are constantly liable to meet witli 
 accidents, trivial or serious, and a knowledge of First Aid is of snch value that 
 all should make it a point to accept instruction along this line whenever the 
 opporlnnity oifers. 
 
 Very fre(pieiitly injiii-ii's are carelessly handled, a bandage, the cleanliness 
 of which is often questionable, applied and the wound left to heal itself, if it 
 is so inclined. Fortunately Avounds cared for in this way often do heal them- 
 selves, and again very serious complications arise because of lack of proper 
 and intelligent treatment at the time of the accident, complications which 
 often baft'le the skill of medical men and result fatally. 
 
 First Aid is intended only to replace the careless and dangerous methods 
 of treatment employed by the ma.iority of people. IT IS NOT INTENDED 
 TO TAKE THE PLACE OF THE SERVICES OF A PHYSICIAN and should 
 never ])e so considered. l)ut First Aid administered by one schooled in the work 
 does give temporary relief and prevents trivial injuries from becoming serious. 
 
 Today we are wisely taught that to neglect a wound, no matter how trifling 
 it may seem to us. frequently leads to trouble, whereas if we promptly apply 
 First Aid treatment, such dangers are obviated. 
 
 Where the wound is serious, First Aid. intelligt'utly applietl, gives tem- 
 porary relief to the in.jured part, relieves the sufferer's mind of fears, lessens 
 the dangers of complications, assists medical treatment that follows and hastens 
 the final recovery. 
 
 GENERAL RULES TO BE OBSERVED IN CASE OF SICKNESS 
 
 OR ACCIDENT. 
 
 1. A COOL, DETER:\IL\ED person should take charge until the arrival 
 of medical assistance. 
 
 2. Place the patient in as comfortable a position as i)ossil)le. 
 
 :-?. jNIake sufficient examiiiation to learn the natiu-e of the sickness or 
 injury, atul then — 
 
 4. Telephone, or send for medical assistance. Always give the prefer- 
 ence to the family ])hysi('iaii if it is possible to do so. Give the physician 
 sufficient information concerning the case to pei-mit him 1o take with him all 
 necessary su]iplies and instrnmeuts. Much \aliiable lime nia\ be saved in this 
 way. 
 
 5. The curious crowd should be k-ept away from the patient. It is 
 extremely necessary that the patient have plenty of fresh air. If the conditions 
 are such that the patient iini.sl be whei-e a crowd can gather, instruct those 
 
216 PHYSICAL EDUCATION COMPLETE 
 
 nearest to form a large circle, by grasping hands firmly and pushing back the 
 crowd, thus leaving the patient and the few necessary people in the center. 
 
 6. Do not permit any screaming or excitement or, in fact, anything that 
 might cause the patient alarm. If friends or relatives persist in acting in such 
 a manner, they should be excluded, regardless of feelings. 
 
 7. If it is possible to secure immediately the services of a physician, the 
 First Aid student need do ver.y little beyond making the patient comfortable 
 and keeping the crowd away. 
 
 8. In case of hemorrhage, prompt and continued action are necessary 
 until the arrival of the physician. Control hemorrhage by making a direct 
 pressure into the wound "with a clean bandage, absorbent cotton or the inside 
 of a handkerchief that is fresh from the laundry. In the more serious cases of 
 hemorrhage, press on the artery between the cut and the heart. The pressure 
 point must be found, that is, a point where the artery can be pressed against a 
 bone. 
 
 Bacteria. — Bacteria are omnipresent. Our hands, breath and clothing are 
 constantly in a state of storage for them and we should exercise the greatest 
 care in the handling of open wounds. Bacteria in a wound take what they 
 need of the lilood for their nourishment and propagation and leave behind the 
 chemical changes, or wastes. Germs produce poisons which cause abscesses 
 under the skin and enlarge the already present cavity. The presence of bac- 
 teria in a wound very often causes fever, derangement of the brain, or delirium, 
 weak heart and a general weak and run-down condition, all due to the chemical 
 changes produced by germs. The brain centers and heart are mostly atfected 
 and often death folloAvs. 
 
 SOME THINGS TO BE REMEMBERED 
 
 1. Antiseptics that are nf»t Avt^ll diluted destroy tissue. 
 
 2. Do not touch the wound with the hands. If you are to take charge of 
 the case, cleanse your hands at once by the use of hot water, soap and the 
 vigorous use of a nail brush. Particular attention should be given to the 
 cleansing of the nails. After this, rinse the hands well in a solution of carbolic 
 acid (one teaspoonful to a quart of water). Do not dry the hands on a towel 
 (n- allow them to come in contact with anything except the sterile material to 
 l)e used. 
 
 3. Begin the washing of wounds with a solnti(ni of one level teaspoonful 
 of salt in a pint of water. 
 
 4. Splash the water onto the injury or use a piece of absorbent cotton, 
 allowing the water to run off the cotton into the wound. Do not wash out miu'li. 
 
 5. Do not allow the patient, or anyone else, to touch tlu' \\dund. 
 
 6. Still, clean air is not dangerous. A wound exposed in the oiien air is 
 less lik'cly to hcconie infected than one that is exposed in a close and dusty 
 room. 
 
 7. Do nol use adhesive plastei', ant iphlo^isl iiu' oi- any greasy sul)s!anee 
 on an open wound. I^eave that 1o llie decision of the jihysician. 
 
FOR SCHOOLS AND PLAYGROUNDS 217 
 
 8. Whrri' lu'ccissary. clip the liaii-. 
 
 9. ]\ciii()V(' rorc'iL;!! Ixxlies. 
 
 10. A|;i)l\' st('i'ili/('(l iiialcfial uiilil tlic |iliysi('iaii arrives. 
 
 11. While a woiiinl is healiii;.;' it, slwuild be kepi ojieii and tliorouylil y 
 cleansed. Let it discliarye. liy so doini;' much tronhle may l)e saved. 
 
 PRECAUTIONS 
 
 1. Care should ))e taken to piil a bandage on firmly and seeurel>'. hut not 
 too tightly. A bandage should never be so tight as to interfere with the circula- 
 tion, by cutting otf the blood snpply. Such a bandage left too long may cause 
 mortification and eventually death of the part. 
 
 2. Ijcave the tijis of the fingers or toes uncovered so they may be seen. 
 If they turn blue or the patient complains of cold in the injured part, it is 
 almost a sure sign that the blood supply has been interfered with and the 
 bandage must be loosened at once. 
 
 8. Put bandages over splints, NEVER UNDER TIIEM. 
 
 4. I'se only dry bandages. Wet ones shrink and stop the circulation. 
 
 5. Bandage the injured part in the position in which it is intended to be 
 left. Change of position of the part may cause a tightening somewhere that 
 would stop the circulation. 
 
 fi. Put on plenty of bandage. Do not be afraid of wasting such material. 
 
 7. Always use the figure of eight over a joint. 
 
 8. Begin bandaging from the lower part of the injured member and work 
 ujiwai'd. 
 
 9. Tie knots where they will cause no suffering or inconvenience. 
 
 To Sterilize Needles. — People often have use for a needle with which to 
 open pimples, boils or wounds and whenever .such a thing is to be done the 
 needle should be first sterilized by placing the point in an alcohol or gas flame 
 or by dipping the point into alcohol or carbolic acid, being careful not to touch 
 the point with the fingers before using it. 
 
 Keep Wounds Open. — If pus is formed in a wound and a person wishes to 
 use adhesive or court plaster to cover it, snuill holes should be cut in the plas- 
 ter before it is applied or thin strips of plaster should be put on in such a way 
 that the wound is able to discharge the poison. 
 
 First Aid Outfits for Schools. — 
 2 ozs. Ai-oinatic Spicits of Ammonia. Dose — 1 teaspoouful in a glass of watei', 
 
 to be used as a stimulant. 
 4 ozs. Lysol, POISON. 1 teaspoouful in a (puirt of watei- foi' washing wounds. 
 
 f(U' KXTEKNAL USE ONLY. 
 1/4 lb. Poracic Acid — For Eye Wash. ^Nfake a 2 i)er cent solution and jiut a 
 
 few drops in each eye. 
 1 50c box of Poslam — For healing all sorts of skin troubles. 
 1 oz. Oil of Cloves — POISON, ('leanse cavity with small piece of cotton, sat- 
 
 ur;ite a little cotton with ()il of ('lo\-cs and apply to the cavity. 
 
218 PHYSICAL EDUCATION COMPLETE 
 
 ] 
 
 1 l)()x of Tooth Wax. Cleanse cavity with small piece of cotton and fill cavity \ 
 
 with wax. .j^ 
 
 4 — 1 inch Gauze Bandages. | 
 
 6 — 2 inch Gauze Roller l^andages. | 
 
 2 — 3 inch Muslin RoHer Bandages. ^ 
 
 6 — Triangular Bandages. -•' 
 
 4 — 1 yard packages Picric Acid Gauze. ' 
 2 — 1/4 pound packages Aborbsent Cotton. 
 4 — Yucca Splints. 
 
 1 — Package Safety Pins. ; 
 
 1 — Cup, paper or enamel. \ 
 
 1 — Pair Sharp Scissors. > 
 
 1 — Pair TAveezers. j 
 
 1 — U. S. A. Tourniquet or ])iece of small Rubber Tubing. (Rubber tul)iiig. ! 
 
 used as a Tournicpu't. should be used either over clothing or a piece of cloth ! 
 
 placed next to the skin, and then should be loosened very frequently.) I 
 1 — Box Wooden Tongue Depressers. 
 
 Important. — Have your School First Aid Outfit kept under lock and key, ; 
 never permitting anyone access to the case unless absolutely necessary and 
 then only under your personal instruction and direction. j 
 
 DIAGRAM FOR MAKING A FIRST AID CUP OF PAPER. 
 
 E 
 
 ^ G" W 
 
 Figure 1.. Figure 2- -Cup ('(»m|)lete. 
 
 Directions for Folding the Paper. 
 
 1. A perfectly s(|uare piece of paper should be used. 
 
 2. Fold ou Ihc (lolled line. No. 1, A-D, so thai Ihe jxtints F and E meet. 
 
 3. Fold on Ihe doited line, \o. 2, C-TT. so llial Ihe i)oints 1) aiul 1> meet. 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 219 
 
 4. Fold on the (lotted line. No. •'!. l)-(i.-.s() tli;i1 points A and C meet. 
 
 5. Fold on till' (lotted line. No. 4 -li-C, so tlial tiir ixiiiits E and F I'all on 
 the outside, and the enp is eonipilete. 
 
 BANDAGES. 
 
 Bandapes are nsed for the following purposes: 
 
 1. Ti» liold splints in position. 
 
 2. To hold dressings in position. 
 
 3. As slings to siii)p(trt injnred parts. 
 
 4. To control ])li'cding by pressure. 
 
 5. To keep a wonnd (dean and free from ex})osiu'e to the clothing. 
 
 Bandages may be fastened by the use of adhesive plaster, safety pins, sew- 
 ing or the ends may be tied in a Reef Knot, sometimes called a Square Knot. 
 Never use what is know as the "Granny Knot."" which is most always made 
 by thos(^ unfamiliar with First Aid work. It does not always hold securely. 
 
 To tie the Reef Knot, proceed as follows : 
 
 Take the two ends of the bandage in yonr two hands, lay the end held in 
 your right hand on top of the one held in yoiu' left hand and with the fingers 
 o+' the left hand wind the end (still working with the right end of the bandage) 
 aronii'! the left end. thus making the first half of the knot. Now lay the end 
 held in your left hand on top of the end in your right hand, wind it around the 
 end held in yonr right hand, [mil the end through and the knot is made. 
 
 Say to yourself as you tie the knot — "Right over the left and left over the 
 right." This will always set you in the right path and is easily remembered. 
 
 Bandages mostly used by the Student of First Aid ai'e 
 
 1. Triangular. 
 
 2. Roller. 
 
 Triangular Bandage. — The Triangular Bandage seems to be lu'st suited for 
 the use of thos(- who are to do First Aid work. In expert hands it is often 
 applied most skillfully". It is easily made and applied and there is very little 
 chance of any harm l)eing dont^ by its use. 
 
 It is made of unbleached muslin, cotton (doth or a strong cheese cloth, and 
 when cut from 34 inches to 36 inches square, is most effectively handled. It 
 may be used folded so as to form a double triangle or cut diagonally so that 
 two are made from one square 
 
 It is used as an 
 
 1. Arm Sling. 
 
 2. Head I^andage. 
 
 3. Hand Bandage. 
 
 4. Foot Bandage. 
 
 5. Eye Bandage. 
 
 6. Palm of Hand Bandage. 
 
 7. Jaw Bandage. 
 
 8. Neck Bandage. 
 
220 
 
 PHYSICAL EDUCATION COAIPLETE 
 
 3^ 
 
 34' 
 
 HOW TO APPLY THE TRIANGULAR BANDAGE. 
 
 Arm Sling. — Lay one end of the bandage over the shoulder of the unin- 
 jured side, the opposite end hanging down in front of the patient, the point of 
 the bandage being placed toward the elbow of the injured arm. Raise the 
 arm, bending it at the elbow so that it rests across the body on a line with the 
 elbow, thumb pointing toward the chin. Bring the lower end of the bandage 
 up over the arm and shoulder of the injured arm and fasten both ends with a 
 Reef Knot back of the neck. Fold the point over the elbow and pin on the front 
 side, forming a snug pocket in which the elbow rests. (Be sure the tips of 
 the fingers are in sight.) 
 
 STEP 3 
 
 STEP 2 
 
 STEP 1 
 
 Head Bandage.^ — Fold Ihc bandage to form a triangle. (If a single bandage 
 is used, make ;i hem of jihoiit two inches on the long side.) Ijay the bandage 
 on the head, \hv long side or Jicm side being jjlaced on tlie forehead, the hem 
 just above the eyebrows, the point of the bandage lianging down beliind the 
 head. Cross both ends of the bandage at the hack of tlu' liead. l)ring to the 
 
FOR SC?TOOT.S AXD PT.AVr.ROUNDS 221 
 
 front ami tic. Now draw tlic point up on top of the liead, over the haiidagt', 
 tiU'lv tlu' ends in neatly ;ind secure by usin.n' jiins or sewing'. 
 
 Hand Bandage. — Fold tlu- handjmc to rui'iu the triangle. Spread it out 
 nil ;i flat surface, the jioint away IVoni the hody. IMaee the hand, palm down, 
 (Ui tin' bandage, fingers extended and draw the jioint of the bandage back 
 over the liand, cross the two ends over the back of the hand, carry to the 
 under side of the wrist, cross again and tie on the u|)per sitle of the wrist. 
 
 Foot Bandage. — The bandage is prepared in the same manner as for the 
 hand bandage. Spread out and j)laee the foot in the center, toes toward the 
 point. Draw the point back over the foot, but do not crowd the toes. Cross 
 both ends over the instep, again at the back of the ankle and tie in front. 
 
 Eye Bandage. — Fold to the triangular shape, draw the point over to about 
 one-third of the distance between the point and the long sid'?, then fold all 
 twice toAvard the long side, thus making three folds. Apply over the eye and 
 tie at the back of the head. 
 
 Palm of Hand Bandage. — Fold as for eye bandage, place on the palm, cro.ss 
 the ends on the back of the hand, again on the under side of the wrist, bringing 
 them at last on top of the wrist for tying. 
 
 If the palm is badly cut, direct the patient to grasp tightly a roll of absorb- 
 ent cotton or gauze dressing, such as he can hold comfortably in the hand, then 
 apply the bandage, making all very snug that the fingers may h^e kept in place 
 over the palm. The Hand Bandage may also be used in such cases. 
 
 Jaw Bandage. — Use two bandages where support for the jaw is necesssary. 
 Fold both as for the eye bandage, place the center of one across the chin, tie 
 at the back of the neck, and tlie center of number two undei' the chin and tie 
 on top of the head. 
 
 Neck Bandage. — Fold as for the jaw bandage, with a piece of soft paste- 
 board inside as a support to the bandage, place over the injury, cross on op- 
 posite side of the neck and tie over the center of bandage (see that the knot 
 does not rest on the injury.) 
 
 Roller Bandage. — These ])andages are made from unbleached nnislin, cot- 
 ton cloth, cheese cloth or gauze. The cheese cloth and gauze bandages are the 
 most satisfactory to use as they are elastic and can be made to fit snugly over 
 the injured part. 
 
 Roller bandages may be used best in the following sizes: 
 1/2 inch to 1 inch — Fingers and toes. 
 2 inch to 2\-_> inch — Arm and head. 
 s 8 inch — Leg and thigh. 
 
 How to Roll a Bandage.- — Bandages that ar<' made up by the l^^irst Aid 
 Student may be rolled I'or use accocding to the following direct ions : Turn back 
 on the bandage about three or foiu' inches of one end of it. so as to form a fold 
 of that length. Repeat until you have a small, close roll of the cloth well started. 
 Now place one foot on a low (diair or support, lay the bandage on the thigh, 
 the left hand on the bandage near the knee, hold ihi' bandage securely and 
 
222 
 
 PHYSICAL EDUCATIOx\ COMPLETE 
 
 with the riglit, bci^inninii at the fingor tips, roll the bandage along the fingers, 
 palm of the hand, wrist and u]) the arm for sevei-al inches. Repeat until all 
 the material is in a (dose, snug roll. (These may he cut with a shar}) knife to 
 form a roll of any desired size.) 
 
 How to Start the Roller Bandage. — Take the roll in the right hand, roll 
 uppermost, the tluunb of the left hand holding the end of the bandage in place 
 until a sufficient number of turns have been made to securely anchor the ban- 
 dage. Make it tight enough to prevent slipping. Always begin at the smaller 
 part of the injured member and bandage toward the larger. 
 
 Some Uses of the Roller Bandage. — 
 
 1. Spiral. 4. Spiral of the Thumb and Fingers. 
 
 2. Spiral Reverse. 5. Spiral of the Toes. 
 
 3. Barton Jaw. 6. Figure of Eight. 
 
 Spiral. — The application of this bandage is only practical when the jjortion 
 of the body to be bandaged is of the same size, or nearly so. Having made the 
 start as just described, proceed by a series of circular turns n^ade fairly close 
 together. (Never use any kind of a bandage for this except the gauze, as it 
 fits more snugly and presents a neater appearance than anything else. This 
 applies, of course, to cases Avhere the First Aid Student has a choice of ma- 
 terial.) 
 
 Spiral Reverse. — This bandage is most useful Avhen the injured member is 
 larger at one portion than another. To apply tlie bandage proceed as if the 
 Spiral were to be used, commencing at the small ])art, make several turns, one 
 placed over the other to secure a good hold, then proceed up the lind) with a 
 
 few of the Spiral tniMis and as soon as the lind) Ix'gins lo increase in size, in 
 order to cover all sjjaces, wJnch would be otherwise hd't bai-e, the Reverse must 
 be used. This is not so difficult as one would imagine, but does require some 
 liractice lo niaUc it smooth and neat. 
 
 'J'o make the Revei'se proceed as follows: 
 
 Place the tlinnil) nl' the Icd't hand at the h)wei' edge of the last Spiral turn. 
 This will keep the bandage fnim becoming loosened. Take the roll of bandage, 
 with aboid I'oni' inches unrolled, with its I'oll ni)|iei-niost . betiveen the tliund) 
 and ringer of the right hand, slacken u]) on the bandage and make a hall' tnrn 
 
FOR SCHOOLS AXD PLAYCROUXDS 223 
 
 over and tt)\vai"d vour own body, wliit-h iiinkf^ thai portion ealk'd ihi^ Kevei'so. 
 Now pass the roll under the limb, catch it with the left hand and brino- it uj) 
 over the liml). at the sjiuif time draw i1 snimly. make another Reverse and pi-o- 
 ceed to iiioNc n|) the injured nicmhiT ;is f;ii- as necessai'v ;ind fjistcn. The 
 Reverses slmnld nil be made in one sti-aiuht line. 
 
 The Barton Jaw Bandage. — Place the end of the bandage at the center of 
 the top of the head, roll uppermost, unroll the bandage over the left side of the 
 face, under the chin, over the right side of the face and across the end of the 
 bandage where the start was first made on top of th(> head. Now pass over 
 the left side of the head, back of the left ear, around back of the neck, over the 
 lower part of the right cheek, over the chin and lower part of the left cheek to 
 the back of the neck when the bandage is carried on the right side of the back 
 of the head to the top of the head, where it crosses the rest of the bandage. 
 This makes the first complete turn of the Barton Jaw and should be repeated 
 several times, ending on toj) of the head, where it should be securely fastened. 
 Apply the bandage snugly enough to hold a fractured jaw in place until the 
 services of a physician are secured. 
 
 Spiral of the Thumb and Fingers. — To apply this bandage, stand facing 
 the patient, lay the cloth on Tin- wi-ist, roll u])permost. running toward the 
 thumb, and make a few circular turns around the wrist to hold securely, then 
 pass from the right side of the wrist over the back of the hand along the outer 
 side of the thumb to the very tip. Now make your spiral turns to the base of 
 the thumb and pass to the left side of the wrist, make one com})li't»' tui-n around 
 the wrist and the next time bring the bandage up over the back of the hand to 
 the side of the first finger next to the thuml). thence to the tip of the finger 
 and make the spiral turns to the liase of the finger. Proceed in this way until 
 all the fingers are covered. No bare spots should be seen on the fingers or the 
 back of the hand, but the palm of the hand is entirely free from any bandaging 
 whatever, thus affording a more free use of the hand. The finger bandage so 
 apjtlied is one of the most practical that a person can use. 
 
 Spiral of the Toes. — In applying the Spiral of the Toes, the start is made 
 around the ankle, then bandage in the same manner as for the Spiral of the 
 Thumb and Fingers. 
 
 Figure of Eight. — The Figure of Eight i.s used mostly over such joints as 
 the knee and elbow and is the one used to connect the Spiral Reverse when it is 
 necessary to i)ut it on l)otli the lower and upper arms and lower and upper 
 legs. A few circular turns are made just where the Spiral Reverse ceases and 
 from the lower arm the bandage passes to the upi)er arm and over the inside 
 or hollow of the elbow, under the upper arm and over the inside of the elbow 
 to the upper part of the lower arm. This makes the first complete Figure of 
 Eight and should l)e repeated three or four times when tw(^ circular turns are 
 made around the lower part of the upper arm and the Spiral Reverse continued 
 as far as necessary and then securely fastened. Do not cover the "funny 
 lione" of the elbow and be careful to put the bandage on loosely enough to 
 permit of movement of the arm at the elbow joint. 
 
224 PHYSICAL EDUCATION COMPLETE 
 
 Sprained Ankle Bandage. — Use adhesive plaster for bandaging a sprained 
 ankle and begin almost opposite the knee on the outside of the leg, plaster 
 down the side of the leg, opposite the Tibia, pass under the arch, over the ankle 
 bone on the inside of the foot to the instep, from where it is carried diagonally 
 across the shin bone. Now put OVERLAPPIXG straps of plaster on both sides 
 of the foot on top of the first strip of plaster. 
 
 Broken Rib Bandage. — Use adhesive plaster to bandage a broken rib and 
 begin on the far side of the spine, plaster across the territor}' of the broken rib 
 and around to the far side of the sternum, thus giving a good anchorage. Have 
 the patient exhale and then apply the bandage quickly. 
 
 Sacro-Iliac Bandage. — Use adhesive plaster for this bandage and begin 
 on the far side of one hip bone, plaster across the Sacro-Iliac region to the far 
 side of the opposite hip bone, which gives the anchorage necessary. Said by 
 physicians to be a great reliever of back ache or dislocation in the Sacral 
 region. Plaster after exhalation and draw snugly. 
 
 FRACTURES AND THEIR TREATMENT 
 
 Broken bones are injuries w^hicli should be understood Ijy the First Aid 
 Student. The tendency of a muscle to contract is greatly increased by fracture 
 and often the ends of bones are pulled past each other in such a way as to cut 
 veins and arteries, thus adding to the hemorrhage and severity of the original 
 wound. 
 
 The two main classes of fracture are Simple and Compound. 
 
 Simple Fracture. — A break of the bone where there is no wound or injury 
 to the surrounding parts. 
 
 Compound Fracture. — A Simple Fracture PLUS an open wound which 
 may be causi-d hy eitiier a l)r()ken bone protruding through the skin, or by any 
 object such as a piece of shell or bullet making an outside wound, follow^ed by 
 the fracture. 
 
 Fractures may be recognized by pain, swelling and deformity of the in- 
 jured member, movement where there should be none and crepitus (a grating 
 of one rough surface of the bone against the other — proof of a break). 
 
 Treatment of Simple Fracture. — 
 
 1. Remove the clothing very carefully from the injured part. Cut cloth- 
 ing if necessary. 
 
 2. Avoid pain by unnecessary handling. 
 
 3. iMake no attempt to set a bone. That is a physician's business. 
 
 4. If the patient is not to be transported, bring the limb into its natural 
 position as far as possible. Let it rest on a pillow or other soft object until the 
 arrival of the physician. 
 
 5. If tlie patient is to be transported, the broken member ]\IUST P>E 
 FIRMLY SECURED by splints and bandages. NO i\IOTION SHOULD BE 
 PERMITTED. 
 
 6. Treat for shock. 
 
 7. Allow si)lin1s to project beyond the joint, should llie fracture he near 
 one. They sluMihl he sumcwhat wider than Ihe width of th(^ injui'cd jncinher. 
 
FOR SCHOOLS AND PLA^•(i ROUNDS 225 
 
 now TO APPLY SPLINTS. 
 
 L I'-c sure to hcleel .splinls of tlie pi'opci- Iciiglh, width iind oi" a Ihickncss 
 that iicniiits of no bendint;'. 
 
 •J. The pai-t of tlic splint whirh is to conic next to the patient shdiihl he 
 padded with plenty of the softest material availahh'. Cotton, of course, is the 
 vci-y l)cst. though coats, hhink-^cls. Iiay, straw, weeds, grass, etc., may l)e used. 
 Tad tile space between the splint and limb so there is no chance whatever for 
 movement. 
 
 3. Splints should be fittiMl to the well member, matching the same at 
 ]ioint of injury, and then transferred to the fractured member. 
 
 4. Now ajiply the splints and cover all with a bandage. 
 
 Treatment of Compound Fractures. — The danger of all open wounds is 
 very great. They do not heal until all infection is gone. 
 
 1. If a jjliysician is soon to ])c i)resent, leave the ends of the bones just 
 where they protrude thi-ongh the skin. 
 
 2. ]^Iake every effort to keep the injured member still. 
 
 3. Cover the "fracture with a sterilized cloth. BE Sl^RE IT IS MADE 
 ANTISEPTIC. This may he done by dipping the cloth in alcohol or by boiling 
 it in water. 
 
 4. Iodoform gauze may be placed next to the injury, absorbent cotton 
 over this, then a triangular bandage wrapped over ail, loosely, after which 
 apply splints as in the case of Simple Fracture. 
 
 IF A PHYSICIAN CANNOT BE SECURED AT ONCE OR THERE IS 
 ANY GREAT DELAY, treat as follows : 
 
 1. Clean the bone well, wash with soap and water, then a ^NIILD antisep- 
 tic. (Use STERILE. BOILED WATER for all of this.) 
 
 2. Slip the bone in place. 
 
 3. Keep the wound open and sterilized by ])lacing antiseptic cloths in 
 tlu' wound. 
 
 4. TRY TO GET A DOCTOR! 
 
 5. If the patient is to be transported, have one person take full charge 
 ol the broken member and others, the rest of the body. 
 
 6. Treat for shock. 
 
 Splints. — The following materials are suggested for splints: 
 
 Heavy pasteboard hoxes. book covers, cigar boxes, laths, rulers, shingles, 
 liai'fel staves, broom and iiioj) handles, pokers, canes, umhi-ellas. shot guns, 
 rifles and any other availahle material of a lik'e nature. 
 
 In the case of a fractured arm. the chest may be made to answer the pur- 
 pose of a s])lint by strapping the injured arm to the side of tlie body by a wide 
 bandage. 
 
 In the case of a fractured leu. the ojiposite leg may be made to st'rve the 
 purpose of a splint by strappiiii: in the same way. 
 
 Use two splints, one on top and the other on the underneath part of the 
 brokjen member. 
 
 Yucca splints, wet and fitted to the hod.w harden to its shape. 
 
226 PHYSICAL EDUCATION COMPLETE 
 
 Fracture of the Thigh. — Secure the joint by a splint on each side of the 
 leg. The one on the outside of the injured limb should reach from the arm pit 
 to the ankle. The splint is to be secured in several places b}' bandages around 
 the body and the injured limb. A shorter splint should be applied in a like 
 manner on the inner side of the limb. Now bind both limbs securely together. 
 Padding should fill in any spaces between the splints and thigh. 
 
 Fracture of the Knee-pan. — Have the splint long enough to reach from 
 below the heel to half way between the knee and hip. Plenty' of padding under 
 the knee. Secure the splint by binding at the ankle, above and below the knee 
 —NOT ON TOP OF THE KNEE-CAP. 
 
 Fracture of the Lower Leg. — Place i)atient on back. Get the leg in a 
 straight position and on a soft pillow or cushion. Draw the sides of the pillow 
 together around the leg and secure firmly with bandages. The Pillow Splint 
 is the safest for the student of First Aid to apply. 
 
 Fracture of the Foot. — Make a triangular splint by fastening two snuiU 
 pieces of boards together, forming a right angle. Pad this well and bandage 
 to either side of the foot. Use material about one inch wide. 
 
 Fracture of the Upper Arm. — Use small splints, well padded, on the back, 
 front and sides of the arm. Bend the forearm at right angles to the arm and 
 support by means of a sling. 
 
 Fracture of the Lower Arm. — Use two splints, pad avcII, i)lace on the front 
 and back of the arm, ))ind together and place in a sling in such a position that 
 the thumb is up, that is, on the side nearest the chin. 
 
 Fracture of the Wrist. — Apply well padded splints made of cigar boxes, 
 book covers, heavy wire netting or pasteboard boxes. Place on the under part 
 of the hand, extending from the fingers well up the forearm. Place a shorter 
 splint on the back of the hand. Cover with a bandage and put in a sling. 
 
 Fracture of the Hand. — Place a pad in the palm of the hand, put on 
 splints and put the arm in a sling. 
 
 Fracture of the Fingers. — Use padded splints sufficiently long to extend 
 from tlie tip of the finger to the wrist, and place the hand in a small sling. 
 
 Fractured Skull — A fractured skull usu.dly causes unconsciousness. Keep 
 the i)atient very (piiet. CET THE PHYSICIAN AS QUICKLY AS POSSIBLE. 
 Place patient on his back with head and shoulders slightly elevated. If there 
 is an open wound, cover with a pad of cotton made antiseptic, and bandage 
 loosely. Cloths dipped in ice water may be applied. 
 
 Fracture of the Nose. — There may be either a dislocation or broken condi- 
 tion — juml)]ing up of little bones — internal injuries and the nostrils iiiny he 
 obstructed. Careful attention is necessary. Keep the air passages oj)iii hy 
 sterilized cot ion. SlioiiJd tlie n;isal jjassage remain obstructed an opei-ation 
 later will be required. 
 
 Fracture of the Jaw. — Get the l)ones in as near the correct position as jios- 
 sil)lt'. hut lijindh' very gently. A])ply the Barton jaw bandage. Get a Dental 
 
FOR SCHOOLS AXD ri.A^'OROUXDS 227 
 
 Surgeon ov .Mfdic-il l)(ict(ii- lo look nftcr ihc ease, ()tluM•\vi^»' the jaw may Ix' 
 incorrectly set and ihr Icrtli i'ail to meet pnipcrly. 
 
 Fracture of the Collar Bone. — 'J'lu' enllar huiic is vci-y easily Ijnikcii. Lil'i 
 the arm. al the same time push hack, place a pad in the arm-pit. put the ai"iii iu 
 a sliiiii' and have the position of the haud su(di ihal il is poiiilinu- lowai'd llic 
 uuiujurcd shouhh'i'. Lay the patient Hat on his h;iek. oi: a piUow. while per- 
 forming' I he ,ihove. 
 
 Fracture of the Ribs. — Handle the patient as carefully and as little as pos- 
 sible. Raise the head and chest in order to permit of the least effort in breath- 
 ing-. Place on the uninjured side or on the back. If the services of a physician 
 cannot be secured within a slnu-t while or the patient must be transported, 
 place strips of adhesive plaster from the spinal column across the side of the 
 body to the middle. Begin at the lower part of the chest and overlap the rows 
 as the ascent is made. Secure the upper ones to the far side of the breast bone. 
 
 CIRCULATION 
 
 The heart walls are muscular and contract with rhythmical regularity. By 
 means of these contractions the blood which the heart contains is sent by jets, 
 or spurts, into the largest artery, called the Aorta, which supplies the network 
 of arteries and capillaries in the body. From the capillaries the blood is taken 
 up by the veins, minus the oxygen and life-giving properties, and carried back 
 to the heart for purification. The waves, jets, or spurts of blood sent into the 
 arteries cause what is known as the pulse, which is felt not only at the wrist 
 l)ut at any point where an artery is found to be close to the surface. 
 
 The left side of the heart is larger and stronger than the right as the con- 
 tractions of the left side send the blood through the body, while tlie right side 
 has only to pump the blood through the lungs, where it is purified. The arter- 
 ies, because of great blood pressure, are very strong, do not collapse and are 
 elastic. This is necessary in order that they are not torn by the waves or jets 
 of blood sent into them. Sometimes the pressure is very strong. 
 
 Veins are provided with valves to prevent a backward flow of the blood. 
 They remind one of little doors scattered alouQ' through the veins, which close 
 automaticallv when danger threatens. 
 
 If we have arterial hemorrhage, the blood is exjielled by spurts and is 
 always bright red in color as it has not yet lost the hue of pui'e blood. 
 
 If the hemorrhage is from a vein there is a steady flow and the blood is 
 dark red as the oxygen has been lost in the capillaries. 
 
 If the hemorrhage is from the capillarie's, it oozes through the skin and is 
 no longer a bright red, yet it is not as dark as the blood from the veins. 
 
 Hemorrhage from the lungs is v^'vy hriglit red and frothy. Sometimes it 
 has a peculiar brown color. 
 
 Hemorrhage from tlie stomach is distinguished by the dark coffee color 
 and is vomited. 
 
228 PHYSICAL EDUCATION COMPLETE 
 
 CONTROL OF IIE.AIORRHAGE. 
 
 1. Arteries — Press on the artery between the cut and the heart. 
 
 2. Veins — Press on the wound, or on the side farthest from the heart. 
 Never between the wound and the heart. 
 
 PRESSURE POINTS. 
 
 Head — Temporal Artery. Located in front of the ear. 
 
 Neck — Carotid Artery. Located about one inch to the outside of Adam's 
 Apple. Press deeply with the thuml). 
 
 Shoulder — Subclavian Artery. Located about midway of the collar bone, 
 behind it and deep down. Press wuth the thumb. 
 
 Upper Arm- — Brachial Artery. Located on the inside of the arm. Grasp 
 the biceps and draw to one side, at the same time pressing firmly against the 
 humerus; or, if a pad (roll of cloth such as a bandage) is put in the bend of 
 the arm at the elbow the arm should be bent as much as possible. 
 
 Upper Thigh — Femoral Artery. Located high uj) in the thigh. Press 
 against the femur. 
 
 Knee — Popliteal Artery. Located back of the knee and may be treated 
 as for the elbow. 
 
 First Aid Students in practicing to locate these various arteries may be 
 assisted by placing the fingers of one hand on the pulsating arteries, which 
 may be found as follows : 
 
 If the pressure is to be exerted on the Carotid in the neck the artery that 
 pulsates will be found in the temple. If it continues to pulsate when pressure 
 is made it is a sure sign that the pressure is not exerted successfully. 
 
 If pressure is to l)e exerted on the Snbclavian and Brachial the pulsating 
 artery will be found at the wrist. 
 
 If pressure is to be exerted on the Femoral and Popliteal the pulsating 
 artery is found on top of the foot. 
 
 HEALING OF WOUNDS. 
 
 When the skin is cut and there are no germs introduced into the Avound, 
 the serum fills the wound and healing is natural. The cells grow out from the 
 sides of the wound, chiefly from connective tissue, and quickly fill the space. 
 Blood vessels next appear and lastly the new nerves. The skin, itself, grows 
 moi'e slowly than connective tissue. Where a scar is seen, we know the skin 
 look too long to heal. The majority of scars take about six months to whiten. 
 
 DIFFERENT KINDS OF AVOT^NDS. 
 
 Incised Wounds. — Incised, or Ihose nuide hy a clean cut foriniug a \'-sliai)e 
 are easily cleansed, heal (juickly and may he closed by the First Aid Student. 
 
 Lacerated Wounds. — The walls are torn down, they are hard 1o clean, are 
 easil\- inrcctcd and heal ver\- slowlx'. 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 229 
 
 Punctured Wounds. — These cause llic uidsl worry for caic lakors. Tliey 
 are causetl by builds or some dull instrument. Thry should be opened and 
 cleaned thoroug'hiy. Shisli from tlu' side lo i-cmove the biiHet or foreign body. 
 These foreign bodies not given proper eare, cause Tetanus (Lock Jaw). The 
 organism grows only in the a])sence of aii-. Fourth of -Inly wounds should be 
 kept open and clean. 
 
 SHOCK 
 
 Shock is a severe nervous depression or injury to tlu^ nervous system aud 
 is frequently spokt^n of as a collapse. It is caused almost always by iujiu-ies 
 and operations though great mental depression will produce it. The First Aid 
 Student should always expect it and should, therefore, be ready to treat it if 
 necessary. 
 
 Death from shock is due to an interference in the vasomotor control, circu- 
 lation is not properly carried on as the centers controlling the size of blood 
 vessels do not function properly. In long operations, the immediate danger is 
 from shock and anaesthetics, Avhicli diminish the shock, are employed by phy- 
 sicians. The mental disturbance in shock is apt to lie great, so do not become 
 excited. Handle the patient calmly and help all you can to cjuiet him for his 
 danger is greatly increased by excitement and worry. 
 
 Severe hemorrhage and shock go together and their symptoms are quite 
 similar. 
 
 Hemorrhage. 
 
 1. I'atient becomes rapidly pale. 
 
 2. Breath comes in sighs. 
 
 3. Cold skin, moist with perspira- 
 
 tion. 
 
 4. Restlessness. 
 
 5. Faintncss. 
 
 6. Dilated pupils. 
 
 7. Dizziness and loss of conscious- 
 
 ness. 
 
 Shock. 
 
 1. Patient is pale, face has pinched 
 
 and anxious expression. 
 
 2. Xo sighing and no thirst to speak 
 
 of. 
 
 3. Skin is cold, mt)ist with i^erspira- 
 
 tion. 
 
 ■4. Restlessness, patient apt to toss 
 
 about. 
 .5. Breathing very weak — not deep. 
 
 6. Eyes dull, pupils dilated, eyelids 
 
 droop. 
 
 7. ^Mentally ii'responsible and may 
 
 be unconscious. 
 
 8. Pallor not so great as iu hemor- 
 
 rhage. 
 
 INTERNAL HEMORRHAGE. 
 
 Internal hemorrhage may be caused eithci- ])y a severe Avound which severs 
 one of the large blood vessels of the internal organs oi- the bursting of some 
 
230 PHYSICAL EDUCATION COMPLETE 
 
 blood vessel in the luniks oi- stomach. The syini)toms are the same as for severe 
 hemorrhage except there is — 
 
 1. Increased pallor. 
 
 2. Air hunger. (Patient cannot get a deep breath.) 
 
 3. Intense thirst. 
 
 GET A PHYSICAN AS QUICKLY AS POSSIBLE ! 
 
 DO NOT USE STIMULANTS as they will increase the blood floAV of 
 either external or internal hemorrhage. 
 
 Get the patient in a darkened room and KEEP QUIET. 
 
 AFTER the physician has stopped the bleeding by tying the arteries 
 he will probably give a stimulant and he may even open a vein and inject a 
 saline solution (one teaspoon salt to a pint of w^ater). 
 
 AVhere there is shock AND NO HEMORRHAGE, stimulation is all right. 
 Coffee is the best stimulant for the use of the student of First Aid. Aromatic 
 spirits of ammonia and smelling salts are also recommended as they produce a 
 quick reflex stimulation. 
 
 Get the patient warm and keep him warm. 
 
 MATERIALS FOR STOPPING BLOOD FLOW. 
 
 1. Thumb. Cover with a sterile cloth, in severe cases. 
 
 2. Compress. Place a sterile compress on the wound and bandage tightly. 
 
 3. Tourniquet. If the bleeding is severe use a tourniquet. The U. S. 
 Army Tourniquet is the best for such purposes. Rubber tubing makes an ex- 
 cellent tourniquet luit should be used over clothing or a bandage, and should 
 be taken off frequently, or loosened. It should not be left on longer than a 
 half or three-ciuarters of an hour at a time. 
 
 HEAT AND COLD 
 
 In using hot applications it is mucj^ better to use hot, DRY ones instead 
 of cloths dipped in hot water. Heat applied to the exterior surface of the body 
 is ver}'' soothing and stimulating but there are times wiien wet applications do 
 more harm than good, particularly when applied by those unskilled in tlu-ir 
 use. For the First Aid Student there is nothing safer than the hot w^ater bag. 
 It should be filled about one-third full and folded for a second or two in order 
 to allow the hot ail- to escape, when the top is screwed on and the hot water 
 bag is a genuine comfort. Never fill the bag FULL or allow it to putf np hard 
 with the steam and then expect a patient to find anything soothing about it. 
 Place a cloth between the skin and the bag to prevent burning. Do not 
 put HEAVY, hot w'ater bags over the heart. A bag with very little water 
 ill it is all fight, also warm, light plates ov a little .laiianese pock-ct slo\c. 11' 
 hot Avalcr bags are not to Ix' had, the bed inay be warmed by hot stones, 
 bricks, ])lates or glass jars or l)ottles filled with water as hot as they will 
 stand without breaking, but bottles ai-e not satisfactory things to use. Only 
 in case of extreme necessity should they be used at all. Stones and bricks 
 
FOR SCHOOLS AXD PLAYGROUNDS 231 
 
 should be covered with clolli or paper to keep I'rom burniuj;' the patient. When 
 the case requires it. the hot water bags, etc., should be placed between the h'gs 
 and on the outer sides of legs and arms and between the arms and the body. 
 Only one person shoukl have charge of hot water bags in case of sickness or 
 accident and great care should be exercised in the employment of tliem. The 
 soles of the feet are easily burned and ulcer of the heel is, according to physi- 
 cians, very difficult to cure. 
 
 When the eye has been injured, discoloration may be prevented by a plen- 
 tiful application of cold or warm water, as warm as is safe to use, though 
 in this case the cold water is preferable. It will contract the blood vessels and 
 prevent swelling just the same as hot water, and is safer to use in this case. 
 
 Cold water is used also to stimulate breathing as in fainting and for the 
 reduction of the temperature in fever cases, or sunstroke. The temperature 
 should not be reduced to normal, l)ut may be lowered to within a few degrees 
 of it. The botly will, itself, reduce it the remaining few degrees. 
 
 RESPIRATION 
 
 The mouth, nose, windpipe and lungs constitute what is known as the 
 Respiratory Tract and the air we need for life is conveyed to the lungs by 
 means of these air passages. Shouhl the nose become obstructed we are able to 
 secure air through the mouth and vice versa, but should all the passages lead- 
 ing to the lungs become clogged, death is sure to follow unless immediate 
 relief is obtained. 
 
 At the base of the tongue and at the upper end of the wind pipe is located 
 the larynx, which is supplied with a lid, or cover, called the epiglottis. Directly 
 back of the larynx is the esophagus, or gullet. Air passes into the lungs 
 through the larynx and the food slips over the epiglottis into the esophagus, 
 thence into the stomach. When we swallow, this cover closes down over the 
 larynx to prevent food or liquids passing into the windpipe and choking us. 
 Sometimes a quick breath is taken during the act of swallowing, the epiglottis 
 fails to shut down in time, a coughing spell follows and we say "we swallowed 
 something the wrong way." When a person is unconscious this lid fails to 
 act, so neither water nor food should be given during such a time. 
 
 CHOKING. 
 
 Sometimes tlie wintlpipe becomes ol)sti'uctt'd by foreign matter and unless 
 relief is promptly secured, death follows from suffocation. Striking the pa- 
 tient a sharp blow on the ])ack will sometimes release the foreign body that is 
 lodged in the throat, lifting the patient by clasping arms about the middle part 
 of his body or even putting the forefinger way down the throat are methods 
 necessary to employ at times. 
 
 CROUP. 
 
 In sudden light attacks if the ])alii'nt"s attention is diverted for a short 
 time and his fears allayed the symptoms will disappear. Use favorite toys or 
 
232 PHYSICAL EDUCATION CO^rPLETE 
 
 the story to cause liim to i'urget the attack. T\\\s is spoken of as a child's dis- 
 ease and is due to a sudden contraction of the muscles in the air passages of 
 the throat. Endeavor to secure quiet. Nervousness increases the danger of 
 the attack. It is suggested tiiat the room ])e kept warm, have ])()i]ing water in 
 the room and in such a way that the child inhales the warm steam. Hot cloths 
 should be applied to the throat and covered with Avaterproof material of some 
 nature (oiled silk) and changed before allowing to cool. An emetic, one tea- 
 spoonful syrup of ipecac, is recommended as best to give. GET A PHYSI- 
 CIAN IF THE ATTACK IS SEVERE. 
 
 GAS POISONING. 
 
 When a case of gas poisoning is suspected, very prompt action should be 
 taken. 
 
 1. SEND FOR A PHYSICIAN AT ONCE. 
 
 2. Get the patient into the fresh air. 
 
 3. Begin Artificial Respiration just as soon as the patient is in the fre?.h 
 
 air and keep it up. 
 
 4. Cold water should be dashed into the patient's face. 
 
 5. Apply hot bottles to the boch^ 
 
 6. Mild stimulants may be administered when the patient is recovering. 
 
 If it is impossible to get the patient into the air, proceed as follows: 
 
 1. SEND FOR A PHYSICIAN. 
 
 2. Close the gas jet that has caused the trouble. 
 
 3. Open the windows and get the patient as near the fresh air as possible. 
 
 4. If help is to be had direct someone to open doors and create all the 
 
 draft possible in order to clear the room of the poison. 
 
 5. Perform Artificial Respiration and have cold water dashed in the 
 
 patient's face. 
 
 6. Apply heat to the body and stimulate when better. 
 
 7. Never strike a light in these cases. 
 
 RESCUE AND RESUSCITATION OF DROWNING PERSONS 
 
 THINGS TO REMEI\IBER. 
 
 It is not necessary that a ])erson should know how to swim in order to 
 save himself from drowning. The human body in the water, weighs a trifle 
 over a ]>oun(l. One hand harcly touching any floating object is sufficient to 
 keep the body afloat indefinitely, while the feet and oilier hand may be used 
 to paddle one toward shore. 
 
 Keep this fact in mind and do not become excited. Do not allow the fact 
 that you l<now iiolhini;' of swininiing to cause you alai-m. You may with ])er- 
 fect safety \r\ the l)0(l\- ilown into the water to tlie inouth or even to the nose, 
 just so you can breathe easily and naturally. A little water swallowed is not 
 going to hurt you. 
 
FOR SCHOOLS AND PLAYGROUNDS 233 
 
 Anyone can float for hours if they liave a little confidence and self-con- 
 trol. The person in such ti-ouhh' sliould lie on the water, perfectly flat, head 
 thi'own hack and CHEST ARCHED. Do not niiud if the water covers the cars 
 and the spray dashes over the face. Concentrate your efforts on kipepiug the 
 feet up and the head back on the water with the chest well raised and breathe 
 naturally. The minute you become alarmed and lift the head and feet, the 
 body doubles up in the water and you will go under. Make up your mind to 
 take matters quietly and sanely and you will be rescued without a doubt. 
 Begin to use the hands and feet a little to paddle you about and you will see 
 very quickly that you will be able to do much for yourself in the matter of 
 nearing the shore. 
 
 Once out of your plight make up your mind to learn to swim. 
 
 TO RESCUERS. 
 
 1. Do not attempt to go near enough to the drowning person to let him 
 get ahold of you. This often results in the loss of both lives. 
 
 2. Watch your chance to seize him, l)y the hair, if possilile. and if neees- 
 sar}^, duck him several times until he is quiet, then swim on your back and 
 tow the body after you, resting his head on your chest, one of your arms about 
 him and with your free arm and legs make your headway through the -Avater. 
 
 ONCE ON SHORE, PROCEED AS FOLLOWS : 
 
 1. SEND SOMEONE FOR A PHYSICIAN. 
 
 2. Loosen the clothing. Do not remove until you get the respiration 
 established. 
 
 3. Clear the throat of obstructions, such as mud. water, seaweed, etc. 
 Put your arms about the patient's middle and lift the l)ody to clear the air 
 passages and stomach of this foreign matter. You may have to put your finger 
 way down the throat in order to remove obstructions there. 
 
 4. After removing the water, etc.. place the patient on his l)ack, catch 
 the tongue with a handkerchief or bandage and if there is no one to hold it 
 while you perform Artificial Respiration, bandage it down on the chin. If that 
 fails, pierce it with a needle, hat pin or anything of a like nature so the tongue 
 cannot fall l)ack into the throat and close that cavity. 
 
 5. Place a coat that has been rolled up, or a blanket, for a pillow, under 
 the shoulder blades. 
 
 6. Perform Artificial Respiration. Do not delay in the least. 
 
 7. While one is working on the Artificial Respiration, another should see 
 that the patient is covered with dry blankets, coats, etc. 
 
 8. Remember that it is not at all necessary to be rough with a patient. 
 Excitement and your anxiety to help should not allow you to forget this point. 
 
 9. As soon as the patient shows signs of breathing someone should begin 
 to remove the wet clothing and I'uh the limbs thoroughly. TOWARD THE 
 HEART. Keep the blankets over him all the while you are rubbing. This 
 aids the restoration of circulation. 
 
234 PHYSICAL EDUCATION COMPLETE 
 
 10. W lie II conscious, give hot coffee, hot water or hot lemonade, though 
 hot coffee is the best stimulant. 
 
 11. Do not leave tlu' patient after respiration has set in for it may cease 
 at any time. 
 
 12. Jf it is difficult to restore respiration, do not become discouraged and 
 give up. This is hard work and one person should not attempt to work too 
 long at a time, joroviding there are others present who can be of assistance. 
 There have been cases where patients have been restored to consciousness after 
 hours of labor, so work as if the person belonged to you. 
 
 ARTIFICIAL RESPIRATION. 
 
 (Sylvester Method.) 
 
 Take your |:()sitioii at the patient's head, grasp both his hands at the 
 wrist, double his arms so that the hands are crossed on his chest, your hands 
 still grasping his wrists, then put your weight on the patient's hands and count 
 five, giving one second to each count. 
 
 Now raise his arms sideward and pull them back slowly and as far as you 
 can to expand the chest walls. There are certain muscles that are attached to 
 the arms and ribs, which, when the arms are pulled back, raise the ri])s and 
 increase the size of the chest. 
 
 Hold for a couple of seconds, then slowly return the hands to the chest 
 position and repeat. 
 
 Do this no faster than fifteen or sixteen counts to the minute. 
 
 Should the patient vomit while on his back he must be turned on his side 
 to prevent the windpipe becoming obstructed. 
 
 When the patient is out of danger let him sleep, BUT BE SURE THAT 
 RESPIRATION HAS BEEN DEFINITELY ESTABLISHED BEFORE TAK- 
 ING ANY CHANCES. 
 
 HOW TO LOCATE BODIES LOST IN THE WATER. 
 
 Construct a raft about twelve feet square and cut a hole in the center 
 about eight or nine inches in diameter. Lie down on the raft with a piece of 
 black cloth or a dark coat over your head to keep out the light and have some- 
 one tow Hie raft l)a('k and forth over the spot where you think the body may 
 be found. By this method a very small oljjeet may Ix' seen distinctly at quite 
 a depth. 
 
 Bodies usually come to the surface within a week or ten days after the 
 drowning. 
 
 TO RESCUE PEOPLE FROM FIRES 
 
 'a- 
 
 Keep ill iiiiiui Hie fact that you should not breathe smoke or hot air. so if 
 you are 1o enter ;i building that is on fire, cover the mouth and nose with a wet 
 handkerchief, elo1h or s|)onge. The air six inches from llie floor is free from 
 smoke. Should the smoke prove too dense and liable to oN'ereoine a person, the 
 tliiiii;- to do is to erawl on the Moor, head low, and i\r;\ii: the person to be res- 
 cued, behind. Stair\\a\s slnnild be descended in the Name iiuinner. 
 
FOR SCHOOLS AXD PLAYGROUNDS 235 
 
 TO EXTINGUISH FIRES. 
 
 1. Keep cool. Act promptly and make your efforts count for somctliing. 
 
 2. Fires may be extinguished by throwing on watei'. providing there is 
 no oil burning. Coats, bedding, rugs or anything that is of such a nature that 
 is available, thrown on the fire will be found most valuable. 
 
 3. The "Bucket Brigade" has been the means of extinguishing many a 
 fire that would otherwise have proved very serious. Two lines of people form 
 from the hydrant nearest the fire to the building. Buckets are filled with 
 water and passed quickly along one line to the last man, who puts the water on 
 the fire and sends the empty bucket back to the hydrant by way of the other 
 line. 
 
 4. If possible all air shafts, windows and doors should be kept closed in 
 case of fire as all drafts serve to make the flames stronger and harder to 
 overcome. 
 
 TO EXTINGUISH BURNING CLOTHING. 
 
 1. Keep cool. Running only fans a flame and results seriously. 
 
 2. Throw the person whose clothing is on fire on the floor and wrap in a 
 rug, coat, shawl or anything of a like nature, at the same time beating the 
 fire with the hands. 
 
 3. If a person is alone and the clothing becomes ablaze, lie down and roll 
 on the floor and if possible roll in a rug. blanket or overcoat. 
 
 ELECTRICITY 
 
 1. Avoid low hanging wires, wires that have fallen to the ground and the 
 third rail used by many electric car lines. They may be charged and contact 
 with them is most likely to produce death. 
 
 2. If possible, have the current shut off immediately an accident has oc- 
 curred. If this is not possible, rescue the person from contact with the wires. 
 
 3. DO NOT ATTEMPT TO RESCUE WITH THE BARE HANDS OR 
 WHILE STANDING ON THE GROUND. If possible slip on a pair of rubber 
 boots, a pair of overshoes and rubber gloves. If not available, stand on a DRY 
 board and wrap about the hands several thicknesses of woolen goods, silk or 
 paper. If you are to attempt to cut the wire, be sure that the feet are protected 
 in this manner and that the handle of the ax or hatchet is DRY. Remember, 
 after cutting, to insulate the end of the live wire. If any doubt exists as to 
 which is the live wire, for safety, insulate both ends you have cut. 
 
 4. GET A PHYSICIAN II\OIEDIATELY. 
 
 5. Treat for shock. Keep the body warm. 
 
 6. Artificial Respiration may be necessary. 
 
 7. Treat burns from electricity as you would burns from any other cause. 
 
236 PHYSICAL EDUCATION COMPLETE 
 
 EMERGENCIES 
 BURNS AND SCALDS. 
 
 lu the treatment of burns and scalds the main idea is to exclude air from 
 the injured part just as quickly as possible. This may ))e easily done by mak- 
 ing' a thin paste of baking' soda and water, starch or fh)ur and applied to the 
 burn. It should be allowed to remain until the jiaiu ceases, Avhen it may be 
 washed off with cool water and some sort of a soothing ointment applied. Com- 
 mon vaseline or that Avhicli is carbolized. olive or castor oil and cream are all 
 good to use on a fresh burn. 
 
 Deep burns are very serious and the services of a jjhysician should be 
 secured immediately. lentil he arrives the above method of handling burns 
 may be used. For all cases of burns picric acid gauze is very valuable. 
 
 OVER EXERTION. 
 
 There is marked shortness of breath and the patient turns a bluish color. 
 Rest and quiet should be secured for the patient but he should be taken to a 
 physician as soon as possible. Carry him on a stretcher. Stimulate by giving 
 hot coffee whenever possible. 
 
 :\nLD CONCUSSIONS IN THE GYM. 
 
 Have the patient lie down and rest and allowed to sleep as soon as it is 
 possible to do so. There may be loss of memory for a few hours but will be all 
 right within a little while. 
 
 SPIKE WOUNDS. 
 
 Spike wounds are of the rusty nail variety and should be treated as such. 
 They should he W(^ll opened and thoroughly washed with antiseptics. 
 
 "BASE BALL FINGERS." 
 
 "Base ball fingers" should be given care at once. There is no excuse for 
 the crooked fingers on base ball players, fingers that are injured in games, as 
 proper care at the proper time will straighten them. 
 
 GYMNASTT^M APPARATUS. 
 
 Gymnasium appai-atus should l)e kept clean by the use of antiseptics and 
 water. Wash frecpicnily and have mats clfancd often. 
 
 SNAKE BITES. 
 
 Prevent this daiigei-ous accident as nnicli as possible by wearing high boots 
 or leggins when on1 in the woods oi- wherever one is apt to find snakes. 
 
 The first thing to do aftei- a snake has liitten a ])orson is to j^lace a ligature 
 above the wonnd. open llie wound with a sliai'p knife and lei it bleed well. 
 Some advocate sucking Ihe woinid hnl lliis is not a safe Ihing to do for fear oi' 
 sores on the lips or in the nioulii. When the bitten pai1 has been cut and the 
 
FOR SCHOOLS AND PLAYGROUNDS IT/ 
 
 bleeding lias l)eeii free for a seeoiid or two, apply pure earljolic acid, canslic 
 potash or a few crystals of potassium ])ermanganate, which will bum out the 
 poisoned tissue. The limb will swell and prostration set in, when a stimulant 
 should be given. Alcoholic liquors should not be given in large doses as the 
 l)ati('iit may not have the strength to recover. If the doses are small he can 
 fight fiu- himself. Aromatic spirits of ammonia is as good a stimuhinl as can 
 ])e used. The tourniciuet, or ligature, should be released often — every three- 
 quarters of an hour — which permits but a little of the poison to enter the sys- 
 tem at one time, thus decreasing the danger of death to a great degree. 
 
 MUSCULAR CRA:\IP. 
 
 The best thing one can do is to use hot applications at once. These cause 
 relaxation and comfort to the patient. Massage also. 
 
 FOOT CRADLE. 
 
 If a lower limb is injured and the patient is unable to stand tlie weight of 
 the bed clothing on it, an improvised cradle may be made by cutting off a 
 portion of the handle of an umbrella, so that when opened it will rest flatly on 
 the bed over the limbs. Another method is to saw a barrel hoop in two equal 
 sections, cross and tie together to keep in place, then put an extra, warm blan- 
 ket over the cradle to prevent the feet from becoming cold and — lastly, cover 
 all Avith the bed clothing. 
 
 FEET. 
 
 Fm- long walks or camping out be sure to clothe the feet properly. Use 
 heavy stockings and shoes that have had enough previous Avear to soften them. 
 If the feet are tender- bathe Avith hot and cold Avater, using one-half alcohol 
 and one-half Avater. Talcum pOAvder sprinkled in the shoes or on the feet re- 
 duces the friction in the shoe. If a blister is about to appear on the foot or 
 the surface seems irritated sufficiently to Avarrant it, use adhesive plaster, hut 
 IF BLISTERED, do not, under any consideration, use it. 
 
 RECIPE FOR A MUSTARD PLASTER. 
 
 ]\Iix one tablespoon of nuistard Avith five of flour and a good pinch of soda 
 to prevent blistering. ]\Iix thoroughly Avhile dry and i)Our on, little by little, a 
 small quantity of lukcAvarm Avater. Noav spread the mixture over the center 
 of the piece of cloth to be used for that purpose, fold the Iavo sides OA'er about 
 tAvo inches, then the liottom is folded u])Avard Iavo inches and the top is draAvn 
 all the way o\'er to the very bottom of the plaster. The mixture Avill uoav 
 remain enclosed. Cover all Avith a light, thin cloth aiul a^iply. 
 
 STIMULxVXTS. 
 
 Hot tea and coffee, aromatic sjiirits of ammonia, a small glass of Avine 
 or a little Avhisky in a glass of hot Avatcr for those Avho do not object to it, are 
 all stimulants to be used as necessity demands. For all purposes there is 
 nothing that is as good to use as hot coffee, but it should be giv(Mi as hot as the 
 patient can take it Avith comfort. 
 
238 PHYSICAL EDUCATIOX COMPLETE 
 
 EMETICS. 
 
 In cases Avhere the stomach is to be emptied of its contents without the aid 
 of the stomach pump, any one of the following methods may be used : 
 
 1. Give one teaspoon of mustard in a glass of Avater. 
 
 2. A quart of lukewarm water makes a most effective emetic. 
 
 3. Eun a finger down the throat. 
 
 'o^ 
 
 STRAINS AND SPRAINS. 
 
 Strains. — Strains affect the muscles and tendons. Where there is not 
 much injury there is some hemorrhage, though slight. Discoloration is caused 
 by the hemorrhage. Injury to the muscle is caused by a severe wrench and is 
 not usually serious. 
 
 The first thing to do is to relieve the tension at once — let the patient rest. 
 The hemorrhage must then !)(■ interfered with by the application of either HOT 
 or COLD applications, though in this case hot water is more soothing. Mas- 
 sage later or when there is recovery. If a leg is strained the patient should 
 rest in bed at least all of a week. If an arm it should be carried in a sling. If 
 muscles of the back, the patient should rest and heat be applied to relieve the 
 pain and check the hemorrhage. 
 
 Sprains. — A sprain is a severe wrench which tears the ligaments and there 
 is sometimes a fracture in addition to the sprain. The cause of the pain is the 
 snai)piiig of a ligament, then follows discoloration and swelling. If an ankle 
 has been once sprained, it is very easy to repeat the injury. When this hap- 
 pens the foot should be soaked in hot water at least an hour and hot apjilica- 
 tions kept on for at least twenty-four hours to check the hemorrhage and limit 
 the swelling. Keep the foot elevated and later the Adhesive Bandage, as pre- 
 viously described, should be applied. Plenty of rest. 
 
 TO KEEP THE CURIOUS CROWD AWAY. 
 
 Frequently the person who is to render First Aid is hampered in the work 
 by the curious crowd gathering around the injured person. Not only is the 
 First Aid Student hindered but the patient's recovery is often very greatly 
 delayed. If the person in charge will select one or two of the crowd for assist- 
 ants, then ask all those nearest the injured person to take hold of hands and 
 form a circle, thus enclosing the injured and all those who are to look after 
 him, inside the circle, it wall be found to be of great help. Instruct those Avho 
 foi'm the circle to push back and not to allow anyone to enter the circle who 
 has no right to be there. 
 
 '&' 
 
 FAINTING. 
 
 I'lace the patient in a reclining position, unloosen all clothing that may i)0 
 tigiit or hind, pailicuhirly at the neck and waist, antl bathe the face and hands 
 in cold water. See that there is ]ileii1y oT t'l-esh air in the room. When recov- 
 ery has taken place, if possible allow complete rest for a little while. 
 
FOR SCHOOLS AND PLAYGROUNDS 239 
 
 NOSE BLEP]D. 
 
 During the wann days of Spring' and early Fall a great many cases oi' nose 
 bleed are encountered during- school hours. The slight cases do not amount to 
 anything and need no care, but when the hemorrhage is heavy tlu' patient 
 should be placed in a chair so that the head is allowed to tilt backward a little, 
 then cold applications should be used at the back of the neck, hold the soft por- 
 tions of the nose, just below the bony part, together for a little while or insert 
 plugs made of absorbent cotton, one in each nostril, and push tluMu up the 
 passage about one inch. For this purpose a lead pencil or pen holder handle 
 may be used. If the bleeding continues, after a reasonable length of time, send 
 for a physician. Children w^ho are subject to heavy attacks of nose bleed 
 should not be encouraged to play while the weather is warm. 
 
 FROST BITE. 
 
 Ears, toes and fingers that are frost l)itten should be well rubbed with ice 
 or snow for some moments, after which warmth should be very gradually 
 applied. 
 
 EPILEPTIC FITS. 
 
 Children who are subject to the mild form of epileptic fits are not often 
 injured by attending school, in fact in some cases, a child is benefitted by a 
 little school work and association with other children. Those who are victims 
 of this trouble in the more severe forms should not be permitted to attend 
 school at all. The nervous strain is increased and the attacks are more fre- 
 quent. Not only is this a cause of more suffering to the victim of the trouble 
 but the effect on the rest of the children is not good. They live in constant 
 fear that their schoolmate will have an attack and it is certainly unwise to 
 place children where they must witness such a sight as a person in one of these 
 convulsions. When attacks come on about all the First Aid Student can do is 
 to place the person in a dark room, where it is quiet, if possible, until he recov- 
 ers. Usually a deep sleep follow\s, at the conclusion of which the jiatient seems 
 to be as well as before the attack. 
 
 HYSTERICS. 
 
 Do not encourage by coddling and petting anyone who indulges in hyster- 
 ics. Rather discourage them by making them see liow foolish and silly such a 
 habit is. The more one is petted at such times, the longer the "attacks" are 
 permitted to last. Hysterics not tolerated iwo soon overcount and a foolish 
 habit forgotten. 
 
 &^ 
 
 FOREIGN BODIES IN THE EYES AND EARS. 
 
 Cinders, particles of dust, hairs or any foreign body ii! the eye cause much 
 pain, inflammation and swelling. Instruct the child to wash the eye very 
 gently with a piece of absorbent cotton, dipped in clean water, always washing 
 toward the nose. Sometimes one can remove the cause of the trouble I)\- hold- 
 
240 PHYSICAL EDUCATION COMPLETE 
 
 ing the eye open with the first finger and thumb of the left hand and allowing 
 water to drip into the eye from a clean piece of cotton or cloth held in the right 
 hand. Another method is to draw the upper lid down over the lower. This 
 freciuenth" causes the particle to stick to the lashes of the lower lid. 
 
 Foreign bodies in the ears should be looked after by a physician. If an 
 insect has entered the ear much annoyance is felt by the intense singing and 
 buzzing made by it as it flutters about in that sensitive cavity. In such cases 
 instant relief may be given by putting in the ear a few drops of warm olive or 
 castor oil, glycerine or pure, clean lard melted. This kills the insect, when the 
 ear may be syringed out with warm castile suds, after which dry the ear out 
 with eotton. 
 
 TO REMOVE WARTS. 
 
 To remove Avarts apply nitric acid to tlu^ wart, very lightly and carefully. 
 Two or three applications should suffice to remove a wart of medium size. 
 Sometimes tincture of iodine is applied successfully. In either case the appli- 
 cations should be made two days apart, which will allow the burned portion of 
 the wart to drop off, then apply again. 
 
 METHODS OF TRANSPORTING THE SICK AND INJURED. 
 
 Never move an injured person from the place where the accident occurred 
 until the best First Aid treatment of which you are capable has been rendered. 
 
 A badly injured person ought always to be carried from the scene of the 
 accident and preferably in a reclining position. If it is impossible to secure a 
 regular stretcher at once, the following can be easily improvised: 
 
 Stretchers. — 1. Overcoats or coats may be used by turning the sleeves 
 inside out. Push a pole through each sleeve and button the coat. Two coats 
 should be used to every stretcher and possibly more. This, of course, depends 
 upon the size of the patient. 
 
 2. Take three grain sacks, cut off the corners of the bottom of each sack, 
 then push two poles through the mouth and corner holes of each sack and you 
 have a very practical stretcher. Both the coat and sack stretcher may be 
 strengthened by two short poles being fastened across the two long ones about 
 two feet from the handles. 
 
 8. Doors or a couple of planks nailed securely to some cross pieces will 
 answer Avhen nothing else is obtainable. A strong piece of canvas or a blanket 
 fastened 1() two |i()h's witli two short poles to keep the stretcher from collaiis- 
 ing make a good stretcher. 
 
 Carrying- the Stretcher. — It is very important thai the two carrying the 
 stretcher should maintain a "break" step, the leader bcgiuning with llie loft 
 and the follower the riizlit foot. This metliod maiutnius a balance of ihe 
 stretcher. 
 
 Positions of the Patient on the Stretcher. — if ;ih(htniiiial iiijinies have been 
 received put the |i;i1ieiit on the hark, let iiiiii flex the knees as much as ])()ssil)]e 
 and put a pad or something in phice to support the k'liee flexion. This well be 
 
FOR SCHOOLS AND PLAYGROUNDS 241 
 
 the most natural and comfortable i:)Osition for him to assume and you will not 
 need to suggest it in the majority of eases. 
 
 If an arm lias heen broken, fold it across the chest or it may rest in the 
 groove alongside the body. 
 
 HANDLE PATIENTS VERY GENTLY ALWAYS. 
 
 IMPROVISED SEATS FOR CARRYING THE SICK OR INJURED 
 
 AVhen a person has not been severely injured and is able to be assisted 
 from the spot where the accident occurred, any of the following improvised 
 seats may be used : 
 
 Two Handed Seat. — The two carriers face each other, number one "'rasps 
 with his left hand the wrist of the right hand of number two, who at the same 
 time closes his right hand over the wrist of number one. The free hands are 
 then used to grasp, each, the shoulder of the other. 
 
 TWO HANDED SEAT 
 
 Three Handed Seat. — The two carriers face each otlier, number one grasps 
 with his left hand the wrist of his own right liaud. With his right hand, which 
 is still free, he grasps the right wrist of number two. Number two grasps with 
 his right hand the left wrist of number one and with his left hand grasps the 
 right shoulder of number one. 
 
242 
 
 PHYSICAL EDUCATION COMPLETE 
 
 THREE HANDED SEAT 
 
 FOUR HANDED SEAT 
 
 Four Handed Seat, Sometimes Called Ladies' Chair. — The tAvo carriers face 
 each other, number one grasps with his right hand his own left wrist. Num- 
 ber two grasps with liis right liand his own left wrist, when each now grasps 
 with his left hand, which is free, the right wrist of the other. This makes the 
 strongest chair for transportation that is offered to the First Aid Student and 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 243 
 
 one ■\vhio!i enables two people to carry a person some distance before needing 
 rest. 
 
 CARRYING PATIENT ON FOUR HANDED SEAT 
 
 OUTLINE OF FIRST AID COURSE FOR GRAMMAR SCHOOLS. 
 
 LESSON I. 
 
 LESSON II. 
 
 LESSON III. 
 
 Talk by the Teacher on The Purpose of First Aid. 
 Study of Bones, Joints and Muscles. 
 Strains and Sprains. 
 Breaks and Fractures. 
 
 First Aid ^laterials. 
 
 1. Bandages and Iheir Uses. 
 
 2. Splints. 
 
 3. Tourniquets. 
 
 4. How to Tie the Keef, or Square Knot. 
 
 Bandages and Bandaging. 
 
 The Triangular Bandage and Its Uses. Size. 
 
 1. Arm Sling. 
 
 2. Foot. 
 
 3. Hand. 
 
 4. Head. 
 
 5. Eye. 
 
 6. Jaw. 
 
 7. Neck. 
 
 8. Palm of Hand. 
 
244 
 
 PHYSICAL EDUCATION COMPLETE 
 
 LESSON IV. 
 
 LESSON Y. 
 
 LESSON VL 
 JiESSON VII. 
 
 LESSON VIIL 
 
 LESSON IX. 
 
 LESSON X. 
 LESSON XL 
 LESSON XII. 
 
 Bandages and Bandaging-, Continued. 
 The Koller Bandage and Its Uses. Sizes. 
 
 1. Spiral. 
 
 2. Spiral Reverse. 
 
 3. Figure of Eight. 
 
 4. Spiral of the Thumb and Fingers. 
 
 5. Spiral of the Thumb and Spiral of the Fingers. 
 Precautions to Be Observed. 
 
 Circulation. 
 
 Difference in the Work of Arteries and Veins and the Blood 
 
 They Carry. 
 Cuts. 
 
 Bleeding (Hemorrhage). 
 Methods for Stopping the Different Kinds of Bleeding. 
 
 Shock. 
 
 Breathing, and What It Does. 
 
 Choking. 
 
 Croup. 
 
 Gas Poisoning. 
 
 Drowning. 
 
 Artificial Respiration. 
 
 Accidents Liable to Happen in the Home. 
 
 1. Burns and Scalds. 
 
 2. Fires. 
 
 3. Rescue of Persons From Fires. 
 
 4. To Extinguish Burning Clothing. 
 
 5. Electricity Burns. 
 Emergency Supply for the Home. 
 
 Emergencies. 
 
 1. Fainting. 
 
 2. Chill. 
 
 3. Eye Wounds, Cinders, Dust, etc. 
 
 4. Nose Bleed.' 
 
 5. Snake Bites. 
 
 6. Feet Injuries. 
 
 7. Cramjjs in the Legs, 
 
 8. Frost Bite, 
 n. Elmeties. 
 
 1(1. Hysterics. 
 
 Injuries and Emergencies of Iiuloor and Outdoor Sports. 
 Methods of Carrying the Sick and Injured. 
 Pracl ical Examination. 
 
CHAPTER IX 
 
 The Physical Care of Children in the School Room 
 and on the Playground 
 
 THE PHYSICAL CARE OF CHILDREN. 
 
 Not all schools are fortunate enough to be i)rovided with Medical Inspec- 
 tion at the present time, but the day is not very far distant when the great 
 majority of cities will he ready and willing to make such a provision for theii* 
 school children. Until the time does come when all eyes are opened to 1liis 
 great and growing necessity, teachers will be called upon, in fact should \)r 
 expected, to do as much of this work as they possihly can for their pupils. 
 
 To none of us is given the al)ility to develo}) the perfect life, but the 
 power is given to teachers to do much toward making the life of every school 
 child an efficient one, and that is what every teacher of school children should 
 honestly attempt. It is all wrong for any teacher to give her entire attention 
 to the mental progress of the children in her care and neglect the physical 
 health and well-being of those same children. The whole child goes to school 
 — not simply the head — and teachers should ])egin to realize that it is a duty 
 to know something about the child's body as well as his brain, something too 
 about the childish troubles ami i)hysical embarassments through which a large 
 percentage of little folks pass. For the sake of the children, their health, 
 their comfort, their progress in their studies and their happiness, every teacher 
 should be able to read intelligently the health index of the pupils who live in 
 her school room and having read, should do all within her power to helj) the 
 children secure a correction of their physical embarassments and ailments. 
 The responsibility and duty none should shirk and the teacher of a Rural 
 Heliool owes this help to hci- little band of seven or eight just as surely as does 
 the teacher in a city school who has charge of forty or fifty children. 
 
 There is a very small percentage of really stupid children in the school 
 world, but there is a surprisingly large percentage of DEFECTIVE childi-eii. 
 made so by neglect of eye, ear, nose and throat troubles. A inimber of tliesc 
 are found in every school and are called the laggards, the dull ones, the left- 
 overs from year to year, who are the classroom drags and avIio get the name 
 of being stupid when in reality the great majority of them are suffering from 
 one or more of the physical defects, which can. in most cases, be easily 
 remedied. 
 
 Unfortmiately, too many teachers are very willing to sit hack and \\ait for 
 someone else to perform this duty for them. 1'lie large majority of teachers 
 have never had the Ojijiort unity to take up such a line of woi'k- : they do no! 
 know how to go about it to ascertain the condition of tlu' pupils in theii' rooms. 
 and so these little people are neglected, [ihysically, and left to struggle against 
 great odds, which in the end do impair tiu' mental usefulness of so many of 
 them. In s(dioo]s where no .Medical Inspection is pi-ovided. teachers may find 
 
246 
 
 PHYSICAL EDUCATION COMPLETE 
 
 the followincr sua'jcstinns of value in their effort to read the health index of 
 pupils : 
 
 Make up a card for eaeli child according- to the following sample, or if 
 you prefer, make one according- to your own plan, hut the main facts should 
 be noted : 
 
 HEALTH RECORD. 
 
 Name 
 
 Address 
 
 Date of Birth. 
 
 Parent 
 
 Parent's Occupation. 
 Address , 
 
 School Year 1 
 
 2 3 14 5 16 17 8 
 
 Dates of Exam, and Cor.i 
 
 1 1 1 1 1 
 
 EVER HAD: 
 
 Examination and Results 
 
 EiR 
 
 E R E|R E R E 
 
 R|E|R|E|R|E|R 
 
 General Appearance.... 
 
 1 
 
 1 
 
 1 1 1 
 
 
 Rheumatism? 
 
 Posture 
 
 
 1 III 
 
 I 1 Tonsilitis? 
 
 
 
 
 Flat Feet 
 
 1 I 1 1 III 
 
 1 1 1 1 1 Diphtheria? 
 
 Eves 
 
 1 1 1 1 1 1 1 
 
 1 III [Scarlet Fever? 
 
 
 
 
 Ears 
 
 1 1 1 1 1 1 
 
 1 1 1 1 1 Measles? 
 
 Nose 
 
 1 II 1 1 II 1 
 
 Ill Whooping Cough? 
 
 
 
 Lungs 
 
 1 1 1 1 1 1 1 1 
 
 'Grippe? ii 
 
 
 
 Throat 
 
 1 1 1 1 1 1 1 
 
 II Pneumonia? 
 
 Neck Glands 
 
 II 1 1 1 1 II 
 
 [Mill 1 Small-Pox? 
 
 Teeth 
 
 
 
 1 1 1 1 1 1 
 
 1 1 1 1 1 1 |Ever been vaccinated" 
 
 Skin 
 
 1 1 1 
 
 1 I 1 1 IWhen? 
 
 ■■t 
 
 E Examination 
 
 R Result 
 
 + Normal 
 
 • — Not Normal 
 
 C Corrected 
 
 NC Not Corrected 
 
 PC Partially Corrected 
 
 Remarks 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 247 
 
 SUGGESTIONS FOR FILLING OUT HEALTH RECORDS. 
 
 General 
 Appearance 
 
 When and How to Examine 
 
 Posture 
 
 Flat Feet 
 
 Eyes 
 
 Observe the child several times 
 during the first two weeks of 
 the school year and take the 
 average of your observations 
 
 Observe the child several times 
 during the first two weeks of 
 the school year and take the 
 average of your observations 
 
 Make examination any time 
 during the first two weeks of 
 school 
 
 Ask the child to stand with 
 heels together, toes apart. The 
 child looks at some object 
 ahead of him. The teacher 
 obtains the best view of his 
 feet from the rear 
 
 Make examination any time 
 during the first two weeks of 
 school 
 
 Place the eye chart on the 
 wall 20' from the child in a 
 good light. Examine the right 
 eye, then the left. Tell the 
 child to place the left hand 
 OVER the left eye and read 
 the letters and figures on the 
 chart. If all the letters and fig- 
 ures can be read correctly, the 
 vision is normal and maj^ be 
 marked R20/20 or R+. If only 
 the 60' line can be read the 
 record would stand R20/gQ^ 
 which means 20' distant the 
 60' line was read by the right 
 eye or we could use the sim- 
 ple record R — . Proceed in the 
 same manner with the left. 
 Astigmatism. To examine for 
 astigmatism use Green's As- 
 tigmatic Lines. Test one eye 
 at a time at a distance of 20'. 
 If astigmatism is present some 
 of the lines will be clear black 
 and distinct, while others will 
 be lighter and blurred, some- 
 times will be run together 
 
 Mark + For 
 
 Good color 
 
 Bright eyes 
 
 Well n o u r- 
 ished body 
 Firm flesh 
 Active mind 
 
 Head erect 
 Chest raised 
 S h o u 1 d e r s 
 
 level 
 Hips even 
 Standing well 
 on both feet, 
 toes apart, 
 "like a let- 
 ter V" 
 
 A b d o m e n 
 drawn in 
 
 Good, even, 
 firm stand- 
 ing position 
 
 The normal 
 eye or rec- 
 ord by fig- 
 ures 20/20 
 
 Mark — For 
 
 Pale face, blue under 
 eyes 
 
 Dull eyes, heavy ex- 
 pression 
 
 Illy nourished body 
 
 Soft, flabby flesh 
 Indifference and 
 lessness 
 
 list- 
 
 Sagging head 
 
 Sunken chest 
 
 Shoulders and hips un- 
 even, denoting spinal 
 curvature 
 
 Poor standing position 
 of the feet, weight of 
 the body being shift- 
 ed first from one foot 
 to the other or stand- 
 ing on the sides of 
 the feet. Prominent 
 abdomen 
 
 Standing on the insides 
 of the feet 
 
 Heels run over to the 
 
 inside 
 Uppers of shoes worn 
 
 out in small, circular 
 
 places over the ankle 
 
 bones 
 
 Defective vision 
 
 (Be sure to make 
 your entry for each 
 eye as sight differs 
 greatly in most peo- 
 ple's eyes) 
 
 If a child can read the 
 60' and 40' lines the 
 record would be 20/^^, 
 using R or L as the 
 case required. If the 
 60', 40' and 30' were 
 read, the record would 
 show 20/^0, etc. 
 
 The minus sign may be 
 used in these tests or 
 the figures, as the 
 teacher desires 
 
248 PHYSICAL EDUCATION COMPLETE 
 
 SUGGESTIONS FOR FILLING OUT HEALTH RECORDS. (Continued) 
 
 60 FEET 
 
 FZROE 
 
 40 FEET 
 
 GELTZ C 
 
 30 FEET 
 
 T P C Z R D O 
 
 20 FEET 
 
 (Copy oil pure Avliitc pa|)('r and use. if no Snellen Test Cards can hi' 
 procured.) 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 249 
 
 SUGGESTIONS FOR FILLING OUT HEALTH RECORDS. (Continued) 
 
 
 When and How to Examine 
 
 Mark -|- For 
 
 Mark — for 
 
 Ears 
 
 Alake examination any time 
 
 Correct point- 
 
 Incorrect pointing to 
 
 
 during the first two weeks of 
 
 ing to the 
 
 the watch, or if the 
 
 
 school 
 
 watch at a 
 
 Watch has to be 
 
 
 Take the children, if possihle, 
 
 distance no 
 
 moved close to the 
 
 
 into some quiet part of the 
 
 less than 
 
 ear before the tick- 
 
 
 school for ear tests. 
 
 20" — 24" 
 
 ing can be heard 
 
 
 The teacher stands behind the 
 
 
 Mark R— or R , ac- 
 
 
 child and asks him to close 
 
 
 cording to the dis- 
 
 
 his eyes and listen for the 
 
 
 tance, for the right 
 
 
 ticking of the watch in her 
 
 
 ear and L — or L 
 
 
 hand. (Use a large sized lady's 
 
 
 for the left 
 
 
 or a gentleman's watch) 
 
 
 
 
 Hold the watch in one hand 
 
 
 
 
 about 20 or 24 inches from 
 
 
 
 
 the ear and ask the child to 
 
 
 
 
 point to the watch. Do not 
 
 
 
 
 take the first answer as final 
 
 
 
 
 for children are "good guess- 
 
 
 
 
 ers," but try first one ear then 
 
 
 
 
 the other, or perhaps one sev- 
 
 
 
 
 eral times before testing the 
 
 
 
 
 other . Do not give the child 
 
 
 
 
 any hint of the position of the 
 
 
 
 
 watch. Give the child plenty 
 
 
 
 
 of chance for he is apt to be 
 
 
 
 
 nervous 
 
 
 
 Nose 
 
 Make examination any time 
 
 Clear pronun- 
 
 1. Dull, heavy expres- 
 
 (Adenoids) 
 
 during the first two weeks of 
 
 ciation of 
 
 sion of the eyes and 
 
 (Breathing) 
 
 school 
 
 m's and n's 
 
 face 
 
 
 Ask the child to say "Good 
 
 Lack of all 
 
 (Called the Adenoid 
 
 
 Morning" and "Nine men min- 
 
 symptoms 
 
 Face) 
 
 
 ing in a mine." If m's are pro- 
 
 recorded i n 
 
 2. Depression at sides 
 
 
 nounced as b's and the n's as 
 
 the — col- 
 
 of n o s e, producing 
 
 
 d's careful note should be 
 
 umn o p p o- 
 
 pinched look 
 
 
 made of the fact 
 
 site 
 
 3. Thick, throaty voice 
 
 
 Liquire as to frequency of 
 
 
 4. Crooked and often 
 
 
 colds and ventilation of sleep- 
 
 
 protruding upper 
 
 
 ing apartment 
 
 
 teeth 
 
 5. A n underdeveloped, 
 receding chin 
 
 6. Lack of color in the 
 face 
 
 7. U n d e r d e \' e 1 o p e d 
 body 
 
 8. Sunken chest 
 
 9. Fre(iuent earache 
 and o f t e n running 
 ear 
 
 10. Mentally dull and 
 slow 
 
 11. Deafness, often to a 
 great degree 
 
 12. Snore in sleep 
 Restless sleepers 
 
 Lungs 
 
 Observe the child several times 
 
 Full high chest 
 
 Sunken chest 
 
 
 during the first two week of 
 
 
 Shoulders raised when 
 
 
 the school year and take the 
 
 
 trying to fill the 
 
 
 average of your observations 
 
 
 lungs with air 
 
 
 Ask the child two or three 
 
 
 
 
 times during the first two 
 
 Ability to 
 
 Inability to fill the 
 
 
 weeks of school to breathe as 
 
 take a deep 
 
 lungs with air and 
 
 
 deeply as possible and note 
 
 breath and 
 
 control the breath 
 
 
 how it is done 
 
 control it 
 
 Tendency to coughs 
 and colds 
 
250 
 
 PHYSICAL EDUCATIOX COMPLETE 
 
 SUGGESTIONS FOR FILLING OUT HEALTH RECORDS. (Continued) 
 
 
 When and How to Examine 
 
 Mark + For 
 
 Mark — for 
 
 Throat 
 
 Make examinartion any tirne 
 during the first two weeks of 
 
 Small, clean, 
 healthy 
 
 Enlarged diseased ton- 
 sils 
 
 
 school 
 
 (Use individual wooden tongue 
 depresser, one for each child) 
 Hold tongue down and exam- 
 
 looking ton- 
 sils 
 Clean, sweet 
 breath 
 
 Foul breath 
 
 
 ine tonsils 
 
 
 
 Neck 
 Glands 
 
 Make examination any time 
 during the first two weeks of 
 school 
 
 Press with the tips of the fin- 
 gers on the neck in the region 
 of the tonsils for swollen 
 glands, also under the jaws 
 and back of the neck at base 
 of brain 
 
 No sign of 
 swollen 
 glands 
 
 Swollen glands that are 
 kernel-like to the 
 touch 
 
 Teeth 
 
 Make examination any time 
 during the first two weeks of 
 
 Sound, clean 
 teeth 
 
 Decayed, unclean teeth, 
 offensive breath, sore 
 
 
 school 
 
 With the individual tongue de- 
 presser press the cheeks and 
 tongue away from the teeth so 
 
 
 gums, excessive sali- 
 va, receding gums, 
 broken teeth, crook- 
 ed teeth, enlarged 
 
 
 a clear view may be obtained 
 of all the teeth 
 
 
 neck glands, "gum 
 boils," protruding up- 
 per teeth 
 
 Skin 
 
 Make examination any time 
 during the first two weeks of 
 
 Clean, heal- 
 thy, smooth 
 
 Unclean skin, pimples, 
 boils, rashes, blotch- 
 
 
 school 
 
 Observe closelv the skin of 
 
 skin 
 
 es or sores of any de- 
 scription 
 
 
 the face, neck and arms 
 
 
 
 After a teacher has made as complete an examinaton of the children as she 
 possibly can she should send notices, similar to the followinu'. to th(^ paT'cnts: 
 
 NOTICE TO PARENTS. 
 
 Date. 
 
 Please call at School, Room at your early con- 
 venience, that we may discuss the physical condition of 
 
 Teacher. 
 
 ir wilhiii a i'iMS(iii;il)lr time no visit is iiiach' to the schon] hy the parents, 
 the teacher should then makv' it licr business to call a1 the homes and obtain 
 fhe iMformation she (b'sircs about the jiujiils and shoubl iiialvc evei'v effoii pos- 
 sible to liavc all those who nrcd nirdical attention taken to the family jihysi- 
 ciaii for advice and help. 
 
 In discnssin<i- all eases with parents or puardians, teachers slionld be ]ia- 
 tient, considerate, tactful and couAincinL!'. The matter should be presented in 
 a kindly spirit of interest in the child, his pro^rt'ss in his studies, his jdiysical 
 health and his future happiness. Avoid, always, the critical attitude. If we 
 
FOR SCHOOLS AxND PLAYGROUNDS 251 
 
 wish 1() make a success of tliis splendid wofk iiolliiim' should cxcr he said (u- 
 (h)iu' to antagonize eitlu'f i)af('nts oi- (diildren. 
 
 Avoid making positive statements concerning the physical condition of 
 any child. A teacher's work is to advise parents that she suspects certain piiy- 
 sical troubles exist and should bend all her efforts towai'd securing for the 
 child a medical examination by the family physician. At all tinu's she should 
 work with, not against, the medical men of the community. The wdse teacher 
 will use caution in this regard and avoid embarassing situations that might 
 otherwise be brought about. 
 
 DEFECTIVE FEET. 
 
 In each foot we find no less than twenty-six small bones of various shape, 
 all held together by ligaments and muscles. These bones form in the normal 
 foot two well marked arches. 
 
 Arches j 1. Anterior Posterior - , ' „ 
 of the ) ( ^- ^''^'' 
 
 Foot 2. Lateral or Transverse 
 
 The Inner Arch forms the curve of the instep, while the Outer Arch forms 
 a much smaller curve on the outside of each foot. The Transverse Arch may 
 be seen more easily when the sitting position is assumed and the w^eight of the 
 body thus removed from the foot. It is located immediately back of the toes, 
 the points of contact being the distant ends of the first and fifth metatarsal 
 bones. 
 
 These arches protect the blood vessels, lymphatics and tiny nerve endings 
 and relieve the joints of jars. The muscles act like the string of a bow and by 
 contracting, which means the}' are working and performing their duty, they 
 are able to resist the natural tendency of the weight of the body to weaken 
 and destroy the arches of the foot. The muscles on the outside and inside of 
 the foot balance each other, pull up on the foot and hel}) to preserve the iiuicr 
 and outer arches. 
 
 Flat Foot is not a congenital deformity, therefore may be jirevented. It 
 is a condition caused by mal-treatment of the foot and is encouraged and de- 
 veloped by : 
 
 1. More work required of the foot than there is strength present to 
 perform. 
 
 2. JSickness which weakens the foot muscles. 
 
 3. In health, adding bodily weight. 
 
 4. Improper footwear. 
 
 The excessive strain of standing on the feet For a long period causes the 
 muscles to give way first. They relax W'hen the weight id' the body is throw^n 
 on the ligaments. Next the ligaments i-elax and the arch descends. The nuis- 
 cles and ligaments have lost their strength and Ihe lihiod xcssels. lyiiiphalics 
 and small nerve endings are pressed down by the great weight put upon them 
 and Flat Foot results. In connection with this trouble there is often great 
 
252 PHYSICAL EDUCATION COMPLETE 
 
 pain and swollon and discolored conditions wliich cause untold suffering to 
 many people, old and \H)uny. 
 
 Signs of Flat Feet. 
 
 1. Place the bare feet togetlier. If the inner sides are found to come close 
 together instead of forming two distinct cnrves which meet at the joints of 
 the great toes and heels, we may look for defects. 
 
 2. Heels wearing off on the inside. 
 
 3. The leather of shoe uppers is worn off, exposing the shoe lining and 
 sometimes the stocking directl}' over the ankle bone. 
 
 4. Shuffling, flat gait. 
 
 5. Drop a string from the middle of the knee cap down the center of the 
 tibia, or "shin bone" over the top of the foot and toes. Tlie string should 
 leave the foot by way of the top of the second toe. If it does not do this the 
 foot is defective. 
 
 6. Place the foot in water, then stand on a rug which will show the shape 
 of the foot. If the foot is normal there will be a hollow place in the footprint. 
 
 NORMAL (RIGHT) FLAT (RIGHT) 
 
 Note: Babies have a quantity of padding on the bottoms of the feet which 
 does not disappear until the child begins to walk. Exercise then absorbs the fat. 
 
 7. The correct foot shows a slight adduction of the great toe. 
 
 The pronated, everted foot, the one showing the body weight carried on 
 the inside, is the Flat Foot. 
 
 Men, as a rule, have very little trouble Avith their feet, for the reason 
 their shoes are built on orthopedic lines, which conform to the normal, natural 
 shape of the foot and show a slight "toeing in." It is gratifying to know 
 that correctly made, sensible, comfortable shoes are to-day made for women in 
 spite of the prevailing injurious styles that flood the market and which are 
 successfully disposed of to those who do not know the joy of wearing a cor- 
 rectly shaped shoe. 
 
 ^Muscles are for the jiurpose of producing motion. If there is no work 
 for them Ihex- wither and become useless. Shoes that cram and press the toes 
 together, reduce very greatly the ability of the short flexors of the toes to per- 
 form the work nature has assigned them, that of assisting in the work of lift- 
 ing the weight of tlu' body as we take each step. 
 
 Often in discussing shoes with young woiiicii they insist that their feet are 
 perfectly comfortable in what would cei-tainly be judged imjiroper footwear, 
 while the fact renuiins that their feet ai'e deformed. Such feet could not be 
 comfortable in au ortiiopedic shoe until the shape of the foot had been trained 
 gradualh- I'l-oiii the iiu-orrect to the correct. Xeithei" cati gii-ls aud women 
 
FOR SCHOOLS AND PLAYGROUNDS 253 
 
 change all at once from wearing very higli heels to' the iiiediiiiii low. foi- the 
 reason tliat the calf muscles must Ix' gradually lengthened. 
 
 Correct Shoes. 
 
 1. Correctly made shoes should have medium low, broad heels. 
 
 2. The soles and tippers should ])e soft and flexible enough to permit of 
 perfect freedom for all the toe movements and circulation of the blood should 
 be free to every portion of the foot. 
 
 :l The soles of the shoes should be as wide at all points as the soles of the 
 feet. 
 
 4. The shape of the sole of the shoe should be such that a line drawn from 
 the center of the great toes should, if extended toward the heel, touch that por- 
 tion of the shoe on the inner side. 
 
 /TTTTTTN. (See the following figure.) 
 
 \ 5. The heel of the shoe should grip firmlythe heelof the foot. 
 
 \ People suffering from Flat Foot should have the feet 
 
 \ cared for as early as the trouble is discovered, and if neces- 
 
 1 sary, the services of an orthopedic surgeon should be secured. 
 
 j Children and adults, jiartieularly women, should sit as 
 
 / much as possible. It is a mistaken idea which many teachers 
 
 I / have that they must stand constantly before their classes. 
 
 I / Never be guilty of making children stand in the corner of 
 
 / / the schoolroom, or anywhere for that matter, as a punishment. 
 
 I Find some other method of correction. 
 
 / I Parents should first, last and always insist upon their 
 
 I I children wearing shoes that are correctly built. 
 
 V / DEFECTS OF THE NOSE, THROAT AND EARS. 
 
 Lymphoid Tissue. Lymphoid tissue is composed of tiny, thread-like 
 fibres and countless small, round cells. These fibres extend in all directions and 
 form a web which entangles and securely holds within, the millions of little 
 cells. Through the walls of the capillaries the lymph filters into the fibrous 
 tissue, where it bathes and nourishes the living cells. While performing this 
 function the lymph also takes up the waste products and germs that happen 
 to be in the tissue, but before the lymph returns to the veins and passes on into 
 the heart, from which organ it is sent all over the body, it is very important 
 that the germs be destroyed. 
 
 Here a wise provision has been made by nature and tlic web-like, fibrous 
 threads act as a filter Avhich sifts and holds the germs, wIku'c they are de- 
 stroyed by the white blood corpuscles, oi- ItMicocytes. 
 
 Lymphatic Glands Overpowered. We find these lymphatic glands located 
 in various jiortions of the body, where there is the most danger from infection 
 by germs, lu)wever, should the invadiuL;. dangerous army prove too ureal atul 
 overpowering for the white blood corpuscles to ainiihilate. the natural residt 
 follows. The tissue becomes enlarged, diseased and in many cases loses its 
 usefulness. 
 
254 
 
 PHYSICAL EDUCATION COMPLETE 
 
 Tonsils. Ill tlie nose and throat we find masses nf lymphoid tissue, wliieh 
 are commonly spoken of as tonsils. In the throat tliin-c are two. one at each 
 side of the base of the tongue, and in the ui)per ])art of the throat, directly 
 back of the soft palate, on the far side of the throat, we find the third tonsil, 
 called Luschka's Tonsil. 
 
 Adenoids. As lonu- as this third tonsil remains in a healthful condition 
 it causes no trouble or disturbance in the nasal passages, but when it becomes 
 overpowered by invasions of germs, becomes swollen, diseased and covered 
 
 A = Gc/e/7o/(/s 
 
 
 A VERTICAL SECTION OF NOSE, MOUTH AND THROAT 
 Showing the Location of Adenoids 
 
 Note. — With the adenoids removed, the opening to the Eustachian Tube 
 would show about opposite the letter "A." 
 
 with pus, we have a condition which is known as Adenoids. If the trouble is 
 soon removed, and the operation is a very simple one, we are told, the healing 
 takes place quickly and there is no further annoyance, however, if the inflam- 
 matory condition remains, a permanent growth results. This growth in chil- 
 dren feels soft and flabby to the finger inserted in the throat, and may be 
 likened to a cluster of grape-like, movable particles of tissue, which is very 
 vascular and bleeds easily when touched by any foreign object. In more ma- 
 ture people it grows harder and requires more of an effort to remove it. 
 
 Functions of the Nose. 1. Sense of smell. 2. To equalize the tempera- 
 ture of the air befoiH- it passes through the throat and into the lungs. 
 
 3. To screen the dust and germs from the air as it is drawn into the nos- 
 trils. This is accomplished by means of the tiny hairs in the nasal passages 
 and the moisture given out by the glands which cover the inside of the nose. 
 
 Sense of Smell Weakened. The mucus and pus. which is given out h\- the 
 diseased lymphoid tissue, finds its way into the child's stomach, unless he is 
 taught the proper thing — to clear his throat of the vileness — and a large por- 
 tion of it finds its way into the nasal jiassages, where it presents a most dis- 
 agreeable sight and tends greatly to destroy the sense of smell, which is lo- 
 cated in the mucous membrane of the nose. 
 
FOR SCHOOLS AND PLAYGROUNDS 255 
 
 Nasal Obstructions. The nasal passages may be closed hy llie existence 
 of one or more of the following conditions: 
 
 1. Cold in the head. 
 
 2. Chronic catarrh. 
 
 3. An improperly shaped septum (usually the result of adenoids). 
 
 4. Spurs or growths on the septum. 
 
 5. Diseased and enlarged turbinates. 
 
 6. Adenoids. 
 
 Adenoids may not be present at all, howevei-, if there is trouble from any 
 of these other sources, the child frequently becomes a "nioutli breather," be- 
 cause the natural and correct way is partially or totally closed, therefore the 
 functions of the nose are performed by the mouth and trouble ensues. Cold 
 air is taken into the lungs, the air is not screened of dust and germs, the vital- 
 ity of the parts used is weakened and the danger to the child's health is con- 
 stantly increased by frequent attacks of tonsilitis and bronchitis. It is 
 therefore very important that a child suspected of having adenoids should 
 receive a thorough nose and throat examination and if found to exist the 
 trouble should be removed at once. 
 
 Results of Adenoids. 
 
 1. Snoring and disturbed sleep. 
 
 2. High, arched palate, narrow .jaw, crooked and prominent upper teeth, 
 pale, long face, pinched look to the nose and dull, lifeless expression. 
 
 3. Underdeveloped body, narrow and contracted chest. 
 
 4. Dead, hollow voice. M pronounced as "eb" and n as "ed. " 
 
 5. Deafness, earache and slow mentality. 
 
 Snoring- and Disturbed Sleep. During the day there is perhaps not so 
 much difficulty in procuring a portion of the necessary air through the nose, 
 but gradually the lymphoid tissue grows larger and in expanding closes the 
 nasal passages completely, which causes the child now to secure all the air, 
 day and night, through the mouth. At night he snores and his sleep is dis- 
 turbed, while in some cases much suffering is caused by bad dreams which 
 awaken the child with "night terrors." Think of the little tired body making 
 a brave attempt the next day to do what his teacher requires when he ought 
 to be catching up on the sleep and rest he has been compelled to lose. 
 
 High, Arched Palate, Narrow Jaw and Prominent Teeth. A double duty 
 is now given the mouth to perform. The constant drawing in of the air 
 through the mouth, combined with the heavy suction that takes place in mas- 
 tication and preparation of food for the stomach, causes a bulging upwai-d of 
 the hard palate, which in turn pushes the septum, or nasal partition, out of 
 alignment. The hard palate, quite soft and pliable in little i)eople, becomes 
 still more arched, the jaw narrows and the upper teeth become crooked and 
 prominent. The mouth cavity grows long vertically instead of horizontally, 
 as nature intended it should, with the result that we get the characteristic ade- 
 noid face, long and pale, undeveloped, .small nostrils with pinelied look at the 
 sides of the nose, short, upper lip and drooping inner angle of the eyes. 
 
256 PHYSICAL EDUCATION COMPLETE 
 
 Underdeveloped Body, etc. The sense of smell depends upon a healthy 
 condition of the iuikhjus meiuln'ane of the nose and when that is interfered 
 with our sense of smell is lessened and perhaps lost for the time being. We 
 have all experienced this temporary loss and with it has disappeared the 
 sense of taste, which is so closely related to the sense of smell. We are 
 told that "the sense of taste is two-thirds dependent upon the sense of smell." 
 Now appetite depends upon smell and taste for its stimulation and with tlu^se 
 two senses impaired, perhaps lost, digestion is interfered with, the desire for 
 food is often gone and what little is taken does practically no good wdiatever. 
 The result is an underdeveloped physique, and muscles which lack sufficient 
 life and strength to support the body properly, thus allowing it to become an 
 easy prey to curvatures and deformities. The child stands around on the play- 
 ground, listlessly watching the others engaged in their fun and games, with 
 no strength, hence no desire, to join in the activities that every child should 
 enjoy. 
 
 Dead, Hollow Voice. The voice loses its quality and ring — its resonance. 
 It sounds thick and dead. There is no life or snap to it and it expresses very 
 well the condition of the whole child. 
 
 Deafness. One of the greatest dangers to a child, which is a direct result of 
 adenoids, is deafness. We all know that the ears are very closely connected with 
 the back part of the nasal cavity by what is known as the Eustachian Tube. (See 
 figure at the beginning of this article. Imagine the adenoids removed, when 
 the opening of the tul)e could be seen on the far side, in the nasal wall.) The 
 duty this tube has to perform is to supply the middle ear with air from the 
 throat. In the middle ear we find a chain of three small bones connected, and 
 firmly secured to the outer and inner wall, thus forming a span or bridge 
 across the cavity. From the inner wall nerves connect the ear with the brain. 
 Sound waves play upon the ear drum, the vibrations of which are sent across 
 by the bridge of bones and air in the middle ear to the inner wall. From this 
 point the sensitive nerve fibre terminations carry the sound waves to the 
 brain. The ability of the Eustachian Tube to properly perform its function 
 depends upon whether or not the opening into the back' part of the nasal cav- 
 ity is free from olistrnctions. 
 
 AVe find that Adenoids do not follow a symmetrical line of growth. Some- 
 times they lop more toward one side than the other, thus leaving the hearing 
 perfeetl.v normal in the unobstructed ear, while again both openings may be 
 interfered with by the grow^th. When these conditions exist and air is ex- 
 cluded from the middle ear, the Eustachian Tube withers, to a certain extent, 
 by lack of use. and the chain of bones is left to perform its half of the dnty of 
 transniilt ing Ihc sound waves, while tln' air necessary to do the rest is miss- 
 ing, thus i)i-o(liiciiig partial deafness. 
 
 Earache and Ear Discharges. Lymphoid tissue that is diseased forms a 
 perfect stoi-agc |)hiiit for germs of all kinds which happen to ho taken into the 
 air passages. 'IMu' two throat tonsils are often found to t)e diseased, enlarged 
 and fille(l with ci'yiits wherein g(M*nis find splendid breeding ]ilaces. It is. 
 
FOR SCHOOLS AND PLAYGROUNDS 257 
 
 therefore, necessary that tonsils which are not perfecth' healthy should he 
 given thorough treatment until they have once moi-c reached their normal 
 state. Manj^ physicians advise their complete removal, at once, while others 
 prefer to wait until an honest effort has been made lo save them. The tonsils 
 in the lower and adenoids in the upper throat affect the hearing also. The 
 germs that lodge and breed in these storage houses often find their way tip 
 into the Eustachian Tube and continue into the middle ear, where they set up 
 an inflammatory condition which causes great pain and suffering. Finally the 
 abscess breaks and the pus is scattered. Tt may become absorbed or it may 
 pass on into the mastoid process, which jiroduces a very serious condition. 
 From tlie mastoid process there is the chance of an abscess making its entry 
 into tlie skull cavity, which jiroduces death, or the pus may rupture the di'um- 
 head and drain away through the outer ear. Xo nuitter which way it chooses 
 f(n' escape, ear discharges are extremely dangerous and should not be neg- 
 lected. Teachers have such an opportunity to note the evil results produced 
 by the continual presence of ear abscesses. A long history of earaches, run- 
 ning ears — then ]!artial, or almost, and sometimes total deafness sets in. 
 
 Slow Mentality. Not all teachers take the trouble to ascertain the physi- 
 cal condition of the children who sit, day after day, before them, however, it 
 is good to note that these teachers are fast becoming the exception. All chil- 
 dren Avho progress slowly in their school work should be given a most thor- 
 ough and painstaking examination by the teacher. Many a child, partially 
 deaf, is nagged, scolded, called dull and stupid and whose little life is made 
 perfectly miserable when in realit\- the chances are that that child possesses 
 a keen, bright mind if the teacher would take the trouble to find it out. Be- 
 cause of his failure to hear all that is said, all that goes on in the class room, 
 and because of the teacher's indifference i»r ignorance he naturally falls be- 
 hind in the work, becomes a class room drag and finally one of the pitiful left- 
 overs who leaves the scenes of his misery as soon as he possibly can (satisfied 
 with his scanty bit of education), because he can now place himself beyond the 
 reach of a nagging, scolding teacher. 
 
 We find children as well as "grown-ups" who are sensitive regarding 
 their deafness and rather than have attention called to it will create a shell 
 about themselves and suffer in silence, lose faith in humanity and all hope 
 and happiness. Fortunately all do not develop such an unhappy life, but we 
 cannot afford to have any child made miserable and it is so easy to help these 
 little people into the sunshine if we will only think so. 
 
 A teacher should ever be on the watch and thoroughly alive to the exist- 
 ence of all defects in children and having discovered trouble, make every pos- 
 sible effort to have it overcome. One of the simple causes of deafness in chil- 
 dren, and older people too, for that mater, is hardening of wax in the ear. It 
 has been known to form a good sized wad or plug close against the ear drum, 
 which causes partial and sometimes complete deafness. Once discovered, its 
 removal by a physician is a simple matter, and think of the joy to the suf- 
 ferer! Teachers should learn to recognize physical defects early and if neces- 
 
258 PHYSICAL EDUCATION COMPLETE 
 
 sary teach the parents the dangers of them if not cai'cd for wliilc children are 
 young. 
 
 Is it any wonder that children who have adenoids have a stupid expres- 
 sion! If we fill our own ears with cotton and then try to take part in the con- 
 versation that is going on about us we feel very helpless and realize how truly 
 stupid we, too, look in our endeavors to understand. Keep this little experi- 
 ment in mind and have patience with your "stupid" pupils. 
 
 Unfortunately there are parents and, even to-day. a few physeians who 
 say that children will outgrow adenoids and luiving done so will be perfectly 
 healthy again. We are told by reputable physicians that at the age of puberty 
 adenoids do have a tendency to become absorbed, but with them their train of 
 evil effects do not disappear and many a ease of deafness in older people has 
 been traced to adenoids in childhood. 
 
 (Acknowledgment is made to North Carolina Boanl of Health Bulletin, 1910.) 
 
 DEFECTIVE EYES. 
 
 When one notes the great number of people who are to-day wearing 
 glasses it is easy to believe that defective eyesight is very common and we feel 
 that a great percentage of people have come to realize that much discomfort, 
 pain and possibly loss of sight can be saved by giving the eyes proper atten- 
 tion and care. In spite of the fact that this great gain is now on the correct 
 side of the line the fact remains that there is still a great percentage of human 
 beings whose eyes need attention. 
 
 Many bodily ailments are being constantly traced to defective eyesight. 
 The muscular effort necessary to secure the correct focus and the blurred 
 image on the retina causes extreme nervousness and seriouslx- affects the 
 nerves in many parts of the body. 
 
 Children should have their eyes tested during the first two weeks of school 
 and should be seated according to the results of the examinations. As early as 
 possible the matter should be taken up with tlu^ parents or guardians and the 
 eyes given a thorough examination Ijy a competent, honest oculist. 
 
 It is not necessary that a teacher understand, thoroughly, the subject of 
 eye-testing in order to help the little peojjle in hci" care. At a small cost Snel- 
 len's Eye Charts and Green's Astigmatic Lines may be purchased from most 
 any optician, when the test suggested in the early ])art of this chapter is suf- 
 ficient for a teacher to make. It will tell hei- all she needs to know. It is her 
 duty then to take the matter up at once wilh the ])anMits and ui'gc them to 
 have a thoi'ough examination made. 
 
 A teacher has a perfect right to hv suspicious of every case of red, sore 
 eyes, for many such cases are contagious and should receive the attention of 
 a physician. Until teachers have the assurance that cases of sore eyes are 
 liai'inless they should re(piest (diildren to I'eiiiain a1 h(tine. in su(di matters 
 a ])liysieiairs cert il'leate should be I'ecjuii'cd and the opinion of neighbors or 
 |;ai'enls should n(»t he solicited hv any leaeher. 
 
 Children sulTeriiig from defective visi(»n are V(M'y apt to have one or more 
 of the following symptoms: 
 
FOR SCHOOLS AND PLAYGROUNDS 259 
 
 1. Frequent lic'idiiclies. 
 
 2. The work is held eitlici- very close or very far from llic eyes. (About 
 fourteen inches is correct.) 
 
 3. Attempts to shade eyes with hand. 
 
 4. Hairless eyelids. (No protection fr(uii Ihc li<iht is nffoi'di'd.) 
 
 5. Confused feelinjis in the head. 
 
 H. Often lilinkinti' the eyes in i'a])id succession. 
 
 7. Squinting. 
 
 8. Crossed-eye. 
 
 9. F'requent styes on the eyes. 
 
 1(1. Inflamed, sore eyes, caused l)y excessive eye-strain. 
 
 11. Inability to read the work on a black])oard. 
 
 Cross Eyes should receive early attention. Sight will diminish at an early 
 age unless the eyes are properly cared for liy an oculist. Glasses often help 
 such cases very materially and we ai-c told they should be given a fair ti'ial 
 before an operation is performed. 
 
 Near Sight. The eye ball is too long from front to l)ack and the object is 
 thrown in front of the retina, the retinal image is blurred and such an eye can- 
 not see distant objects plainly. 
 
 Far Sight. The eye ball is too short from front to back, the object is 
 thrown behind the retina, and such an eye cannot see close objects plainly. 
 
 Astigmatism. The curvature of the cornea, and sometimes the lens, is 
 irregular in shape. 
 
 A person suffering from near sight has to content himself with a very liiii 
 ited range of vision, while those who possess the defects of Far Sight and 
 Astigmatism suffer from eye strain, headaches, nervousness, sometimes dis- 
 orders of digestion, blurred vision, backwardness in studies and many ail- 
 ments of which we, as teachers, know nothing. 
 
 DEFECTIVE TEETH. 
 
 Any teacher who will take the trouble to make even a superficial exami- 
 nation of the teeth of the children who daily sit in her school room will fiiul 
 it easy to believe that "from fifty to ninety per cent of the school children of 
 to-day possess defective teeth." 
 
 Digestion, we know, begins in the mouth and upon the thorough mastica- 
 tion of the food by the teeth, depends the comfort and ease with which I he 
 stomach, aided by its juices, performs its function. If the proper grinding of 
 the food is not done in the nu)u1h it must be done by the stomach and nature 
 never intended that the teeth should shirk their duty. 
 
 When mouths are not thoroughly cleansed after eating, bits of food lodge 
 between the teeth and cling to their surfaces. In a short time a decaying pro- 
 cess sets in which develops troubles of various kinds. The decayed matei-ial 
 is mixed with the clean food as it is taken into the nu)uth and together this 
 mixture is sent to the stomach, where it sets up a systemic jioisoning which 
 produces dyspepsia, more commoidy spi>k('U of as indigestion. WIkmi this hap- 
 pens the food that is eaten produces little or no value to the body. 
 
260 PHYSICAL EDUCATION COAIPLETE 
 
 Germs of all kinds are housed in and around tlie teeth that are not 
 cleansed very fre(iuently. Cavities of the teeth are often filled Avith decayed 
 food and dangerous bacteria which are ever ready to sap the child's strength. 
 Teeth that are decayed are the means of causing- children to "bolt" their 
 food — to swallow it without any attempt at mastication. Should they try to 
 grind the food, portions are pressed into the cavities, the exposed nerves set 
 HI) an ache and children soon learn to favor their defective teeth and we find 
 mastication is interfered with once more. A poorly nourished body is the result. 
 
 Poorly kept teeth not only present an unsightly, repulsive appearance 
 but are responsible, many times, for foul and exceedingly disagreeable 
 breaths. Catarrh produces much the same effect l)ut in most every case we 
 can trace the cause to a filthy mouth. Such mouths should not be tolerated 
 in a school room any more than soiled hands or clothing. 
 
 Parents should make every effort to have the temporary, or first set, cared 
 for as carefully as the second. The strength, health and life of the second set 
 often depend upon the care given the first. Not all parents understand the 
 amount of harm that can be done by neglecting the teeth of their children, and 
 here, again, the teacher finds it necessary to instruct them as well as the little 
 jieople. 
 
 A dentist should be consulted when a child is found who has: 
 
 1. Decayed teeth. 6. Broken teeth. 
 
 2. Unclean teeth. 7. Crooked teeth. 
 
 3. Offensive breath. 8. Enlarged neck glands. 
 
 4. Sore gums. 9. Protruding upper teeth. 
 
 5. "Gum boils." 
 
 Children should be taught to cleanse the teeth after each meal, BEFORE 
 going to bed and as SOON AS THEY GET UP IN THE MORNING. 
 Dr. Charles G. Stockton in Pyle 's Personal Hygiene says : 
 "Twice each week all the exposed surfaces of the teeth should be care- 
 fully gone over, and, with the assistance of the tooth-powder, carefully rubbed 
 with a narrow, chisel-like piece of wood that is hard and fine-grained in tex- 
 ture, such as orange wood, so as to smooth away all roughness and inequali- 
 ties. This puts a smooth polish on the teeth and renders their subse(pient 
 cleansing by means of the tooth brush, a comparatively simple matter. If this 
 rule were applied in the care of children's teeth, the work of the dentists 
 would be greatly restricted." 
 
 CONTAGIOUS DISEASES. 
 
 All teachers should nuike themselves familiar with the early signs and 
 symptoms of the contagious diseases. Time was when the idea prevailed, gen- 
 erally, that it was the proper thing to willfully expose children to the long list 
 of "Children's Diseases" and many a little life was, consequently, pitifully 
 sacrificed. Forliinately to-day that foolish idea is almost a thing of tlie past 
 and the great majority of parents and teachers are making evei'\' possible 
 effoi't to spai'c ttie children the sntTci'lnu- that was, not )nany years ago. forced 
 upon 1 hem in a nnmhcr of cases. 
 
FOR SCHOOLS AND PLAYGROUNDS 261 
 
 Whenever a suspieious ease is found to exist in a seliool, the ehild slioiild 
 be sent to his home at once, and should not be permitted to take his place in 
 the school room again until satisfactory evidence is pi-odueed to show that the 
 health of the other children will not be endangered. 
 
 That teachers may learn to detect the early signs and symtoms of Conta- 
 gious Diseases the main features of the several diseases are here presented. 
 
 CHICKEN POX. 
 
 This disease is highly contagious and one attack usually protects from 
 all subsequent ones. 
 
 Incubation Period. From thirteen to seventeen days. 
 
 Early Signs and Symptoms. As a rule the first symptdiu to appear is the 
 rash, though a slight fever and indisposition may have existed without tlu' |ia- 
 tient realizing it. The rash conies out on the second day, and makes its ap- 
 pearance in successive lots or crops. As one lot heals another appears. Rash 
 is first seen on the head and spreads over the entire body. It comes as small 
 eruptions first, which then fill with a watery fluid and some of them finally 
 become pustules. ^A''herever a pustule was present a pit forms because of the 
 scab that leaves the indentation. Otherwise after the rash has disappeared 
 the skin is left in good condition. 
 
 Method of Infection. Poison is given off from the surface of the body, 
 most likely from the watery eruptions and pustules. 
 
 Quarantine. The period of quarantine should be observed for at least two 
 weeks and children should not be allowed to return to school until all tlu^ 
 scabs have thoroughly healed. Teachers should examine the head thorcuiulily 
 for scabs that are not healed. 
 
 Remarks. Not dangerous to any except very delicate children. 
 
 DIPHTHERIA. 
 
 This is a most acute contagious disease and one attack- docs not protect 
 a person from experiencing subsequent ones. 
 
 Incubation Period. From two to ten days. 
 
 Early Signs and Symptoms. Usually begins with a chill or "chilly sen- 
 sations up and down the spine." There is fever, headache, vomiting, diar- 
 rhoea, sore throat, swelling of the glands in the neck at the angle of the jaw 
 and if the throat is examined, white, gray, yellow or black patches may be 
 seen, either continuous or with clean spaces of membrane between them. There 
 is such a variety to the color of these spots of false membrane that anything in 
 the way of a spot in the throat justifies a person in feeling anxious and sus- 
 picious. This false membrane may make its first appearance in the nasal 
 cavity or upper part of the throat, where it cannot be seen, the majority of 
 the symptoms above named may be absent, while the germ continues to pro- 
 duce more false membrane and so gains a strong footlu)ld before the danger is 
 realized. Again it may first attack the larynx, when croup symptoms are pres- 
 ent. Sonu' cases prov(^ fatal when the disease had a very mild commencement. 
 
 Method of Infection. The bacillus lives in the false membrane and is 
 
262 PHYSICAL EDUCATION COMPLETE 
 
 given off by the discharges from the nose and tliroat. We are told that diph- 
 theretic germs live for some time in the throat of a patient after all signs and 
 symptoms of the disease have disappeared. The infection may be carried in 
 clothing, books, toys or by household pets that are allowed in the sick room. 
 
 Quarantine. A strict quarantine, covering a period of from four to six 
 weeks should be observed or until no germs are found in the cultures taken 
 from the patient's throat. 
 
 Remarks. Fatal often during the disease and from after effects. A very 
 dangerous and justly dreaded disease. 
 
 ERYSIPELAS. 
 
 This is an acute contagious disease and one attack does not protect a 
 jjerson from subsequent attacks. 
 
 Incubation Period. From three to seven days. 
 
 Early Signs and Symptoms. Onset of the disease apt to be rather sudden. 
 There is a chill followed by fever, headache, no appetite and prostration. It is 
 frequently ushered in by a general convulsion. Thick rash appears, the skin 
 thickens and forms a ridge or welt. It spreads each day and as it does so the 
 fever and chill are repeated slightly. The rash may cover the entire body. 
 Creases in the skin, hair lines or ridges formed by bones frequently are the 
 means of checking the disease. 
 
 Method of Infection. Is communicated by a germ which gets into the 
 l)ody through a cut or wound. Oftentimes the wound is so small as to be over- 
 looked as a port of entry. 
 
 Quarantine. A quarantine period should be of sufficient duration to per- 
 mit of a complete, clean recovery. 
 
 Remarks. The disease is more apt to be fatal in young children, while 
 death frequently claims those of more mature years. 
 
 GERMAN MEASLES. 
 
 This is a contagious disease of a more mild type. Adults are quite sus- 
 ceptible to it as well as children and while one attack makes for immunity, it 
 does not protect a person from an attack of Measles or Scarlet Fever. 
 
 Incubation Period. From seven to twenty-one days, though most likely 
 to be fourteen days. 
 
 Early Signs and Symptoms. Slightly feverish, "feel mean," slight head- 
 ache and sore throat. These symptoms are usually of so light a nature that the 
 first thing noted is the rash, which has somewhat the appearance of Measles 
 or possibly Scarlet Fever. Most always there is a moderate swelling of tlu^ 
 glands in the back of the neck. The rash lasts from two to three days, when it 
 rapidly fades away. 
 
 Method of Infection. Coughing, nasal and moiilli discharges. 
 
 Quarantine, 'i'lic (piarantine period shonld he fnlly thi-ee weeks, with a 
 recommended period of exclusion from school of iVom tlirec to four weeks. 
 
 Remarks. Xol dangci-ons and after effects slight. 
 
FOR SCHOOLS AND PLA^■GROUNDS 263 
 
 LA GRIPPE. 
 
 A highly CMHitagions disease. One attack d^es Tiot prevent a person from 
 having others. 
 
 Incubation Period. Snpposed to be from a few lioui's to three or four days. 
 
 Early Signs and Symptoms. Often begins witli intense pains in the back 
 and limbs, accompanied by fever, which frequently ranges from 100° to 104°. 
 There is severe headache and great prostration. The eyes are watery and tlie 
 nose runs. A cough also develops. 
 
 Method of Infection. Discharges from nose and throat. 
 
 Quarantine. A (|uarantine period of at least two weeks should l)e ob- 
 servetl and children should remain away from school for about three weeks. 
 
 Remarks. Few i)eoi)le realize the severity of the disease and conse- 
 quently deny themselves the proper medical attention and care. The after 
 effects are often serious, while in some instances the patient never regains 
 normal health and strength. Tulierculosis, previously dormant, often devel- 
 ops. Complications to be feared are pneumonia, middle ear trouble resulting 
 in deafness, and inflammation of the lymph-glands of the neck. 
 
 MEASLES. 
 
 This is an acute contagious disease. One attack usually protects a person 
 from a second one. 
 
 Incubation Period. From ten to fourteen days. 
 
 Early Signs and Symptoms. Chilly sensations, fever, headache, vomiting 
 and prostration. All the symptoms of a nasal cold are present such as in- 
 flamed, watery eyes, sneezing and running nose, hoarseness and sore throat. 
 If the mouth is examined, small red spots, set off by themselves, are often 
 seen on the hard palate and bluish-white ones opposite the molars on the inside 
 of cheeks. About the third or fourth day the rash appears at the edge of 
 scalp, on the forehead and face and spreads downward, finally covering the 
 entire l)ody. These patches of tiny eruptions often take on a crescentic forma- 
 tion and are not often elevated very high above the skin's surface. 
 
 Method of Infection. Coughing, nasal and mouth discharges and dis- 
 charges from the surface of the body. The germs are said to float in tlu^ air. 
 
 Quarantine. TIk^ (puirantine period should be all of three weeks, with a 
 recommended period of exclusion from school of from four to five weeks. 
 
 Remarks. Eyesight apt to be seriously impaired if the room is not kept 
 dark and eyes rested during the illness. Death usually results from compli- 
 cating broncho-pneumonia. A disease not to be treated lightly. 
 
 MU:\IPS. 
 
 This is another of the highly contagious diseases. One attack prevents 
 a recurrence. 
 
 Incubation Period. From fourteen to twenty-one days. 
 
 Early Signs and Symptoms. Onset may be sudden, liegiiuiing with fever, 
 headache, loss of appetite, nausea, vomiting and prostration. Pain is felt in 
 the glands of the cheeks a little below the ear, and sometimes those under the 
 
264 PHYSICAL EDUCATION COMPLETE 
 
 jaw are involved. The jaws are moved witli effort and the saliva becomes 
 thick and sticky. Anything sour taken in the mouth causes increased pain in 
 the glands. 
 
 Method of Infection. Coughing and all discharges from the nose and mouth. 
 
 Quarantine. Period of quarantine should be observed three to four weeks. 
 
 Remarks. Not considered dangerous. 
 
 SMALL POX. 
 
 This disease is highly contagious. One attack regularlj' protects a person 
 from others. 
 
 Incubation Period. From nine to fifteen days. 
 
 Early Signs and Symptoms. The disease is usually ushered in with some 
 severity. The child is very feverish, complains of nausea and severe pains in 
 the back. About the third day the rash appears and, unlike that of Chicken 
 Pox, makes its appearance all at once. The rash is about the size of small 
 liird shot and is felt under the skin. It is first seen about the face and wrists 
 and then covers the entire body. In Small Pox the eruptions may be seen on 
 the palms of the hands and soles of the feet, which is a condition not found in 
 Chicken Pox. In two days the shot-like eruptions develop and produce blisters 
 which in two more days produce a yellow matter which eventually dries, thus 
 forming scabs, and in about two weeks the scabs dry up and drop off. 
 
 Method of Infection. All bodily discharges, scabs and skin that may be shed. 
 
 Quarantine. From two to four weeks quarantine period should be ob- 
 served and no child should be allowed to return to school until all traces of 
 scabs have disappeared. 
 
 Remarks. Is gradually being controlled by means of vaccination, hence 
 the death rate is very small in communities where such measures of preven- 
 tion are observed. 
 
 SCARLET FEVER. 
 
 This disease is also known as Scarlatina and is highl.y contagious. One 
 nttncl-c rognlarly protects from a recurrence. 
 
 Incubation Period. Fi-om two to seven days, with an average of four. 
 
 Early Signs and Symptoms. Characterized by the suddenness of the at- 
 tack. There is fever, sore throat, vomiting, headache and severe prostration. 
 Hash appears between one and three days. The tonsils, pharynx and hard 
 ]ialate arc covered with tiny, fine red points very close together. The rash be- 
 gins on 1lic iicck and upper pjii't of chest tlicii covers the entire body, with the 
 exception, usually, of the face. When the rash disappears the entire skin of 
 the body ])ccls off, not in small bran-like flakes as in ]\[easles, but in large 
 scales aiul strips as when the skin has been badly sun-burned. At first the 
 tongue has a whitish coat which gives way to a bright red hue. caused by the 
 many rechlish elevations and which has given rise to the term in this disease, 
 ' ' Strawberry Tongue. ' ' 
 
 Method of Infection. Coughing, nasal and mouth discharges and the 
 l)ieces of .skin th;it peel off the surface of the body. The disease is highly con- 
 tagious during the entire time it i-uns. The germ is possessed of remarkable 
 
FOR SCHOOLS AND PLAYGROUNDS 265 
 
 vitality and lives for a great length of time in the bedding, elotliiny, draperies 
 and in the hair of household pets. 
 
 Quarantine. The quarantine period .slionKl ))e fully two weeks, with a 
 recommended period of exclusion from school of from seven to eight weeks, or 
 until all scaling has ceased. Tlie disease is contagious as long as Ihere is any 
 scaling from any part of the body. This process lasts llic longest on the palms 
 of tlie hands and soles of the feet, wdiere the skin is touglu^st and thickest. 
 
 Remarks. Dangerous at all stages and after effects often most distress- 
 ing. Complications usually set in which leave a train of serious effects in tiie 
 ears, lungs and kidne.ys. There is more or less deafness, either partial or en- 
 tire, and it is stated some cases become deaf mutes after the serious complica- 
 tion of Otitis, or inflammation in the middle ear. 
 
 The poison of the fever usually proves very dangerous to the kidneys and 
 often causes death. 
 
 Scarlet Fever is a disease which is .iustly feared and Avhen it is known 
 that cases exist in a community the teachers should be ever on the watch to 
 detect the early signs and symptoms and every effort made to stamp it out. 
 
 WHOOPING COUGH. 
 
 This is one of the contagious diseases and attacks children more fre- 
 quently than advilts. One siege regularly prevents a subsequent one. 
 
 Incubation Period. From seven to fourteen days. 
 
 Early Signs and Symptoms. Begins with catarrhal symptoms which last 
 from ten days to two weeks. In connection with this stage there is a cough which 
 grows steadily worse during these two weeks. There is usually very little dis- 
 tress or feeling of prostration. All symptoms are apt to be slight during the in- 
 vasion period. The cough now comes in paroxysms, which last for some few 
 seconds. Frequently the child holds his breath, becomes blue in the face and 
 one has the feeling that the patient is about to suffocate, when Avitli a violent 
 effort a long deep breath is taken which causes the child to give out a sound 
 that resembles the word "whoop," when usually some mucus is discharged or 
 vomiting is caused which terminates the paroxysm for another while. 
 
 Method of Infection. Coughing, throat and nasal discharges. Germs 
 float in the air and are easily inhaled. 
 
 Quarantine. Quarantine should be observed for three weeks. The period 
 of infection is from the beginning of the catarrhal stage and lasts two or three 
 weeks after the coughing has ceased. 
 
 Remarks. Most eases are from ^May to Xovembei-. Exti-etiiely fatal in 
 very young children. Broncho-pneumonia is to be feared in young children. 
 Older ones are very apt to lose flesh and sti'cngth because of the excessive 
 vomiting. It is not considered dangerous with children after four years of age. 
 
 CONTAGIOUS EYE AND SKIN DISEASES. 
 
 Teachers should ever be watchful for contagious eye and skin diseases. It 
 is not an easy matter for the untrained to make a correct diagnosis but the 
 presence of pus in the corners of the eyes, sticky lashes and a tendency of the 
 
266 PHYSICAL EDUCATIOX COMPLETE 
 
 lids to become glued together, watery, "teary" or inflamed eyes or skin that 
 shows a diseased condition to be present, give just causes for suspicion. When- 
 ever a suspicious case occurs in a school the teacher should not hesitate to send 
 the child home as soon as observed. Before re-admitting to the school play- 
 ground or class room a certificate from a physician should he demanded by the 
 
 teacher. 
 
 PINK EYE. 
 
 This disease is often found to exist in school rooms and though not serious 
 is very unpleasant while it lasts. 
 
 Symptoms. Red eyes, both the "white" and lining of the lids. Scratchy 
 sensation, as thougli the eyes were filled with dust. Child avoids light. Eyes are 
 glued together in the morning and recpiire a little bathing before the child can 
 open them. During the day pus is seen in the corners of the eyes near the nose. 
 
 DIPHTHERIA— OF THE EYES. 
 
 This disease, we are told, does not often make its appearance, however it 
 is dangerous when it does occur and should be reported immediately upon dis- 
 covery. It is caused by the same diphtheretic germ that produces the disease 
 in the nose and throat and if not checked at once will cause serious epidemics. 
 
 Symptoms. Eyes ache and feel sore. Eyes discharge a watery substance 
 which soon changes to a thick heavy one. The typical grayish or dirty yel- 
 lowish membrane forms on the lining of the eye-lids and is as difficult to re- 
 move as the membrane that forms in the nose and throat when the disease 
 attacks those parts. 
 
 TRACHOMA. 
 
 This disease is brought by immigrants and is the most dangerous of all 
 the eye diseases as blindness often follows an attack. It is highly contagious. 
 Schools located in the slums or foreign districts are most apt to be visited by 
 the disease. 
 
 Symptoms. Eyes water and the discharge is greatly induced by light. 
 The chief symptom by which the disease is distinguished is the rough appear- 
 ance of the eye ball and the presence of tiny sacs or kernels on the linings of 
 
 the eye-lids. 
 
 PEDICULOSIS. 
 
 When children are found to have pediculosis they should be sent home 
 with instructions to the parents that they are not to be permitted to re-enter 
 school until all traces of tlu' trouble have disappeared. If, after a reasonable 
 length of time, they do not present themselves for re-admission the proper 
 official should be notified of the case, when it is his or her duty to see that 
 such children are made fit to return to school for regular ehiss-room work. 
 
 In some school districts, particularly those wliieli mre for the foreign eh'- 
 ment, llie li'<)iil)le is constant and most annoying, and there are teachers who 
 prefer to administer the treatment themselves and thus save the child many 
 days' absence from sehdol. The easiest way to diseovei- it is to search for the 
 nits or eggs, which cling tigiitly to the hair. With hoys, a close haif cut fol- 
 lowed by a 1li()i'ouL;h cleansing of the scalp, is sufficient. Foi' girls, comb the 
 
FOR SCHOOLS AND PLAYGROUNDS ?.a 
 
 hair lliuruuglily with a fiiie-toothed comb dipped in viiiegai; or aleolioi. This 
 dissolves the eggs. Pillow with a good shampoo. Tincture of larkspur 
 (Poison) is highly recommended, but it shoiiUl be used with great caution and 
 according to a physician's directions. 
 
 The habit that children sometimes form in play of changing hats should 
 always be discouraged. Many a child of the most careful parents has con- 
 tracted the trouble in this manner. 
 
 SCABIES. 
 This disease is commonly known as the itch, and is caused by an aninud 
 parasite. The female burrows under the skin in order to secure a place where 
 she may lay her eggs. The male remains on the surface of the skin. The 
 trouble usually begins on the hands and arms and may spread over the entire 
 body except the face and scalp. A tiny reddened, irregular line may be first 
 noted. Those affected scratch these tiny lines, for as the burrowing goes on an 
 itching sensation is produced and very soon an infection of the skin is brought 
 about by pus-producing germs making their way into the spots made raw by 
 scratching. Sometimes sores of considerable size result. The disease is con- 
 tagious, therefore all cases should be excluded from school until thoroughly 
 cured. The trouble should receive medical attention, thus checking it in its 
 early stages. IMPETIGO. 
 
 This is another of the contagious skin diseases. It attacks children most 
 frequently, and several in one family are apt to have the trouble at the same 
 time. It often follows the itch, hives or any trouble in which the constant, severe 
 scratching produces a pus infection. It is present most often on the hands, 
 neck and face, and the sores may be found to be isolated or run together and 
 form one large scab or crust which has a dirty brownish hue, with signs of pus 
 around the edge of the scab. Often these crusts drop off before a complete 
 healing has taken place, when a fresh lot may be started by "auto-inocula- 
 tion." Children having impetigo should not be allowed in school until thor- 
 oughly cured and the skin presents a smooth, clean appearance. 
 
 These contagious eye and skin diseases are easily spread by use of the 
 comnu)n roller towel or by the handling of common school books or tools. 
 
 All teachers should learn to early form the habit of washing their hands 
 several times a day in water that has been inade antiseptic by ten oi- twelve 
 drops of pure carbolic acid or a small portion of a bi-ehloride of mercury tab- 
 let. Both are poison, should be kept under lock and key and used with caution. 
 
 Acknowledgment is made In: r- n 1 1 
 
 The Health Index of Children v; ■•••;•••,• c-, '? 
 
 The Human Mechanism Hough and Sedgwick 
 
 Diseases of Children Hit 
 
 Diseases of Infancy and Childhood ....Holt 
 
 Diseases of the Skin Liveing 
 
 Personal Hygiene -^ ^'^ 
 
 PULSE, TEMPERATURE AND RESPIRATION. 
 
 Everyone should understand the three important signs. Pulse, Tempera- 
 ture and Respiration, be al)le to recognize their deviation from normal and the 
 meaning of those variations which are constantly occurring in the human body. 
 
268 PHYSICAL EDUCATION COMPLETE 
 
 THE PULSE. 
 
 The heart contractions cause the blood to l)e i'orcctl into the arteries. 
 whose walls are elastic and are therefore expanded or dilated by each heart 
 contraction. It is this expansion that is known as "the pulse." To intelli- 
 gently ascertain the pulse record we should be able to determine : 
 
 1. The number of expansions, or beats. 
 
 2. Whether rapid or slow. 
 
 3. Whether full or weak. 
 
 •4. Whether regular or intermittent. 
 
 In taking the pulse record certain things should be kept in mind, for in- 
 stance — that excitement and exercise quicken the pulse and are not danger 
 signs; that the pulse beats faster in children than adults, in women than men 
 and is affected by bodily positions. It is slower in sitting than standing, reclining 
 than sitting, and is more apt to become slower in its beating while we sleep. 
 
 To record the pulse, place the tips of the first and second fingers on the 
 radial artery at the wrist or the temporal artery at a point directly in front of 
 the ear. The count is usually taken for a half minute and multiplied by two. 
 
 The pulse beat at 7 years is from 72 to 90 per minute. 
 
 The pulse beat at 12 years is from 70 to 76 per minute. 
 
 The pulse beat in early adult life is from 68 to 75 per minute. 
 
 The pulse beat in late atliilt life is from 65 to 70 per minute. 
 
 TEMPERATURE. 
 
 The normal temperature of the body is spoken of as 98.6° F., l)ut there is 
 no such thing as a constant temperature, in the strict sense of the word, for the 
 temperature of the body frequently varies in health, during the twenty-f(uu- 
 hours, from 97.5° F. to 99.5° F., however, a sudden and very marked rise or 
 fall of the temperature should be looked upon as a danger sigual and usually 
 indicates the necessity of prompt medical attention. 
 
 The thermometer used for determining the body temperature shouhl find 
 a place in every home and school room. Both before and after using, the ther- 
 mometer should be carefully washed with soap and water and made antiseptic 
 by immersing in alcohol or a mediumly strong solution of carbolic acid. This 
 is a most important point and should be carcfullx- observed. 
 
 RESPIRATION. 
 
 The noi'mal number of respirations is one to every four heai't beats and in 
 the adult ranges from 16 to 18 every minute. The best time to ecuuit the res- 
 pirations is during sleep, as they are most apt to be noi-mal then. In the school 
 room it is most advisable, after having secured the confidence of th(> eliild, to 
 place one's hand on his chest aiul count one for each breath that is taken. Of 
 course any child who is suspected by the teachei- ol' being ill should be exam- 
 ined in a room away from the othei- children. 
 
 (Ackiiowledgmfiit is made to Dr. Walter Pyle's Personal Hygiene) 
 
FOR SCHOOLS AND PLAYGROUNDS 269 
 
 HELPFUL HINTS FOR TEACHERS. 
 
 \. Abolish the common drinking cup and install sanitary drinking fountains. 
 
 2. Abolish the roller tower. 
 
 3. Avoid the common use of pens and pencils. 
 
 4. Use a thin coat of oil or staining on school room floors, and for sweeping, a 
 sanitary preparation of sawdust is best. 
 
 5. Use dustless dusters and abolish the feather duster. 
 
 6. Boards are best cleaned by using a piece of damp chamois skin. 
 
 7. Use dustless crayons. 
 
 8. Wipe out chalk traj^s once each day with a damp cloth. 
 
 9. Clean erasers thoroughly each day. 
 
 10. Have school rooms disinfected four or five times a j'ear. 
 
 11. Library text books used by pupils should be kept covered during the period of 
 use and freshly covered when re-issued. 
 
 12. All school books should be burned that have i)een in homes where contagious 
 diseases have existed. This is much safer than disinfecting them. 
 
 13. Rooms should be thoroughly ventilated. Open the doors and windows often for 
 a few moments during each day. Always open doors and windows at each recess 
 and at least a portion of every noon period. 
 
 14. Do not allow children to sit in draughts. 
 
 15. Make every school room as full of the pure, sweet out-of-doors as you possibly 
 can. 
 
 16. Keep the temperature of the school room as near 69 in the Winter as you can. 
 
 17. Desks should always be placed so that light falls on them from the left. 
 
 18. Window shades should be in two sections to regulate the light. Olive green shades 
 
 are recommended as the best to use. 
 
 19. Make every school room attractive but do not overdo the decoration of it. 
 
 20. Install adjustable desks and seats and see to it that they are adjusted to your 
 pupils. 
 
 21. Where there are no such seats and desks, use small footstools for children whose 
 feet cannot rest flatly on the floor. 
 
 22. Keep cloak rooms and toilets open CONSTANTLY to fresh air. 
 
 23. Children who have defective vision or hearing should always be seated near the 
 front. 
 
 24. Demand immediate attention for children having pediculosis. 
 
 25. Demand immediate attention for children having any skin diseases. 
 
 26. Insist on sores being covered or bandaged. 
 
 27. Exclude children in whose family a contagious disease exists. 
 
 28. Require a physician's certificate for re-admission. 
 
 29. Exclude children who have St. Vitus Dance or Epileptic Fits. 
 
 30. Teach practical Physiology and Hygiene. 
 
 31. Work to secure individual cleanliness. 
 
 32. Make a personal inspection of the children each morning, not forgetting their 
 teeth. This can be done very quickly. 
 
 33. Liquid soap should be provided for all wash rooms. 
 
 34. Outside doors to school houses and all public buildings should open outward. 
 
 35. Entrances should be kept free from all obstructions at all times. 
 
 36. Practice a fire drill. The larger the school the greater the need lor this. 
 
 37. Have all pluml)ing carefully watched. 
 
 38. Do not allow toilets to remain out of order. 
 
 39. If possible, arrange for a lunch room for those who must carry lunches. 
 
 40. Teach the children to keep the grounds clear of all papers and refuse. 
 
 41. Do not allow children to sit in wet shoes or clothes. 
 
 42. Do not permit cliildren to wear rubbers and overshoes during school hours. 
 
270 PHYSICAL EDUCATION COMPLETE 
 
 THE HEALTH OF THE TEACHEE. 
 
 In some communities, and great is tlicii' wisdom, every applicant for a 
 position as teaclier of school children is recpiired to pass a medical examina- 
 ton before an ajjiilieation is given any consideration. Speed the day wlieii 
 every community, realizing the justice due the children, will fall into line and 
 follow such splendid examples. 
 
 Not only for the teacher's own sake l)ut for the good of the pupils, a 
 teacher should possess good health. Her heart and lungs should be free from 
 organic disease, her eyes and ears should be free from any serious defects, the 
 body should be erect and free from spinal curvature or deformity of any kind 
 whatsoever, she should i)Ossess a strong, healthy and well-balanced nervous 
 system and she should be entirely free from all "hal)it spasms" which are so 
 easily imitated by many children. 
 
 A teacher suffering from tuberculosis in any form is a constant source of 
 danger to the children entrusted to her care, yet there are such teachers who 
 are employed by School Boards of to-day, regardless of the menace to the 
 health of the children. In many cases absolutely no thought whatever is given 
 to the health of the teacher, while the most painstaking efforts are made to 
 protect the pupils in times of epidemics, ignoring ever and always the daily 
 menace in the school room — the tubercular teacher. Such a teacher should 
 never be employed and if School Boards would take a firm stand against it it 
 would be the kindest and wisest thing for all concerned. The teacher would 
 secure other means of support, possibly less confining and "nerve-racking," 
 and not less in importance — the children would not be exposed to the dangers 
 of this justly dreaded disease. 
 
 Dr. E. B. Hoag in his Health Index of Children says: 
 
 "Of all ])hysieal disorders, nervousness in its various phases is probably 
 the one of greatest importance among teachers. Public school teaching is of 
 necessity (according to our present rather irrational system) a nerve-racking 
 occupation, even to those teachers who begin Avork with well-balanced nervous 
 organizations. What may we expect then of those individuals who never have 
 possessed much nervous stability?" 
 
 Many teachers are constant sufferers from headaches, which in luaiiy 
 eases have been traced to severe eye strain. There is pain and continued nerv- 
 ousness and a feeling of being at outs with themselves and everybody else. 
 Everything seems to be on the bias. Often such teachers do not realize the 
 cause of their suffering and go on teaching year after year, with the suffer- 
 ing certainly growing no less, when properly fitted glasses wouUl make the 
 world look brighter and liajipier as the pain and nervousness would fade away 
 in a short space of time. No one attempts to l)laiiie |)eople for being possessed 
 of eyes that cause such troubles hut tlu'y certainly may be justly blamed for 
 neglecting to luive theii- eyes given the propei- attention, thus eliminating that 
 which makes for a disagreeable, nagging teachei- and un[)leasnn1 companion 
 for her fi-icnds. 
 
FOR SCHOOLS AND PLAYGROUNDS 271 
 
 A disagreeable, irritable, nagging, nervous disposition should find no 
 place in any school room and a person of this soi't who persists in teaching 
 3'oung chldren, simply as a means of livelihood, should be dismissed fi-om 
 service as soon as the true self is revealed. Chihlreii ;ii'e often ealled upon in 
 their own homes to bear trouble, sorrow and gloom and it is strielly the duty 
 of every Schi;K)l Board to provide teachers who will insure, by iheir own 
 cheerful, happy dispositions, happiness and sunshine to the children in their 
 community. 
 
 If the health of the teacher is such as to cause her continual jiain and 
 suffering she should certainly not attempt to earn hei' living in the school 
 room where her disposition. j)ossibly developed b^v pain, will blight the lives 
 of her pupils. Little children and young people require all the hajipiness that 
 we can possibly give them. They need teachers who possess cheerful, luippy 
 dispositions, those who prove by their daily lives in the school room th;it they 
 are happy, sunny leaders "who do everything })ossible for the Ljood and luippi- 
 ness of those about them. 
 
 The never-at-rest. overly-active or the effervescent, bubbling, coddling 
 teacher owes it to herself and the children to OVERCCBIE SUCH A DISPO- 
 SITION. To visit such a school room gives one food for very serious thought. 
 The damage to the disposition and nature of the teacher herself is the very 
 least in importance. The effect p.roduced on the children is what makes one 
 think long and earnestly and one is not surprised that jiupils who live in such 
 a school environment are troublesome, restless and nervous beings. 
 
 A teacher should safeguard her own health above all things. With health 
 given us no work is too great to be undertaken and while we cannot escape 
 fatigue at times, even when we are considered well, a night's rest should make 
 us fresh and ready for the work of the coming day. One of the easiest ways 
 in which a teacher can undermine her health is to wear damp or wet clothing 
 in the school room. During rainy weather an extra suit, shoes and stockings 
 should be kept at school in case of need. Frequent colds often develop serious 
 troubles and as one can learn to live to avoid colds, the experiment is cer- 
 tainly worth trying. The daily cold shower bath for those who are able to 
 take it, is strongly advised, as this sort of bathing teaches the small blood 
 vessels of the skin to react properly and promptly to outside influences. Some 
 physicians recommend the use of the same weight of underclothing to l)e worn 
 all the year round. When the weather requires it the outside clothing should 
 be of the heavier variety. One physician expresses it very nicely when he says : 
 "We sleep between sheets all the year, the supply of bed clothing only being 
 decreased or increased as the seasons change, and so it should be iu our di-ess. 
 
 Taking it all in all. it seems to me that the ideal life is — to l)e able to .sleep 
 out-of-doors, bathe daily, to have sufficient plain, well-cooked, wholesome 
 food, plenty of sunshine, fresh air and exercise, to be sufficiently independent 
 of "fashion" to dress Avith comfort always, to have plenty of good, honest, 
 happy work with frequent trips into the healthful open country, because — 
 these things all make for vitality, forceful personality and lu'altli. and the 
 abilitv to do the things which are of most worth. 
 
272 PHYSICAL EDUCATION COMPLETE 
 
 BIBLIOGRAPHY. 
 
 A. B. C. of Swedish G\'mnastics Nissen 
 
 A Bibliography of Children's Reading Baker 
 
 American Red Cross Abridged Text Book on First Aid Lynch 
 
 Anthropometry and Physical Diagnosis Seaver 
 
 Applied Anatomy Davis 
 
 Childhood of Religion Clodd 
 
 Childhood of the World Clodd 
 
 Chips from a German Work Shop Mueller 
 
 Civics and Health Allen 
 
 Diseases of Children Tuttle 
 
 Diseases of Infancy and Childhood Holt 
 
 Diseases of the Skin Liveing 
 
 Emergencies McKenzie 
 
 Exercise in Education and Medicine McKenzie 
 
 Games for the Playground, Home, School and Gymnasium Bancroft 
 
 Gray's Anatomy Gray 
 
 Gulick Hygiene Series Gulick 
 
 Health Index of Children Hoag 
 
 How to Tell Stories to Children Bryant 
 
 Hygiene of the School Room Barry 
 
 Indoor and Outdoor Gymnastic Games Spalding 
 
 Lateral Curvature of the Spine Lovett 
 
 Lessons in Elementary Physiology Huxley 
 
 Literature and Life in School Colby 
 
 Medical and Orthopedic Gymnastics Wide 
 
 Medical Inspection of Schools Hogarth 
 
 Normal Course in Play National Playground and Recreative Ass'n. of America 
 
 North Carolina Board of Health Bulletin, 1910, Sept. 
 
 One Hundred Fifty Games Wellesley College 
 
 Personal Hygiene Pyle 
 
 Play of Man Groos 
 
 Power Through Repose Call 
 
 Primer of Hygiene Ritchie 
 
 Primer of Sanitation Richie 
 
 Progressive Gymnastic Days Orders Enebuske 
 
 Psychology (Briefer Course) James 
 
 Stories and Story Telling Keyes 
 
 Stories and Story Telling St. John 
 
 Surgical Clinics Murphy 
 
 Talks to Teachers James 
 
 The Body at Work Jewitt 
 
 The Efficient Life (iulick 
 
 The Growth of the IJrain Donaldson 
 
 The Healthful Art of Dancing Gulick 
 
 The Human Mechanism Hough and Sedgwick 
 
 The Mind and Its Education Betts 
 
 The Posture of School Children Bancroft 
 
p^' 
 
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