STATE PROPERTY NOT TO BE TAKEN FROM THE SCHOOL CALIFORNIA STATE BOARD OF EDUCATION BULLETIN SUPPLEMENT TO MANUAL IN S Physical Education FOR THE blic Schools of the State of California PART IV Syllabus on Physical Training Activities With Methods of Management and Leadership BY CLARK W. HETHERINGTON State Supervisor of Physical Education ISSUED BY THE STATE BOARD OF EDUCATION 1918 241 CALIFORNIA STATE PRINTING OFPICB SACRAMENTO 1919 CALIFORNIA STATE BOARD OF EDUCATION BULLETIN SUPPLEMENT TO MANUAL IN Physical Education FOR THE Public Schools of the State of California PART IV Syllabus on Physical Training Activities With Methods of Management and Leadership BY CLARK W. HETHERINGTON State Supervisor of Physical Education ISSUED BY THE STATE BOARD OF EDUCATION 1918 CALIFORNIA STATE PRINTING OFFICE SACRAMENTO 1919 TABLE OF CONTENTS. Page A. DRAMATIC ACTIVITIES: Action Stories 5 Supplement to Chapter IX. Gp. II. B. RHYTHMICAL ACTIVITIES: Description and Music of Singing Games and Folk Dances 15 Supplement to Chapter X. Gp. III. G. C. HUNTING ACTIVITIES AND GAMES : Tag or "It" Games. Description and Rules of Games Listed as Important 62 Supplement to Chapter XL Gp. IV. G. D. POSTURE INSTRUCTION AND GYMNASTIC DRILLS : 1. Management and Leadership 83 2. Materials on Postural Instruction and Gymnastic Drills 86 a. Postural Instruction Charts 88 b. Posture Training for Third and Fourth Grades ; 93 c. Developmental Drills for Third and Fourth Grades 96 d. Drills for Relief Period for Primary Grades 100 e. Posture Training for Fifth to Eighth Grades 100 f. Developmental Drills for Fifth and Sixth Grades 106 g. Developmental Drills for Seventh and Eighth Grades 111 h. Drills for Relief Period for Fifth to Eighth Grades . 116 A. DRAMATIC ACTIVITIES. ACTION STORIES.* A PLAY IN THE SNOW. 1. All are sleepy. Heads on desks. 2. Wake up and sit straight, stretching arms as though just waking. What shall we do to make us lively? Go out in the snow and play. 3. Hurry to best standing position. 4. Pull on rubber boots, first right and left. 5. Pull cap over ears (elbows kept out and back). 6. Very cold day. Arms must be warmed. Arms out at side. Fling them across chest and slap opposite shoulders. 7. Stoop 'way down and pick up handful of snow. Make snowball while standing erect. Throw snowball at some spot in room with right arm. Repeat and throw with left arm. 8. Walk through snow drift with hands on hips, lifting feet and knees high with each step. 9. Run home. 10. Take in long breaths of fresh air, raising the arms straight from the sides to shoulder height as breath is taken in, lowering them as breath goes out. COAL MINE. 1. Late, so hurry to coal mine, running around room. 2. Light candles. 3. Push coal cart into mine. Desk is cart. 4. Use pickaxe in loosening coal. Bring axe high in air and down. 5. Shovel coal into cart. Pieces of coal very large and heavy. 6. Push cart back to opening. 7. Blow out candles on caps. A BIRTHDAY PARTY. 1. Run to trolley car. Each two rows run around one row of desks. 2. Reach high up with both hands and pull the doorbell. 3. Peanut hunt. Each two rows run around one row of desks. After every five or six steps stoop to get some peanuts and put in basket, hanging on left arm. 4. Pull molasses candy. Take candy from high shelf, pull hard, spreading arms far apart. 5. Blow out candles on birthday cake. Take deep breaths before each blow. 6. Play game. Let children choose game. Suggestions I Saw. Puss in the Corner. 7 . Run home. 8. Breathing. *NoTE. These action stories were taken from "Physical Training for the City Schools of Michigan." (5) THANKSGIVING PIES. 1. Shake flour. Both hands hold sieve. Shake from side to side over desk. 2. Stir everything up as if bowl were on desk. 3. Roll out crust. 4. Put in oven. Take three pies, one at a time, and put in opposite desks. 5. Run outdoors while pies are baking. 6. Take pies out of oven. 7. Burnt fingers, so blow on them. 8. Smell of pies, they are so good. THE PLAYGROUND. 1. Run across street to playground. Two rows around one row of desks. (Children may roll hoops as they run.) 2. Going down the "slippery slide." Climb up the ladder. Raise first the left arm and right leg, then the right arm and left leg. Sliding down the ladder take slow keep knee bending. 3. The merry-go-round (giant stride). Each two rows run around one row of desks, both arms raised high, as if holding on to rope. 4. The see-saw. Three lines for each "see-saw." Children in lines 1 and 3 (outer lines) face in. Those in middle line act as the "teeter" and stand facing front of room with arms extended toward the outer lines, the left toward one line, the right toward the other. Children in lines 1 and 3 bend knees and stand erect, alternately, as the hand toward them moves up or down. 5. Run home. Two rows around one row of desks. 6. Breathing. GOING FOR CHRISTMAS TREE. 1. Put on coats and hats. 2. Run to barn for sled and hatchet: Two rows around one row of desks. .When teacher claps hands they stop. Second clap, they run on to places or woods. 3. Chop down tree. One foot forward, swing axe over other shoulder. Chop and stoop forward one side and then the other. 4. Drag sled home. Hands behind as if holding ropes. 5. Dance around Christmas tree. Two rows dancing around one row of clerks. Do not join hands at ends of rows. 6. Blow out candles on tree. Deep breaths and blow. MAY QUEEN. 1. Pick daisies for a chain. Each two rows run around one row of seats. After every five or six steps stoop* and pick a few daisies and put in basket, hanging on left arm. 2. May Queen is chosen and sits in chair in front of room. 3. Run around room, one row at a time, lay flowers at queen's feet as they pass. 4. Wind the maypole. Each two rows skip around one row of seats, raising hand nearest desk high, as if holding streamer. 5. At finish of dance all bow to queen. Queen bows to children. 6. All skip by the queen, holding daisy chains high over heads. 7. Breathing. Smell flowers. (6) SANTA CLAUS VISIT. 1. Santa puts on his coat, cap, mittens and boots. 2. Looks at sky. 3. Jumps into sleigh. 4. Pulls on reins. 5. Jumps from sleigh and warms hands, feet and arms. (Run in place, swing arms and rub hands.) 6. Goes down chimney. (Bend knees slowly as if disappearing.) 7. Read names on stockings. (Bend head from side to side.) 8. Place presents in stockings and on floor and table. 9. Climb up rope through chimney. 10. Breathe after hard work. 1. Marching, with guns. Boys whistling "Marching Through Georgia" and the leader in each row drumming. Captain stands on a chair in front of room and as each one goes by they salute him. 2. Target practice. Cock guns over knees. First shoot from the standing position, then kneeling on one knee. Say "Bang" as trigger is pulled. 3. Hoist the American flag. Reach up high with one hand and as it is pulled down the other hand goes up. At each pull bend the knees. 4. All give the flag salute. Bring the right hand on the first word, "I," straight up so that the forefinger touches the right eyebrow, thumb held up to shoulder level. On the last word, "all," the hand is lowered. "I pledge allegiance to my flag and the Republic for which it stands, one nation indivisible, with liberty and justice for all." 5. Blow bugle. Both hands held to mouth as if holding a bugle. Take deep breath and give some bugle call. MAKING ICE CREAM. 1. Stir ice cream before freezing. Seats raised, stand between seat and desk facing front of room. Stir in large bowl on top of desk. 2. Pour mixture into freezer on floor and carry down stairs. Careful high steps in place. 3. Raise hammer over shoulder and pound ice into small pieces with hammer. 4. Pack around freezer. Take handfuls from box on floor and place in freezer on desk. 5. Freeze ice cream. Turn large handle with one hand and then the other. 6. Breathing. CIRCUS. 1. One-half of class are elephants, the other half children. Elephants and children face each other. Children have peanuts in large bag on floor. Stoop down, get a handful of peanuts and throw to elephants. Repeat several times. Elephants form trunks by clasping hands in front. As peanuts are tossed they swing trunks high up in the air, catch peanuts and carry them to mouth. 2. One child chosen for "Ringmaster." (Teacher may be "Ringmaster.") Other children, horses. Ringmaster snaps whip. Horses gallop in place. Second time whip is snapped, trot ; third time, high step. 3. Chariot race. All face side of room. Even rows stand with arms stretched out driving. Odd rows grasp hands across and gallop in place. (7) 4. All form band. Two rows beating drums, two playing fife, two rows playing trombone. Each two rows around one row of desks keeping in step with music. 5. Two rows walking around one row of desks and all imitating some clown's trick, such as balancing stick on chin, juggling balls, walking tight-rope. 6. Breathing. CHRISTMAS TOYS. 1. Jack in the box. Teacher makes downward motion with hand as if closing lid of box and all children stoop down. Raises hand quickly and children jerk up to standing position. 2. March, beating drum. 3. Each row forms a train of cars. The first child in each row has his hands on his hips. Those behind place their hands on shoulders of child in front. Short steps around on toes, making "choo-choo" of engine. 4. Jumping Jacks. Teacher makes motion as if pulling a string up and children jump into air with feet apart, bringing them together when they land. Arms are brought straight out to side and down again while jumping. - SWIMMING. 1. Jump over waves. Join hands across room and when teacher claps Lands it is a signal that a wave is coming and all children jump. 2. Swim around the room, making swimming motion with arms. 3. Climb on raft (seat) on knees. 4. Jump noiselessly into water backward. 5. Hop, skip and jump on beach to get warm. All toward front of room, and. turning around, return to place. 6. Breathe in salt air. BUILDING AN ESKIMO HOME. 1. Eskimos walk through snow to site of new home. 2. Look up to watch snowflakes fall. 3. Draw circles with bone to show where wall is to be laid. 4. Cut blocks of ice and snow. 5. Lift block, carry to circle and lay in position. (Repeat several times.) 6. Stamp down first layer of blocks. 7. Place other layers. 8. Stoop and look into new home. 9. Run around it. 10. Breathe. TREE IN A STORM. 1. Children run out to play. 2. Blowing of wind. 3. Tree tops sway in wind. (Bend heads backward and to right and left.) 4. Leaves quiver. (Shake hands in all directions.) 5. Limbs sway. (Swing arms sideward and upward.) 6. Tree bends. (Bend trunk forward and sideward.) 7. Run home to get out of storm. 8. Breathe. (8) 1. Drag the sled up the hill. Two rows around one row of desks, bending knees up high and stooping while walking with hands in back as if holding rope. 2. All push sled and jump on. Face seat and push it with both hands while taking three or four steps. At signal jump to deep knee bending (squat) position. 3. Hold ropes tight with straight arms, but pulling first one arm and then the other as if to steer around corner. 4. Jump off. Spring to erect position. 5. Toes cold, so jump on them. 6. Deep breaths and blow on fingers to get them warm. MOVING. 1. Carry trunks and chairs out of the > house and place on ground near van. Each two rows around one row of desks. 2. Pile furniture into van. Face desk and reach over with both hands to take furniture from man on ground. Place on pile in front part of van. 3. Run into house. Each two rows around one row of desks. 4. Roll up rugs and carry out to van. 5. Drive horse to new house. Each two rows run around one row of desks. 6. Breathing. AEROPLANES. 1. Stooping, crank aeroplane, first with one hand and then with other. 2. First one in each row jumps on aeroplane, squat position. Others in row have to push it to get it started. To do so they push against desks- with both hands while running in place. 3. All jump on aeroplane. 4. Make the arms turn the large steering wheel, turning it around in circles. 5. Breaks down over a lake. All swim to shore. 6. Breathing. THE SAILOR. 1. Row out to large boat. 2. Climb rope ladder from rowboat to deck of ship. 3. Pull up the anchor. Stand with feet apart, leaning over bow of ship (desk), and with long pulls, first one hand and then the other, raise the anchor. 4. Hoist flag or sail. 5. Load cannon for practice. Shoot at target. 6. Sailor's hornpipe. Right hand at waistline front, left at waistline back. Step on right and hop on right. Repeat left. 7. March on deck (around room) and back to place. Salute captain, who stands in front of room. COUNTRIES. 1. Make the windmills in Holland. Two children stand back to back with their arms held diagonally up at side, left arm at side. As they bring their right arm to side the left arm goes up. This movement is continued together. Children are all divided into couples for. this. 2. Venetians poling gondola. Bring arms forward and back on the right side as if pushing gondola. Repeat on left side. 3. Scotchmen playing bagpipes. Walk around, taking deep breaths and playing some tune. (9) 4. Swiss climbing the mountains. Walk around with high steps, using mountain stick to help them. 5. Japanese walking in short, quick steps. 6. Breathing. CUTTING THE GRASS. 1. Running lawn mower. Walk around, pushing lawn mower with both hands and making "Br-r-r" to imitate sound it makes. 2. Raking the grass. (Facing front of room.) Reach forward and to either side with long strokes. 3. Pick up big armfuls and put into wheelbarrow. 4. Run with wheelbarrow to large pile of grass. (Around room and back to place.) 5. Empty wheelbarrow by taking out large armfuls and throwing over on pile. 6. Breathing. REPAIRING STREETS. 1. Chop cement with pickaxe. With one foot forward swing pickaxe high over one shoulder and then to ground. 2. Dig cement and throw into wagon. Scoop heavy shovelfuls by bending close to the ground and straighten up as they throw cement into the wagon. 3. Drive wagon away. Each two rows run around one row of desks. 4. Empty wagon. Standing near desk, push lever with one hand. 5. Fill wagon again. 6. Breathing. SNOW FORT. 1. Walk through field of deep snow. Each two rows around one row of desks, bringing knees up high. Shovel held over one shoulder. 2. Shovel snow into big piles to make the fort. 3. Pat it down hard on top with the shovel. This is done up high and around in a circle as if fort surrounded them. 4. Snowball fight. One-half of the room against the other half. All make snowballs, then one-half throw them at others, while the latter dodge them or drop down behind desks at each throw. 5. Repeat; the first side dodging and the second side throwing. 6. Walk home through deep snow. 7. Take in deep breaths of cold air. NEWSBOY. 1. Run from school to store to get papers. Each two rows run around one row of desks. 2. Reach up and take papers down one at a time, each child counting to himself and putting papers in a neat pile on floor. 3. .Walk from house to house folding papers and throwing them onto porch. Each two rows walk around one row of desks and at every other desk fold a paper and give it a hard throw. 4. Run home. Each two rows run around one row of desks. 5. Reach up and place pennies one at a time into a bank on shelf. 6. Breathing. (10) AUTUMN IN THE WOODS. 1. Skip to the woods. 2. Walk in deep sand. 3. Look up into trees to see bright leaves. 4. Raise arms and let leaves fall on hands. 5. Gather leaves and toss into pile. 6. Run and jump into pile of leaves. 7. Raise arms and inhale fresh air. ICE PLAY. 1. Reach up high for cap, coat, mittens, and put them on. 2. Pull on boots, leggings, etc. 3. Run to the lake. Jump over a log on the way. (Put points over two small chains or use rope.) 4. Put on skates. Skate singly and by twos. 5. Saw blocks of ice. (Men are gathering it for ice houses.) 6. Haul into sleds with pulleys. 7. Warm hands and arms. (Swing arms around and let hands strike opposite shoulders.) 8. Warm feet. (Run in place.) 9. Skip home. 10. Breathe fresh air. THE WOODSMAN. 1. Reach up for caps, coats, mittens and axes. 2. Wade through deep snow. 3. Look up at trees. 4. Chop down trees. 5. Saw them into logs with crosscut saws. SNOW PLAY. 1. Reach up for cap, coat, mittens, and put them on. (Reach high.) 2. Pull on boots. 3. Skip out to play. 4. Look up to see flakes fall. Let them fall on face and chest. (Three times.) 5. Raise arms and let flakes fall on palms. (Three times.) 6. Throw snowballs at snow man and knock him down. (Throw with each hand three times.) 7. Warm feet and whole body. (Run in place.) BROWNIES' PARTY. 1. Wind blows, calling brownies. 2. Brownies run to party in woods. 3. Look up to see if moon shines and to see stars. 4. Raise arms to catch leaves as they fall. 5. Gather leaves and scatter. 6. Run through leaves. 7. Wind blows telling brownies party is over. (Breathing.) (11 ) COMING TO THIS COUNTRY. 1. Rowing out to large boat. 2. Climb ladder to get into boat. One hand reaching up and opposite knee bent high, bend arm and put foot on floor, stretch arm and raise other foot. 3. Pulling up anchor. One foot forward, stoop and pull first with one hand and then with other. 4. Hoisting sails. Reach up with one hand, pull down and at same time put other up, etc. 5. High waves make boat go up and down. Rising and sinking on toes, and when it gets very rough bend the knees. 6. Row to shore. 7. Breathing after hard row. CLEAN HOUSE. 1. Open windows. Starting level of head, push up. 2. Roll up rugs. Stooping and walking forward a few steps. 3. Take out of doors over shoulder. Run around room one row at a time. 4. Beat them. Kneeling with stick in each hand. 5. Shake them, standing. 6. Sweep house. 7. Get dust out of lungs. (Breathing.) LINCOLN'S HOME. 1. Run out to woodpile to gather sticks for fire. Each two rows around one row of desks. Gather an armful of sticks and then run around again to take them into the .house. 2. Get water from well. Lower bucket into well and then raise it, pulling hard, for it is very heavy when filled with water. 3. Walk out to split rails. Each two rows walk around one row of desks with axe thrown over the shoulder. Have to step on many rocks. 4. Split rails. Have to raise axe high and bring down hard. 5. Tired. (Breathing.) PILGRIMS I. Getting log cabins ready to live in. Winter time and snow on ground. 1. Run to woods dragging sledges. Hands behind as if holding rope. 2. Chop down trees. One foot forward, swing axe over opposite shoulder, then chop, stooping way over as you do so. 3. Lifting on sledges. Every other one facing the back of the room and all stooping together. Pick up carefully and place on sledge at side. 4. Dragging them home. First child drags and stoops forward when walking, hands held behind back. Next child, about three feet behind, stoops and pushes. 5. Want fire to cook, so saw wood before starting to build. Every other one faces the back of the room. First puts right foot out and holds arms for- ward. One facing him puts left foot out and bends arms. As first bends arms, the one facing him stretches his, etc. 6. Kneel and blow fire. (12) PILGRIMS II. After having brought the logs and built the body of the cabin, we have to get the rushes for the roof. 1. Run to swamp where rushes are. Around room. 2. Use sickle and cut rushes. Facing sideways, take a side step, stoop and cut. Stand erect and repeat movements. 3. Arms full of rushes, run back. 4. Build fireplaces. Lift rocks on desks. 5. Starting to build fences. Digging holes for posts. One foot on spade, hands on handle, push down. Stoop, straighten and toss over shoulder. 6. Driving in post. Take large hammer and lift high with both hands and bring down. 7. Breathing because so tired. INDIANS. 1. Paddle in canoe to woods. 2. Have on moccasins, so walk on tiptoes through woods, one hand shielding eyes and looking all around among shrubs as go scouting along. 3. Shooting arrows. Kneeling on one knee, stretch arms and aim. Draw one arm back and make soft hissing noise as arrow goes through air. 4. Four or five running steps forward to bear. 5. Stoop and pick up, throwing over shoulder. 6. Run back to canoe. 7. Paddle home. 8. Out of breath, deep breathing. BUILDING A HOUSE. 1. Run across field. Each two rows run around one row of desks. 2. Digging cellar. (a) Break up ground with pickaxe. One foot forward, swing pickaxe high over one shoulder and then to ground. (&) Shovel dirt. Throw over right (left) shoulder. 3. Climb out of cellar. Hands on hips, lift knees high. Six or eight steps. 4. Climb ladder. 5. Painting house. Stoop, dip brush in pail, reach high up and make strokes from side to side in front of body, stooping as they near end. Dip brush in pail, etc. 6. Run home. Jump across brook. 7. Breathing. Smell dinner cooking. POLICEMAN AT STREET CROSSING. 1. March from station to .Woodward avenue. Each two rows walk around one row of desks'. 2. Facing forward in aisle, hold up right hand to stop the cars and automobiles from coming in that direction. Then wave left arm in front of body and then right to motion traffic to pass across aisles. Repeat in opposite direc- tion. Captain stands in front and gives one whistle (or bell) for traffic to pass north and south, two whistles for east and west. Policeman follow his directions. 3. Salute captain. 4. Fall into line and mar^h back to police station. 5. Breathing. (13) 1. Lasso the pony. Twirl the lasso over the head in large circles, first with right hand about eight times and repeating with left. Throw lasso, lean well forward, arm stretched out. 2. Gallop on ponies, each two rows around one row of desks. 3. Cowboy's trick, throw a ball way up in the air and then pull out revolver, aim and shoot, saying "Bang" as trigger is pulled. 4. Gallop around and at signal from the teacher all stoop while still galloping and pick up a handkerchief and waive it in air until they get to seat. 5. Deep breathing. MOTORCYCLE. 1. Pump up tires. 2. Push motorcycle and jump on. Facing seat with one hand on seat and one on desk, as if grasping handles, run in place. Jump so they sit on sent with feet out in front of them, facing side of room. 3. Sitting, pump up and down with feet to start motorcycle. 4. Run, steering the machine. Each row runs around one row of seats. 5. Walk up stairs into house. 6. Breathing. (14) B. RHYTHMICAL ACTIVITIES. [i] THE ACE OF DIAMONDS. epj P PHH titm! S3 Formation : A double circle, partners facing each other, hands on hips. Number one has back to center, number two faces center. Description : PART I. Partners clap hands, hook elbows and swing around and back as fol- lows : (Meas. i.) Clap own hands briskly (one and} ; hook right elbows (tzvo and}. (Meas. 2.} With three little running steps, swing around to the left (one and two}, free elbows (and}. (Meas. 3 and 4.} The same, hooking left elbows and swinging around the other way. (Meas. 5-8.} Repeat. NOTE. Numbers in front of title correspond to general alphabetical lists. (15) PART II. With arms folded and held high partners dance with four hopping steps toward the center, number one moving backward and number two forward. With four hopping steps they dance back to place, number two moving backward, number one forward, thus : (Meas. p.) Leaning head and shoulders sharply to the right, step with the right foot (one and), hop on the right foot (two and). (Meas. 10.) The same with the left foot, leaning to the left. (Meas. ii and 12.) Like 9 and 10. (Meas. 13-16.) Repeat, moving outward. PART III. Partners face in the same direction, left sides to the center; join inner hands at shoulder height and polka around the circle. Polka step, three short running steps and a hop (run, run, run, hop) to each measure. (Mea-s. 77.) Turn slightly toward partner, holding arms well back. A short step forward with the outer foot (one) a short step forward with the inner foot (and), a short step forward with the outer foot (two) and hop on the outer foot (and). (Meas. 18.) Turn slightly away from partner and swing the arms well forward. Step similar to that for measure 17, but beginning with "the inside foot. Repeat from the beginning. Adapted from Crampton's "The Folk Dance Book." Copyright, 1909, by A. S. Harries & Co. (16) [5] BEAN (PEASE) PORRIDGE HOT f f T- 8 !- ^H=f= Pease porridge hot, pease porridge cold, Pease porridge in the pot nine days old ; Some like it hot, some like it cold, Some like it in the pot nine days old. Chorus : Tra, la, la, la, tra, la, la, la, etc. Formation : Double circle, partners facing. VERSE. Line i. Clap both hands to thighs; clap own hands together; clap partner's hands. Repeat. Line 2. Clap thighs ; clap own hands ; clap right hands only ; clap own hands; clap left hands only; clap own hands; clap partner's hands. Lines 3 and 4. Repeat action from the beginning. (Counts i, 2., 3; 1,2,3; 1,2,3,4, 5,6,7). CHORUS. All raise arms sideways (hands joined), and take sixteen sliding steps around the circle to the left; then sixteen in the opposite direction. During the last measure all move to the right and take new partners. Repeat from the beginning with the new partner. From Crampton & Wallaston, "The Song Play Book." Copyright, 1917, by The A. S. Barnes Company. (17) [6] BLEKING (SWEDISH) Formation: A single circle, partners facing each other with both hands joined. Description : PART I. (Meas. /.) Hop, bringing the right heel and the right arm forward, elbow straight, right hand in front of partner's shoulder, and left arm well back with elbow bent (one, and}. Hop, extending left heel and left arm in same manner (two, and). (Meas. 2.) The same changes made three times in quick succession, right, left, right. (Meas. 3-4.} Repeat, beginning with the left foot. (Meas. 5-8}. Repeat all. From Crawford's "Folk Dances and Games." Copyright, 1908, by A. S. Barnes & Co. (18) PART II. With joined hands held straight out to the side, shoulder high, part- ners dance around the circle. The one with the left side toward the center starts forward with the right foot, her partner moves backward, starting with the left foot. (Meas. p.) Hop twice on each foot, at the same time swinging arms up and down, windmill fashion, once in each measure. Right arm down when hopping on right foot; left arm down when hopping on left foot. (Meas. 10.) Use two of these steps to turn around. (Meas. ii.) Like measure 9, partners in reverse position. (Meas. 1 2- 1 6.) Repeat. Repeat dance from the beginning. ( 19) [9] CARROUSEL. (MERRY-GO-ROUND.) (Swedish Singing lame.) A Moderate con moto ( J- 84) Pret - ty maid- en, sweet and gay, Car - rou - sei is run - ning, It will run till eve - ning: Lit- tie ones a nick - el, Big ones adime.Hur-ry 5 up! Get a mate! Or you'll sure -1y be too fate! Ha ha Ka ! ^ Hap - py are we, An- der- son, and Pe - ter- son, and Lund - strom and me 1 This dance represents the "Merry-go-round," or "Flying Horses." The dancers form a double circle, standing in couples, both facing toward center of circle. The front ones of all couples join hands in a circle ; the back ones place their hands on their partners' shoulders. The music consists of two parts. The first part contains seven measures; the second part, eight. In fitting the steps to the music, each measure should be counted thus : "One, two, three, four." (20) A. During A dancers move toward the left with a slow sliding step, as follows : (Meas. i.) Make a long slide to the left with the left foot (one), close the right foot to the left (two). Repeat (three, four). (Meas. 2-7.} Continue through the seven measures of A, but, dur- ing the sixth and seventh measures, make stamps instead of slides. During the sixth and seventh measures, the time is accelerated slightly. B. (Meas. 1-4.) Still moving to the left, with the time slightly acceler- ated, as in the two preceding measures, execute the same step as described in the first measure of A, but in double time, that is making four slides to each measure instead of two. (Meas. 5-8.) Repeat, sliding to the right (repetition of B). At the end of B, partners immediately change places, those who were behind now standing in front with hands joined, the others behind with hands on partners' shoulders. The whole dance is then repeated. The words are sung by the dancers as they dance. The four stamps in the sixth and seventh measures of A are made on the words, "up, mate, surely, late." In the chorus, "Ha ha ha!" should be shouted heartily with heads thrown back. A. Pretty maiden, sweet and gay, Carrousel is running, It will run till evening: Little ones a nickel, big ones a dime. Hurry up! get a mate! Or you'll surely be too late! B. Ha ha ha ! Happy are we, Anderson, and Peterson, and Liindstrom, and me ! Ha ha ha ! Happy are we, Anderson, and Peterson, and Liindstrom, and me ! During the first part of "Carrousel" the merry-go-round is supposed to be just starting, and moves slowly; in the second part it is in full swing, and the fun is at its height. From Burchenal's "Folk Dances and Singing Games." Copyright, 1909, by G. Schirmer. (21) [11] CHILDREN'S POLKA ^ r- t- r .fUr f- ?^ .[> -f K Formation : Single circle. Partners face each other. Join hands, arms extended at sides, shoulder high. (Meas. 1-8.) Glide polka towards centre slide, close, slide, close, three running steps in place. Repeat moving outward two measures. Repeat the whole step four measures. (Meas. 9-12.} Clap thighs with both hands. Clap own hands in slow time. Clap partner's hands three times in quick time. Repeat. (22) (Meas. 13-14.) Point right toe forward, place right elbow in left hand, and shake finger at partner three times. Repeat left. (Meas. 75.) Turn complete circle right, with four jumps. (Meas. 16.} Stamp three times. Repeat from beginning. From Crampton's "Folk Dance Book." Copyright, 1909, by A. S. Barnes & Co. [12] THE CHIMES OF DUNKIRK r ^ iii i Formation: A single circle. Partners face each other, with hands on hips. Description : (Meas. 1-2.} Stamp three times; right, left, right. (Meas. 3-4.) Clap three times, (Meas. 5-7.) Join hands with partner; start with the left foot and turn around to the left in place with quick running steps. (Meas. 8.) Change partners by running forward on the last measure. (Meas. 9-16.) Repeat all. From Crampton's "The Folk Dance Book." Copyright, 1909, by A. S. Barnes & Co. (23) [25] Allegretto. ( J = : = DANISH DANCE OF GREETING* f ? X^ 2 3 The music consists of two parts, each of which contains eight measures. In fitting the steps to the music, each measure should be counted thus : "One, and, two, and." The dancers form a single circle with hands joined, partners standing side by side, and all facing toward the centre of the circle. A. (Meas. i.) All clap own hands together (one), clap again (and). With both hands lowered diagonally forward and outward lift the skirts lightly and, with the foot farthest from the partner, step to the side, at the same time pointing the foot nearest the partner and making a deep curtsey to partner (two, and). (24) (Meas. 2.} Sway the weight on to the foot nearest partner, at the same time clapping the hands twice as before (one, and). With the weight on the foot nearest partner, turn away from partner, pointing the foot farthest from the partner and making a deep curtsey to the dancer on the other side (tivo, and). (Meas. 3.) With the hands still lifting the skirts, all face toward the centre of the circle and stamp with the foot farthest away from partner (one, and) ; then stamp the other foot (tzvo, and). (Meas. 4.) With three light running steps, turn away from partner, once around in place (one, and, two), pause (and). (Meas. 5-8.) Repeat all. B. (Meas. 1-4.) All join hands around the circle, facing toward the left, and starting with the left foot dance lightly around the circle, mak- ing four running steps to each measure. (Meas. 5-8.) Without pausing, all face the other way and dance around the circle to the right. It should be remembered that the movements in A represent a happy greeting to all the dancers, and the curtsies should be made to express that meaning. B represents the pleasure of all being together, and should be rollick- ing and full of fun. From Burchenal's "Folk Dances and Singing Games." Copyright, 1909, by G. Schirmer. (25) [26] DID YOU EVER SEE A LASSIE it ri UcL si Jj ^_j (ff 4 -1,-tt l> ' % % * a -* -*- p^' i P * <~m 1 1 ' L 1 1 ' $P~- * * *-^ -\ * v ^ * * f i- * \l 1 i | 1 1 - 1 1- p -* i I -* 1 iQ ff | 1 ' ! i 1 i i 1 i , ^-, *J & v 3 I i- r J ^~ ^ ' , ! J ' 1M p i E -\ i ; ' y r c c=p= 1 j 1 ' J , f f -*. - * i \ f * 1 _j 1_ . 1 n Did you ever see a lassie, a lassie, a lassie, Did you ever see a lassie do this way and Do this way and f/ntf way, and this way and f/iaf way, Did you ever see a lassie do this way and that? Formation: Single circle, all facing left with hands joined. A leader stands within the ring. Lines i and 2. Players walk forward around the circle. At the words "do this way and that," the one within the ring demonstrates some movement which the others are to imitate. Lines 3 and 4. Players stand in place facing center and perform with the one in the center the movement shown. The leader chooses another child to succeed him in the ring and joins the circle. Suggestions: Activities of the household, of the farm, gymnastic exer- cises, dance steps, imitations of animals, street games, athletics and industrial activities. Front Crampton & Wollaston's "The Song Play Book." Copyright, 1917, by The A. S. Barnes Company. (26) [31] THE FARMER IN THE DELL One child is chosen to be the "farmer" and stands in the center of the ring, while the rest join hands and circle around him singing, /T II . 1 C fr\\ o SUH3 j j J J 1 SSZ o J 1 * * F The farm - er n tt in the dell, The ]/ * ^ i ^ i ^ 2 X. * * * 9 M ^ ^^* ^ 1 f r fn\- f d *- - r 1 - - A ' ZD farm - er in the dell, Heigh oh! for /T J ! ; -T-6 4 _l ~ _I 1 irh ~ ^ w m F m * a 1 \\) f 7 Row - ley 01 The farm er in the dell. The first child chooses and leads to the center of the circle a second one; the second chooses a third, and so on, while the rest sing the fol- lowing verse: The farmer takes a wife The wife takes the child The child takes the nurse The nurse takes the dog The dog takes the cat The cat takes the rat The rat takes the cheese The cheese stands alone. The "choose" may be "clapped out," and must begin, again as the "farmer." Variations: a. The game may be ended in this way : after the children sing, "The cat takes the rat," they continue with, "The cat chases the rat," and during the rest of the verse the farmer's family join the circle. When the verse is finished the "cat" chases the "rat" in and out and around the circle of children, who keep their hands tightly clasped, and by rais- ing and lowering them try to help the "rat" and hinder the "cat." b. The last verse may be, "We'll all chase the rat," who breaks through the ring, and is followed by all the players eager to catch him. If one succeeds he becomes the next farmer. This variation is especially good for out-door play. (27) [47] GDSTAF'S SKOAL AUtsn moderata ( j = 88 ) ' Swedish Singing Game ) tf A > > > > * > fftt j ? | J J | J - * | ' J- f ^"i f* '""^-H * \~*~- f~\ Gus - taf's skoal!, There is no bet - ter skoal than this! Gus - taf's P*^ **^ [ B-fc- ^^ I 1 1 skoal ! The * 1 * 2 f 3 f 4 5 6 i best old skoal there is! is! Ho fa! de-rol jan, Le-jan, li.- jan, Ho fal- de- rol jan, MM \it?$ ' ^ t 1 I* f * r* " ~r ^"**B Le - jan, li - jan, Ho .fal -de- rol jan, Le - jan, li - jan, Gus taf's skoal! 4 =k,a-tt " " 5 ? * 6 J r 8 _- 'I*.. "T " - The music consists of two parts, A and B, of eight measures each, repeated. The dance is done by four couples standing in a square set, as in a quadrille. In each couple the man stands on the left. Partners join inside hands and place outside hands on hips. I. A. (Meas. 1-2.} Beginning with the right foot, the head couples advance three steps toward each other. On the second count of meas. (28) 2 all bow to ppposites. (In bowing, the man makes the usual man's bow ; the girl touches the left toe behind the right heel, and makes a bobbing curtsey.) (Mcas. 3-4.} Beginning with the left foot, the dancers retire to places with three walking steps, bringing the feet together on the second count of meas. 4. (Meas. 5-6.} Same as meas. 1-2. (Meas. 7-6".) Same as meas. 3-4. A. (Meas. i-8.~) The two side couples now advance and retire in the same manner. (During this figure the dancers advance and retire with great dignity.) II. B. (Meas. 1-4.) The head couples, skipping (two steps to each measure), advance toward each other, release partners' hands, and tak- ing the hands of the opposite dancers, separate, the man going toward the left and the girl toward the right. They pass under the arches made by the side couples, who raise high their joined hands. Immediately after passing under this arch, they separate to the right and left again, returning to partners in original places. (Meas. 5-8.} Still skipping, the dancers clap hands on the first note of meas. 5, join both hands with partner, lean away from each other and swing around vigorously. B. (Meas. i-S.} Side couples execute the same figure. All through this dance the song should be sung by all the dancers. Emphasis should be laid upon the formal stateliness of the first part and upon the lightness and jollity in the swinging of partners in the second part. The words of the song are as follows : A 1 1 Gustaf 's skoal ! There is no better skoal than this ! Gustaf s skoal! The best old skoal there is! || B || Ho fal-de-rol jan,* Lejan, lijan, Ho fal-de-rol jan, Lejan, lijan, Ho fal-de-rol jan, Lejan, lijan, Gustaf 's skoal ! 1 1 * Pronounce the "j's" as if they were "y's." From Burchenal's "Dances of the People." Copyright, 1913, hy G. Schirmer. (29) [55] HIGHLAND SCHOTT1SCHE. i tei f==f='=f=^F=ff l-r f f r F^ * ^*^ Formation : A double circle, partners facing each other ; sides to center ; left arm curved high over head ; right hand on hip. Description : PART I. Very light and snappy. One moves toward the center, the other away. (Meas. i.) Hop on the left foot and touch the right toe lightly to the side (one and}. Hop on the left foot and swing the right behind the left ankle (two and}. Repeat (three and, four and). (Meas. 2.} Schottische step to right; slide, cut, leap, hop. Slide sideward with the right foot (slide) (one and} ; (swing the left foot up to the right, forcing the right foot off the floor (cut) (two and} ; spring to the right foot (leap) (three and} hop on the right foot (hop) (four and). (Meas. 3 and 4}. Repeat to the left, reversing position of arms on first count. (Meas. 5-8.} Repeat all. (30) PART II. Partners hook right arms, left arms curved over head, and turn around and back with hop steps. (Meas. p.) Step with right foot (one and) ; hop on the right foot and swing the left foot forward, upward (two and). Step forward with the left foot (three and) ; hop on the left foot and swing the right for- ward, upward (four and). (Meas. 2.) Like Measure i, but change arms and face about on (four and). - (Meas. 3 and 4.) Repeat, going in the opposite direction. (Meas. 5 and 6.) Like i and 2. (Meas. 7 and 8.) Like 3 and 4, but instead of turning around, pass forward on the last measure to next partner. The dance repeats until the original partners meet again. Music from Caroline Crawford's "Folk Dances and Games." Copyright, 1908, by A. S. Barnes & Co. (31) [60] HOW D'YE DO, MY PARTNER V ;-,-; ^ 1 I 1 fc * i * ** V. rj ! ' J t : * y^ 4 ' * ' 1 ! -j 1 *( _ d 1 *_ & ^ * jn 1 1 ^ j : 9 & p w J O 1 *' 1 j i 1 * How d'ye do, my partner, How d'ye do today, Will you dance in the circle ? I will show you the way. Chorus : Tra, la, la, la, la, la, etc. Formation : Double circle, partners facing each other. VERSE. Line i. Children in the outside circle make a low curtsey to partners. Line 2. Children in the inside circle return the curtsey. Lines 3 and 4. Partners join crossed hands and turn in order to skip side by side. CHORUS. Couples skip in a circle. At the close, children in the outside ring step forward and face a new partner, and the game is repeated. From Crampton & Wollaston, "The Song Play Book." Copyright, 1917, by The A. S. Barnes Company. (32) [61] A HUNTING WE WILL GO ""I* ^r^- * ^ * f a a " Lf ' r f- f lZJu>JL_J -L j J 1 1 ! -- - lj.-. * J. " fi O' a-hunting we will go, A-hunting we will go, We'll catch a fox and put him in a box, And then we'll let him go. Chorus : Tra, la, la, la, la, la, la, etc. Formation : Two parallel lines of six players each facing each other. VERSE. Lines i and 2. The first (head) couple join crossed hands and skip down between the ranks. The other players stand in place and clap hands in rhythm. Lines 3 and 4. The couple faces about (turning inward without losing the grasp), and return in the same manner. CHORUS. All join crossed hands and skip to the left in a circle, following the leaders. When the head couple reaches the place previously occupied by the last couple, they form an arch under which all the others skip. The second couple now becomes the head. The game is repeated until all have regained their original positions. From Crampton & Wollaston, "The Song Play Book." .Copyright, 1917, by The A. S. Barnes Company. (33) [63] I'M VERY, VERY TALL ELIZABETH ROSE FOGG. Marc I'm ve - ry. ve - ry tall. I'm YO-- ry, ve - ry small; Some - times tail, some - times small, Guess which I am now ? Accel - er 5-9-3 I'm very, very tall, Or I'm very, very small, Sometimes tall, sometimes small, Guess which I am now ! The children are in a circle with one child in the center who covers her eyes. Some one in the circle is chosen to tell them which they are to be tall or small at the end of the game. As they sing, "I'm very, very tall," they all stretch up as high as ever they can. When singing, "I'm very, very small," they make themselves as tiny as possible. They stretch up again as they sing slowly "sometimes tall" and down with "sometimes small." After a very short pause while the one named at the beginning of the game gives the signal for them all to be either tall or small, they sing quickly, "Guess which I am now !" For very little children it is better to change those having the prin- cipal parts each time the game is played. From Caroline Crawford's "Folk Dances and Games.' Copyright, 1914, by the A. S. Barnes Company. (34) [69] Allegro. (J- 120.) I SEE YOU. (Swedish Singing Game.) ___,_ -r- I see you, I see you, Tr m la Ja la la la, t see you, I m see ,you,Tra la la la la la! You see me and I see you,Then you take me and ^E5EE^EEB . II I'll take you; You see me and 1 see you.Then you take me and I'l t:ike vou. The music consists of two parts of eight measures each. In fitting the movements to the music of A, each measure should be counted thus : "One, two." In fitting the steps to the music of B, each measure should be counted thus : "One, and, two, and." The dancers form in two double lines, which face toward each other and are about six feet apart. In each of these double lines, Number One stands in front of Number Two, with hands on 'hips; Number Two places hands on partner's shoulders. A. (Meas. /.) Number Two leans head to the left, and looks over partner's shoulder across at Number Two of the opposite couple (one), pause in this position (two). (35) (Meas. 2.} With a quick movement lean head to right and look across at Number Two of opposite couple (one), pause in this position (two). (Meas. j.) With quick staccato movements look to the left (one) to the right (two). (Meas. 4.) To the left (one), pause in this position (two). (Mcas. 5-8.) Repeat, looking first to the right. B. (Meas. 1-4.) On the first note of the first measure, all clap own hands together sharply and, at the same time, Number Two springs for- ward to the left of partner and grasps the hands of Number Two from the opposite side, swinging vigorously around to the left with a sliding step, making two slides with the left foot to each measure. (Meas. 5-8.) On the first note of the fifth measure, all clap hands together again sharply, immediately grasp the hands of own partners, and swing around to the left as before. At the end of B, all resume the original formation, but with positions changed so that Number One is standing behind Number Two. The whole dance is then repeated with Number Ones looking across at each other. These are the the words which accompany the dance : A. I see yau, I see you, Tra la la la la la la la, I see you, I see you, Tra la la la la la! B. You see me and I see you, Then you take me and I'll take you, You see me and I see you, Then you take me and I'll take you. In the first part of the dance, the movement of the head should be quick and bird-like. In the second part the dancers should grasp hands firmly and lean away from each other, making the swing very vigorous. From Burchenal's "Folk Dances and Singing Games." Copyright, 1909, by G. Schirmer. (36) [71] THE JOLLY MILLER. i ^ * jjx j j. Jolly is the miller who lives by the mill, The wheel goes round with a right good will ; One hand in the hopper and the other in the sack, The right steps forward and the left steps back. Formation. A double circle, partners facing in the same direction, with left sides to the center and inner hands joined. Description. All march forward around the circle while singing the first three lines. At the last line, those in the outer circle step forward and those in the inner circle step backward, thus changing partners. The game is repeated as often as is desired. When the children have learned this well, an extra player may stand in the center and when the change is made he endeavors to secure a partner. If he is successful, the one left without a partner must take his place. (37) KITTY WHITE Kit - ty White so sly - ly comes To catch the Mous- ie Gray; But * mous-ie hears her soft - ly creep And quick ly runs a -way. Run. * J X- ^ ^ run, run, lit - tie mouse. Run all a - round the house ; For = i 3=^ i Kit - ty White is com -ing near.And she will catch the mouse, I fear. One player is chosen for the mouse and stands in the center, and another for Kitty White, who stands outside of the circle. The other players join hands in a ring and move around, while singing the first four lines. Meanwhile Kitty White is creeping around outside of the circle, peeping in at little Mousie Gray. When the fourth line is reached, "And quickly runs away," the circle stops moving and drops hands while the mouse runs out and in through the circle, chased by Kitty White. For the last four lines, while the chase is going on, the players in the circle stand in place and clap their hands while singing "Run, run," etc. When the mouse is caught, both return to the circle, and another mouse and kitty are chosen. From Jessie Bancroft's "Games for Playground, Home, Etc." Copyright, 1909, by The Macmillan Company. (38) [89] LOOBY LOO p^ i Q , , , . r-r-i i -1 T r ^i (^ * i PI gpT r r " f\* | i_ L L - + 5 5 7TJ / J ,?_. ^-p^ j r . ..L. j yu r ^r i. i i r i i P I fV (fp^ 9 i - i .V. J f 1 - U i 1 1 -J f i rT -j H *-* r- -> \ j 1 _i 1 1 (Introduction and Chorus after each verse.) Here we dance looby loo, Here we dance looby light, Here we dance looby loo, All on a Saturday night. 1. Put your right hand in, Put your right hand out. Give your right hand a shake, shake, shake, And turn yourself about. 2. Put your left hand in, etc. 3. Put your right foot in, etc. 4. Put your left foot in, etc. 5. Put your head 'way in, etc. 6. Put your whole self in, etc. Formation : Single circle, all facing left with hands joined. INTRODUCTION AND CHORUS. Players dance around the circle to the left with skipping, sliding, walking or running steps. VERSES. Players stand facing the centre. The action suggested by the words of the song is given in pantomime. The children should be encouraged to make large and vigorous movements. From Crampton & Wollaston, "The Song Play Book." Copyright, 1917, by The A. S. Barnes Company. (39) [93] MINUET. Formation : Eight couples facing front in two lines, partners' inner hands are joined and raised. With outer hands girls lift skirts slightly, boys hold hats at shoulder height. Description : INTRODUCTION. Enter and move to place with minuet march. (Meas. i.} Three light marching steps, beginning with the outer foot. (Meas. 2.) Point inner foot diagonally forward, bending slightly toward pointing foot. (Meas. 5.) Two marching steps, beginning with the inner foot. Bring heels together and face partner on third count. (Meas. 4.} Bow. Boys bow with heels together, knees straight and hats at chest. Girls curtsey by sliding the left foot a short distance behind the right foot, transferring the weight entirely to the left foot. Keep the weight on the left leg during the curtsey while the left knee is bent and extended ; the right leg is extended forward, the right knee straight ; the little toe of the right foot touches the floor, the heel being raised and turned inward and upward. The body is inclined only slightly forward and the skirts held well out. PART I. (Meas. i and 2.} Partners take right hands, cross to opposite side with three steps and point. (Meas. 3 and 4.) The same to place. (Meas. 5-5*.) Repeat and bow. (40) PART II. (Mcas. p.) Partners take right hands and step toward each other with the right foot. Bring up the rear foot and rise on toes, at the same time look at each other under arms. (-1/Vfl.y. /o.) Step back with the right foot, point left, and look at partner over hands. (Afeas. ii and 12.} Repeat. (Meas. 13.) Join hands and circle three steps to the opposite side. (Meas. 14.} Point. (Meas. 15.) Complete circle to place. (Meas. 1 6.} Bow. PART III. (Meas. i and 2.} With three steps the first couple turn around towards the rear, gentlemen stepping backward, and point, looking away from partner. At the same time, the second couple separating, to allow the first couple to pass between, move forward three steps and point in line with the first couple, looking toward center. (Meas. 3 and 4.) First couple step forward and turn again to face in original direction, the gentleman handing the lady across in front, and point. At the same time, the second couple turn in like manner to face the rear, and point. (Mcas. 5 and <5.) Both couples move forward three steps till in line, first couple coming from rear pass on the outside, and point, middle couple looking outward, outer couple looking toward center. (Meas. 7 and 8.} Three short steps into position, facing partner and bow. This figure may be effectively used as a connecting step, that is, executed once after each of the other figures. PART IV. (Meas. 9 and 10.} First gentleman and second lady join hands. Three steps across to opposite side. Point. (Meas. ii and 12.) Finish to place and bow. (Meas. /j-zd.) First lady and second gentleman execute the same step. PART V. (Meas. /.) All step to center, join hands across with partner of Part IV, and rise on toe,s, looking under arms. (Meas. 2.} Step back and point. (Meas. 5 and 4.) Repeat. Meas. 5 and 6. All circle half way around and point, hands still joined. (Meas. 7 and 8.} Complete circle to place, drop hands and bow. (41) [96] MULBERRY BUSH N N A2 K *HH Her* > H : *e go - round the : mul - ber - ry bush, The 9 ^ 2^1 X _...i 1 1 i* d -* 1 J ^ 1 mul - ber -ry bush, the mul - ber - ry bush, Here we go round *' mul - ber - ry bush, So ear - _J I d fo do players or more. Indoors; out of doors. Here we go round the mulberry bush, The mulberry bush, the mulberry bush, Here we go round the mulberry bush, So early in the morning! This is the way we wash our clothes, We wash our clothes, we wash our clothes, This is the way we wash our clothes. So early Monday morning. This is the way we iron our clothes, We iron our clothes, we iron our clothes, This is the way we iron our clothes, So early Tuesday morning. This is the way we scrub the floor, We scrub the floor, we scrub the floor, This is the way we scrub the floor, So early Wednesday morning. (42) This is the way we mend our clothes, We mend our clothes, we mend our clothes, This is the way we mend our clothes, So early Thursday morning. This is the way we sweep the house, V\~e sweep the house, we sweep the house, This is the way we sweep the house, So early Friday morning-. Thus we play when our work is done, Our work is done, our work is done, Thus we play when our work is done, So early Saturday morning. The players stand in a circle clasping hands, and circle around, sing- ing the first verse. In the second and alternate verses the action indi- cated by the lines is given in pantomime. In all verses the players spin around rapidly, each in her own place, on the repetition of the refrain, "So early in the morning." From Tessie Bancroft's "Games for Playground, Home, Etc." Copyright, 1909, by The Macmi'llan Company. (43) [96] NUTS IN MAY 6 to 60 or more players. Indoors; out of doors. (Sung to the air of "Mulberry Bush") Here we come gathering nuts in May, Nuts in May, nuts in May. Here we come gathering nuts in May, On a cold and frosty morning. Whom will you have for nuts in May, Nuts in May, nuts in May ? Whom will you have for nuts in May, On a cold and frosty morning? We'll have (Mary) for nuts in May, Nuts in May, nuts in May, We'll have (Mary) for nuts in May, On a cold and frosty morning. Whom will you send to fetch her away, To fetch her away, to fetch her away? Whom will you send to fetch her away, On a cold and frosty morning? We'll send (Alice) to fetch her away, To fetch her away, to fetch her away. We'll send (Alice) to fetch her away, On a cold and frosty morning. The players stand in two lines facing each other and holding hands, with a wide space between which will admit of advancing toward each other and repeating. The first line sings the first verse, advancing toward its opponents and retreating. The second line then advances and retreats and sings the second verse. "The first line again advances and retreats, singing the third verse, naming some player who stands in the opposing line. The second line, unwilling to yield a player so easily, then advances and retires, singing the fourth verse, in which it suggests that some one be sent to take the one who has been selected for "nuts," and the first line then advances and retires, singing the last verse, in which it names some player from its own side whom it considers a good match for the player whom it has called from the opposite side. (44) The lines then stand still while these two players advance to the cen- ter, draw a mark on the ground, or throw a handkerchief down to serve the purpose, take hold of right hands across the line, and have a tug of war. The player who is pulled across the line becomes the captured "nut" and joins the side of her captors. The game is then repeated, with the change that the lines of players sing the verses that were sung by their opponents the previous time, the second line of players starting with the first verse. This should be continued until all of the players have taken part in the tug of war. The line wins which gets the most "nuts." For large numbers of players, instead of a tug of war between two players only, the two lines may advance, each player joining hands with the one opposite, and all taking part in the tug of war. Still another method is to have the two players who are named, join hands, with the players of their respective sides all lined up behind them for a tug of war, as in London Bridge. From Jessie Bancroft's "Games for Playground, Copyright, 1909, by The Macmillan Comp (45) [97] Moderate. Staccato. MY DOLLY ELIZABETH ROSE FOGG. _^_ r^ "9" *9* *^~ == p * -0- =F= This isthe waj my =1= dol . ly walks, ^== And i this ist he way =3= she Vp*|-J_j __ ^ -* /ZUTW. Allegro. walks yoa see. This is the way my dol - ly runs, and J7op. A/fegrro. this is the way she runs, yon see J- J I J. 3 dol - ly hops, and this is the way she hops, yon see. Talks. Lightly. Thia is the way my dol - ly talks, and this is the way she talks, you (46) This is the way my dolly walks, This is the way she walks, you see. This is the way my dolly runs, This is the way she runs, you see. This is the way my dolly hops, This is the way she hops, you see. This is the way my dolly talks, This is the way she talks, you see. The children are in a circle. They make themselves very stiff in the joints and move like dolls as they go around singing the first stanza. During the second stanza they run, and during the third, they hop. At the fourth stanza, they push the spring in their chests with great vigor, and many times the words sung are the ones their own dolls speak, instead of the ones written above. It is needless to say that the laugh- ing climax comes spontaneously at the end of the game. From Caroline Crawford's "Folk Dances and Games." Copyright, 1914, by the A. S. Barnes Company. (47) [99] i o > n *. rg i i*- NIXIE POLKA |-^fl. 1 K -9' r ^^ fA- k O 1 * y ^ q. - _f L ^S 3 S ^i < : . t 1 1 1 f m "^ r> ^ f ^T ~T * ' I A little while we linger here, With many a joy and many a fear ; Hey ! little Brownies, come and frolic, Let us always be merry. Formation : Single circle, all facing centre, with hands on hips. One child stands in the centre. Lines i and 2. The centre (A) stands in front of a player (B) in the circle, inviting her to dance. On the words "while," "here," "joy'' and "fear" all dance the Bleking step four times, alternating left and right. (Bleking step hop on the left foot, bending the left knee, and place the right heel forward.) Lines 3 and 4. At "Hey" all clap hands; A then faces about with hands on hips ; B places hands on A's shoulders and they run twelve steps to another player (C). At the same time those in the circle take twelve running steps in place. Lines i and 2. Repetition of verse. In this position all dance four Bleking steps. Lines 3 and 4. A and B both face about on "Hey." Thus B is the leader. A places hands on B's shoulders ; C places hands on A's shoulders, and all three run in line to another player (D). The game continues in this manner until all have been chosen from the circle and have entered the running line. The first runner now grasps the shoulders of the last girl, thus making a complete circle. Lines 3 and 4 may be repeated several times while players continue run- ning in circle formation. From Crampton & Wollaston, "The Song Play Book." Copyright, 1917, by The A. S. Barnes Company. (48) [101] OATS, PEAS, BEANS Q" 4 2 1 *< J ^ i J J | 1. Oatsr peas, beans and bar - ley grow, Oats, peas, beans and n r -p- -p- -r i -51 '-4 p-p f == -f 3E3E ' k I 1* i & 1~~ J f^ J h -* bar - ley grow; Can you or --' -- -- * -p- -o- -( 9*7-4- i t r T i J S I or r" F" a ^ * an - y - one ^i> K h E 1 B ! 1 V k 1> v -P i know How L 9 ---. ' .... oats, peas, beans 9 J * / 11 and bar - ley grow? 2. Thus the farmer sows his seed, Thus he stands and takes his ease; He stamps his foot and claps his hands, And turns around to view the land. 3. Waiting for a partner, Waiting- for a partner. Open the ring and choose one in, While we all gaily dance and sing. 4. Tra la la, etc. Verse i. Circle walks around farmer who stands in center. Verse 2. Actions follow words. Verse 3. Farmer chooses a partner from players in circle, who con- tinue to walk around as in verse i. Verse 4. All skip. (49) [107] OUR LITTLE GIRLS ( Swedish Singing Game ) n fc i-j ; : i Our lit - tie girls, we know, When to danc - ing they Then boom fa-ra - 'la, boom - fa-ra - la, boom - fa-ra-la j&tt-u* ) 1 51 rr-i ' 1 i 1 <~~r\ ^^H==3=^J go, \Vouldlike a boy to la, Yes, boom -fa-ra - la - fe3^E mf P&?=F *-p^ 2 3^1= 3 4 * =',* if L h- a f ' T r ' know, With la. yes, -6-fc * i whom to dance just boom -fa-ra-la - so. And k * if you will . ^ 0- ^ be A 7 -J ; 8 -1 1 9 ~t : 10 p '-f ' 4 P ' _J_ 1 1 ^, 1 -r ' fl*i J 1' J' part - ner to me, Just put' your hand in mine, And dance so mer - ri 1 " - ~~ ! P I t' 11 12 "" 13 14 rl" ; . f 16 The music consists of one strain of sixteen measures, which is repeated as many times as necessary. The dancers form in a large single circle with hands joined, with several extra dancers inside the circle. The following words are sung as they dance : Our little boys (or girls), we know, When to dancing they go, Would like a girl (or boy) to know, With whom to dance just so. (SO) And if you will be A partner to me, Just put your hand in mine, And dance so merrily. Then boom-fa-ra-la, boom-fa-ra-la, boom-fa-ra-la-la, Yes, boom-fa-ra-la-la, yes, boom-fa-ra-la-la, And if you will be A partner to me, Just put your hand in mine, And dance so merrily. THE DAXCE. I. (Meas. 1-8.} The dancers forming the large circle begin with the left foot and walk around so that the circle moves to the left, taking two steps to each measure and swinging the joined hands in and out in time to the music. At the same time, the several dancers inside the circle walk around in the opposite direction, each one with hands on hips (or swinging the arms in time to the music) and keeping close to the out- side circle. (Meas. p.) As the dancers sing "And if," each of those inside the circle chooses a partner from the outside circle, taking her left hand with his right. (Meas. 10-16.'] These couples continue walking around inside the circle in the same direction as before, swinging the joined hands and keeping the outside hands on the hips ; at the same time the outside circle continues walking around in the same direction as before, having closed up the gaps in the circle. II. (Meas. 1-4.) The outside circle skips in the same direction as before, taking two steps to each measure. At the same time the couples in the centre join both hands and. leaning away from each other, swing around to the right in place, with two skipping steps to each measure. (Meas. 5-5.) All skip and turn in opposite direction. (Meas. 0-16.} As they sing "And if you will be," etc., all walk again, the outside circle moving around from right to left, and the couples in the inside circle going in the opposite direction, all swinging hands as before. At the end of the chorus there is a short pause, during which the dancers who were originally in the centre of the circle quickly take places in the outside circle, leaving the dancers chosen by them inside the circle. The dance is then repeated as before. From Burchenal's "Dances of the People." Copyright, 1913, by G. Schirmer. (51) [114] RITSCH. RATSCH Ritsch, ratsch, filebom-bom-bom, Fileboni-bom-bom, filebom-bom-bom ; Ritsch, ratsch, filebom-bom-bom, Filebom-bom-bom, filebom. Miss Henderson, Miss Henderson, Miss Henderson, Miss Henderson, and little Ann Marie ; They washed themselves in ocean water, ocean water, ocean water Washed themselves in ocean water, ocean water clear. (52) Formation : Groups of four. Players stand on the corners of a square, all facing centre. Partners stand on diagonal corners. Hands are on hips. For convenience in teaching, number children i, 2, 3 and 4. Line I. All clap hands twice; then hop on the right foot and place left heel forward. Line 2. Hop on left foot and place right heel forward; hop on right foot and place left heel forward. Lines 3 and 4. Repeat action of lines i and 2. Line 5. As "Miss Henderson" is sung the first time, numbers I and 2 bow, bending from the hips, with the heels together. At the same time their opposites 3 and 4 curtsey (touch right toe behind the left heel and bend both knees). As "Miss Henderson" is sung the second and third time in quicker rhythm numbers I and 2 curtsey, and 3 and 4 bow. Line 6. As "Miss Henderson" is sung, numbers i and 2 bow, and 3 and 4 curtsey as at first. At the words, "little Ann Marie" clap hands three times. Lines 7 and 8. All face left. Beginning with the left foot dance seven polka steps forward. Finish facing centre, stamping on the word "clear." From Crampton & Wollaston, "The Song Play Book." Copyright, 1917, by the A. S. Barnes Company. (53) [115] RHEINLANDER (SWEDISH). m f- f , , 20 >Jj_ =g^ rf*.* 22 23 3=3= (Meas. 1-8.) Sixteen steps walking around circle. (Meas. 1-8.) Sixteen steps hop waltz around. (Meas. 9-16.) Polka forward two steps outer foot leads -lady turns under arm of man. Four times. (54) (Mca-s. 9-16.} Start as above, but man's arms folded, lady's akimbo. After two steps she whirls away from circle two measures, while he fol- lows with polka, stamping as he follows. Four times. (Meas. 17-24.} Man kneels, lady goes around him, turning around at his shoulder four polka steps. Then both go forward four steps. Repeat. (Meas. 1^-24.} Skater's position. Both start step with right foot crossed behind, turn toward center, then two running steps and heel forward in fourth position. Step left foot behind and run outward. Repeat. (Meas. 1-8.} Man kneels, lady goes around him hop waltz, then both forward four steps. Repeat. (Meas. 1-8.} Polka two steps forward, start on outer foot, turn with hop waltz and lady jumps up as she turns around. From Crampton's "Folk Dance Book." Copyright, 1909, by A. S. Barnes & Co. (55) [120] ROVENACKA (BOHEMIAN). F^f 3 | i 1* r 3 paH- . _^ *fc=H ~Q*j *f ^^ V -HI formation : Description TJ'LJ tJ'l' cJ'" =d A double circle, partners facing each other. PART I. Accents sharp, light and spirited. (Meas. /.) Dancers stand in place. (Meas. 2.} All stamp left, right, left. (Meas. 3.) Stand. (Meas. 4.) Clap own hands three times. (Meas. 5.) Shake right forefinger at partner. (Meas. 6.} Shake left forefinger. (Meas. 7.) Spin completely around to the left. PART II. Dancers join hands and move around the circle with the old-fashioned slide polka, turning halfway around each time (slide, slide, step, step, step), as follows : (Meas. 8.} Two slides to the side, around the circle. (Meas. p.) Three tap steps, turning around in place, so that part- ner, who was outside, is now inside. (Meas. 10 and //.) Repeat, beginning with the other foot and mov- ing in the same direction. (Meas. 12-15.) Repeat. From Crawford's "Folk Dances and Games." Copyright, (56) 3, by A. S. Barnes & Co. [125] Modemto. SANDAL POLKA p Left and right. left and right, Sau-dal men are danc - ing. Left and right. left and right, Sau-dal men are danc - inc. Some "in shoes and some m socks. And some in bars feet tramp - mg Home- ward now all two by two. And to the end go danc - ing. t /?ytf ;.| 1 Formation: Double circle, partners facing line of direction. Inside hands joined, outside hands on hips. Measure i. Step sideways with left foot and close with right foot. Measure 2. Repeat. Measures 3-4. Both hands on hips. With four running steps make a half turn to the left to face in opposite direction. Measures 1-2. Same as measures 1-2 above. Measures 3-4. With half turn to the left face in line of direction with four running steps. Measures 5-8. Inside hands joined and outside hands on hips. Skip sixteen steps around circle. From Crampton's "The Second Folk Dance Book." Copyright, 1916, by The A. S. Barnes Co. (57) [127] SEVEN JUMPS (DANISH) Allegro m A oderato (J = 90) CSyvspring) jjf / 1 2 3 4 5 6 7 8 ' 9 * -i* 10 * 11 12 13 14 J- 15 -1 1 C D C D FINE P.C. Z).C. This dance is usually considered a dance for two men, but sometimes it is danced by a man and a girl, or by a number of couples in a circle. In any case the steps and movements are the same as described here. The music consists of two strains, A and B of eight measures each, with two additional measures, C and D, at the end of B. Each measure of A and B should be counted thus : "One, and, two, and." THE DANCE I. "First Jump." A. (Meas. /-#.) The dancers join hands and swing around to the left. The step used is as follows: (meas. i) step on the left foot (one). hop on it (two) ; (meas. 2) step on the right foot (one), hop on it (tzvo). B. (Mcas. 9-16.) Jump up high from the ground so as to come down with a stamp on both feet on the first count and repeat the same, moving around in the opposite direction. C. Release hands, place them on hips and raise the right foot from the ground, bending the knee at a right angle. D. On the first note of the measure stamp the right foot. On the second note of the measure stand motionless, but ready to spring into action again at the pleasure of the musician, who retards on this last note and keeps the waiting dancers in alert suspense. (58) II. "Second Jump" A and B. Same as in I. C. Raise the right knee as before. D. On the first note of the measure stamp the right foot. On the second note of the measure raise the left knee. D, repeated. On the first note of the measure stamp the left foot. On the second note stand motionless as before while the note is held. III. "Third Jump" A and B. As before. C. Raise the right knee. D. On the first note stamp the right foot. On the second note raise the left knee. D, repeated. On the first note stamp the left foot. On the second note pause. D, repeated. On the first note kneel on the right knee. On the second note pause in that position while the note is held. IV. "Fourth Jump" A and B. As before. C. As before. D. Stamp the right foot as before. D, repeated. Stamp the left foot as before. D, repeated. On the first note kneel on the right knee. On the sec- ond note pause in that position. D, repeated. On the first note put down the right knee also, so as to be kneeling on both knees. On the second note pause in that position. V. "Fifth Jump" A and B. As before. C. As before. D. Stamp the right foot as before. D, repeated. Stamp the left foot. D, repeated. Kneel on the right knee. D, repeated. Kneel on both knees. D, repeated. On the first note place the right elbow on the floor, with the cheek resting in the right palm. On the second note pause in that position. VI. "Sixth Jump" A and B. As before. C. As before. D. Stamp the right foot. D, repeated. Stamp the left foot. D, repeated. Kneel on the right knee. D, repeated. Kneel on both knees. (59) D, repeated. On the first note place the right elbow on the floor, with the cheek resting in the right palm. On the second note pause in that position. D, repeated. On the first note place the left elbow also on the floor with the chin supported by the palms of both hands. On the second note pause. VII "Seventh Jump" A and B. As before. C. As before. D. Stamp the right foot. D, repeated. Stamp the left foot. D, repeated. Kneel on the right knee. D, repeated. Kneel on both knees. D, repeated. Place the right elbow on the floor. ' D. repeated. Place the left elbow also on the floor. D, repeated. On the first note, with the chin still resting in the palms of both hands, bend down and touch the forehead to the floor. On the second note pause in that position. (In Denmark, when two men are dancing this, sometimes only one puts his forehead to the floor and the other turns a somersault over him.) A and B. As before. This may be considered the finish of the dance, but to complete the full dance it should be continued from this point as before, with the difference that in each following figure the last movement or "jump" is omitted, reversing the order in which they were added during the first part of the dance, namely : VIII. Same as VI. IX. Same as V. And so on until the dance ends with a simple swing around during A and B as at first. All during the dance, when the dancers swing around they lean away from each other and swing very vigorously, and during the pause on the last note of D they remain motionless, but tense and alert, so that at the beginning of A in the next figure they are ready to spring quickly into the swing. From Elizabeth Burchenal's "Dances of the People." Copyright, 1913, by G. Schirmer. (60) [128] SHOEMAKER, SHOEMAKER J r J f= CJr4 w " 1 3 " * Shoe mak - er. shoe - inak CH-O J er, mend my shoe, They act J :f~ -t 1 - J T" ^ 1 1 (m J J say yoti aft * can J make J J 1 J ^ 3=>=l them as good as new; My at ^-f I j 1 ! - P ^r-J loot is com-ing through, What - ev - er shall I do? ^ rfr i -K 1 N I J y i n |y ^ ^ F ^ - Shoe - mak - er, shoe - mak ~*~ "J" =t=J e*" mend my shoe. The children stand in a circle, with hands on hips. They hop on one foot and swing- the other; continue step, hop, swing throughout the dance. (61 ) C. HUNTING ACTIVITIES AND GAMES. Rules of Important Hunting Games: Tag or "It" Games. Arch Ball. B. 10 to 100 players. Playground; gymnasium; schoolroom. Basket ball; bean bag; oat sack; any substitute. The game is very similar to pass ball, but is here described under another name, as it differs from pass ball in (1) not having the run to a goal line; (2) admitting of variations, as in the passing of several articles; (3) being compar- atively informal without the scoring of fouls and other strict observance of rules that class pass ball with athletic events. The players line up in two or more single files, which compete with each other, and must therefore contain an equal number of players. The captain or leader of each file toes a line drawn across the ground and holds a basket ball (bean bag or other object may be used). At a given signal he passes the ball backward over his head to the player next behind, who in turn passes it backward as rapidly as possible, and so on until it reaches the last player in the line. He at once runs forward carrying the ball to the front of the line, which moves back- ward one place to make room for him. He toes the line and passes the ball back- ward over his head. The play continues until the captain reaches the end of the line and runs forward with the ball to his original place at the head of the file. As he takes his place there, he holds the ball aloft as a signal that he has finished. The file wins whose captain is the first to return to his place. The game may be made very enlivening by passing several articles in rapid suc- cession, each of a different and contrasting character, such as a basket ball, tennis ball, Indian club, heavy medicine ball, bean bag, light dumb-bell, three or five pound iron dumb-bell, etc. In this form of the game the last player must accumulate all of the articles before running forward with them or the score may- be made on the arrival of the last article at rear of line. Ball Stand. GG. Grade: Grammar, High. Number of players: 6 to 60. Apparatus: Free wall space in a room; ball. The players are numbered and stand near one corner of the room. One of them bounces the ball against the wall, calling, at the same time, one of the num- bers given to the players. Thereupon all the players except the one whose num- ber has been called run as far away from the ball as they can. He, on the other hand, runs toward the ball, and gets it as quickly as possible. As soon as he has it, he stands still, and calls "Ball Stand." Then each player must stop running, and, without turning his head, stand with his back to the one who has the ball. Bz="Games^for the Playground^ Home. School and Gymnasium." By Jessie H. Bancroft, Game; (62) > uames tor the nayground, CopyrightM909 TV by the Macmillan Company GG "One Hundred and Fifty Gymnastic Games." By the Boston Normal School of Gym- nastics. Copyright, 1902. The latter, after taking time to aim, throws the ball to hit some one on the back. If he is successful, the one who has been struck calls out, "Hit." Upon that the other players run ; while the one who has been struck picks up the ball, and calls "Ball Stand." The game continues as after the previous calling of "Ball Stand." If no one has been struck, all the players return to the corner, and the one who failed to hit starts the game as before. Count must be kept of the number of times each player fails, and for every failure a forfeit must be paid at the end of the game. Barley Break. B. 6 to 18 players. Playground ; gymnasium. A long, narrow strip of ground is needed for this game, divided into three spaces measuring from ten to fifty feet square. The central one of these three spaces is called the barley field. In each of the three stands af couple of players (or more, as hereinafter described). The couple in the center is obliged to link arms ; therefore the center place is the most difficult and considered dis- advantageous. The couples in the other spaces advance, singly or together, into the barley field, trampling the barley by dancing around the field as much as they can without being caught. These couples need not link arms. When one of these is caught, he must remain inactive in the barley field until his partner is also caught. The couple owning the barley field may not step beyond its limits, nor may the couple being sought take refuge in the field opposite to their own. When the two are caught they become warders of the barley field, changing places with the previous couple, and any others who have been caught return to their own fields. The game is made interesting by not confining the effort to catching two members of the same couple in succession. Both couples in the adjoining field should venture far into the barley, taunting the couple who have linked arms by calling "barley break." These, in turn, will assist their object by making feints at catching one player and turning suddenly in the opposite direction for another. The number of players may be increased by putting three couples in the center (barley field) and two or three couples at each end. Bears and Cattle. GG. Grade: All. Xunibcr of players: 10 to 60. A goal is marked in each corner of the room on one side, and a third goal is marked in the middle of the opposite side to serve as den. The other players. who represent cattle, divide into two groups and stand in the corner goals. At a given signal the cattle change goals, and, while they are changing, the bear tags as many of them as possible. All those who have been tagged become bears, and return with the first bear to his den. When the next signal is given, the bears form a line by joining hands, and chase the remaining cattle. At the ends of the line are the first bear and the first person whom he tagged. They are the only ones who have a right to tag in the new chase. If the line is broken, the cattle come out and drive the bears back to their den with handkerchiefs. The last one of the cattle to be caught is the bear in the next game. (63) Birds. GG. Grade: Primary; Grammar. Number of players: 10 to 60. The two corners in the front of the schoolroom are marked off, one as the cage and the other as the nest. One player is chosen to be the mother bird and two players are chosen as bird catchers. The mother bird stands in the nest, and the bird catchers stand halfway between the nest and the cage. The other players sit at their desks, and in groups of four or five are named after various birds. Then the teacher calls the name of one of the birds. The players who have received that name run to the back of the room, then turn, and run up and down the aisles and across chairs to the nest. The bird catchers can not begin the chase until the birds have reached the back of the room. The birds that are caught by the bird catchers before they cross the line of the nest are put in the cage. When all of the first flight of birds are either captured or safe in the nest, the teacher calls the name of a second bird. Finally, when all the birds are flown, those in the cage are counted, and those in the nest. If the mother bird has the larger number, she wins ; if otherwise, the bird catchers win. The object of the players is to defeat the bird catchers. Bird Catcher. B. TO to 60 players. Schoolroom; playground. Two opposite corners are marked off at one end of the ground or room, the one to serve as a nest for the birds and the other as a cage. A mother bird is chosen, who takes her place in the nest. Two other players take the part of bird catchers and stand midway between nest and cage. If played in the schoolroom, the remaining players sit in their seats ; if in a playground, they stand beyond a line at the farther end of the ground which is called the forest. All of these players should be named for birds, several players taking the name of each bird. The naming of the players will be facilitated by doing it in groups. If in the class- room, each row may choose its name, after which the players should all change places, so that all of the robins or orioles will not fly from the same locality. The teacher calls the name of a bird, whereupon all of the players who bear that name run from the forest to the nest, but the bird catchers try to intercept them. Should a bird be caught by the bird catcher, it is put in the cage, but a bird is safe from the bird catchers if it once reaches the nest and the mother bird. The players should be taught to make the chase interesting by dodging in various directions, instead of running in a simple, straight line for the nest. The distance of the bird catchers from the nest may be determined with a little experience, it being necessary to place a handicap upon them to avoid the too easy capture of the birds. Black and White. GG. Grade: All. Number of players: w to 60. Apparatus: A disk, black on otic side and tc'/n/r on the other. Sides are chosen, and a leader is appointed. The players on one side are dis- tinguished by a handkerchief on the arm and are called Whites. The players on the other side are Blacks. Both Blacks and Whites scatter about the room. (64) mingling freely. The leader stands in plain sight on a stool, and twirls the disk about. Suddenly he holds it still, with only one side visible. If it is the black side, all the Whites drop to the floor, while the Blacks try to tag them before they succeed in doing so. If the white side shows, the Blacks drop down, and the Whites try to tag. Those who are tagged are out of the game. If it is preferred, a score may be kept; and in that case the side that has tagged the greatest num- ber of players at the end of the game is the winning side. Any gymnastic posi- tion may be substituted for the drop to the floor. Catch of Fish. GG. Grade: Grammar; High. Number of Players: 10 to 60. , A goal is marked off at each end of the room, and the players are divided into two equal groups, which take their positions in the two goals. The players in one goal join hands and stand in line to form the net. The players in the other goal are the fish. At a given signal all the players change goals. The net tries to catch as many of the fish as possible by surrounding them. The fish can escape only through the opening between the ends of the net; and, when the ends close together, all that are within are caught, and are out of the game. The fish then join hands and become the net. The game continues in this way, each group being alternately fish and net, until all of one side are caught. Catch and Pull Tug of War. B. 10 to 100 players. Gymnasium; playground. Any number of players may engage in this contest, which is one of the best for a large number, containing as it does both excellent sport and vigorous exercise. A line is drawn down the middle of the playing space. The players are divided into two parties and stand one party on either side of the line. The game starts on a signal and consists in catching hold of an opponent by any part of his body, as hand, arm, or foot, reaching over the line and so pulling him across the bound- ary. Any number of players may try to secure a hold on an opponent and any number may come to his rescue and try to resist his being pulled over the line, either by pulling him in the opposite direction or by trying to secure a hold on one of the opponents. A player does not belong to the enemy until his entire body has been pulled over the line. He must then join his captors in trying to secure players from across the line. The party wins which has the largest num- ber of players at the end of time limits. Cat and Rat. GG. Grade: Primary; Grammar. Number of players: 10 to 30. One player is chosen to be the cat and one to be the rat. The other players join hands and form a ring, with the cat on the outside and the rat in the center. The cat tries to catch the rat. The players favor the rat, and allow him to run in and out of the circle under their clasped hands ; but they try to prevent the cat from following him by lowering or raising their hands, whichever is necessary. When the rat is caught, he joins the circle; and the cat becomes rat, and chooses - ( 65 ) a new cat from the players. Sometimes, however, it is advisable to choose a new cat as well as a new rat each time that the rat is caught. When there are a large number of players, three cats may be chosen to chase three rats. In this case the cats are distinguished by handkerchiefs tied on their arms. Center Base. B. /o to 30 or more players. Playground; gymnasium. Hand ball; basket ball. All of the players but one form a circle, with considerable space between each two. The odd player stands in the center, holding the ball. He tosses it to any player in the circle, and immediately runs away outside the circle. The player to whom the ball is thrown must catch it, place it on the ground in the center of the circle, and at once chase the one who threw it. The one who threw the ball tries to get back to the center of the circle and touch the ball before he can be tagged. Should he succeed in this, he joins the circle, and the other player throws the ball. If the first center player is tagged before returning to the ball, he throws again, and the one who chased him returns to the circle. This game is very popular with children. Center Catch (Touch) Ball. B. 10 to 30 or more players. Playground; gymnasium. Handball; basket ball; bean bag, I. FOR LITTLE CHILDREN. All of the players but one stand in a circle, with two or three feet distance between players. The odd player stands in the center of the circle and tries to catch the ball, which is tossed rapidly from one circle player to another. Should he be "successful, the one who last touched the ball changes places with him. II. ADVANCED FORM FOR SKILLFUL PLAYERS. This differs from the preceding in the greater distance between players and also in the much greater range and resourcefulness of play. The players stand in a circle with from six to eight feet between each two, and with one player in the center. The circle players throw a ball from one to another, the object of the game being for the center player to catch the ball or knock it to the floor. The circle players may throw the ball over the heads of one another or across the circle, or make sudden feints of throwing it in one direction, turn suddenly and throw it in another, etc., to deceive the center player. - Any player in the circle who last touched the ball, changes places with the center player whenever the latter touches or catches the ball. Club Snatch (Steeple Chase). GG. Grade: All. Number of players: 4 to 20. Apparatus: Jumping standard: handkerchief. A goal is marked off at each end of the room, and the standard is placed between them, rather nearer one goal than the other. The handkerchief is hung (66) on the top of the standard. Half the players take their places in one goal, and half in the other, and in each goal one player stands ready to 'run at a given signal. The player from the goal nearer the standard starts, gets the handker- chief, and tries to return to his goal with it before the player running from the opposite side can touch him ; or, as the game may also be played, he tries to reach his goal before the player from the opposite side can reach it. If he is successful, both players stay in the nearer goal ; if he is not, both go to the farther one. The game is won by the side that brings all the players into its goal. The right distance for the standard from the nearer goal will depend on the skill of the players, and should be changed to suit different classes. Couple Tag. B. 4 to TOO players. Indoors; out of doors; schoolroom. All of the players but two hook arms in couples. Of the two who are free, one is It or chaser, and the other the runner. The runner may save himself by locking arms with either member of any couple he chooses. Whenever he does so, the third party of that group becomes runner and must save himself in like manner. If the runner be tagged at any time, he becomes It or chaser and the chaser becomes runner. To get the proper sport into this game, the couples should run and twist and resort to any reasonable maneuver to elude the runner, who is liable at any time to lock arms with one of them and so make the other a runner. For large numbers there should be more than one runner and chaser. Crackabout. B. 10 to 60 players. Playground; gymnasium. Soft ball. The players scatter over the playground, trying to get as far away as possible from the one who has the ball. He throws it at one of the players, trying to hit him with it, at the same time calling "Crackabout." All of the players make a rush for the, ball, the one who succeeds in getting it being the next thrower. The other players scatter immediately that one has secured it, the ball man at once throwing at some other player, naturally trying to hit the nearest. As soon as the players hear his call of "Crackabout" they rush together again in the direction of the ball to try and secure it, and so on indefinitely. The game is thus a rapid succession of running away from the ball man and scrimmages to secure the ball. It is one of the strenuous and popular games enjoyed by boys of almost any age, and affords some lively exercise and sport in a few minutes. Dare Base. GG. Grade: Grammar, High. \' umber of players: 10 to 60. A goal is marked off at each end of the room, and midway between is drawn a long line that forms the dare base. At each end of this is placed a player who acts as a catcher. The other players stand in the goals. After the game has begun, they cross constantly from one goal to the other, and the catchers try to (67) ' tag them. While they are in the goals or on the dare base, they are safe from the catcher, but they are not allowed to return from the dare base to the goal they have just left. They must always continue to the opposite goal. Those who are caught are out of the game. The player who is last caught wins, becomes catcher in the next game, and chooses his assistant. Dead Ball. GG. Grade: Upper Primary. Number of players: 10 to 60. Apparatus: i to 3 soft balls. The players stand in the aisles between the desks. The teacher tosses the balls into the air. Any one who can, catches a ball, and tosses it at some other player. This other one may either dodge the ball or catch it. If he catches it, he tosses it at some one else, but if he is struck by it, he is dead, and must sit down. The game is played until only one person is left standing. The balls must always be tossed, not thrown. Dodgeball. B. 10 to 60 players. Playground; gymnasium. Basket ball. The players are divided into two even groups. One group forms a circle (this need not be marked on the ground). The larger the circle the more sport in the game. The other group stands within the circle, scattered promiscuously. The object of the game is for the circle men to hit the center men with a basket ball, the center men dodging to evade this. They may jump, stoop, or resort to any means of dodging except leaving the ring. Any player hit on any part of his person at once joins the circle men. The last player to remain in the center is considered the winner. The groups as originally constituted then change places for the next game, the center men becoming circle players and the circle men going to the center. There is no retaliatory play of the ball by the center players ; they merely dodge it. The ball is returned to the circle either by a toss from a center man or by a circle man stepping in for it if it should not roll or bound within reach. When two center men are hit by one throw of the ball, only the first one hit leaves the center. Duck on the Rock. GG. Grade: Grammar. Number of players: 6 to 20. Apparatus: Out-of-doors boulder; large stone; stones sise of fist, one for each player. Indoors bean bag for each player. When the game is played out-of-doors, a large stone, which represents the duck, is placed on a boulder, and the player who is drake stands to guard it. A line is drawn twenty or thirty feet from the boulder. Here each of the other players stands in turn, and throws his stone at the duck, which he tries to knock off the rock. If he does not succeed, he goes and stands by the place where his (68) stone has fallen, and waits until some one does succeed. If he prefers, he may pick up his stone and try to run back to the goal line before the drake can tag him. If he reaches it in safety, he has a chance to throw again. When some one succeeds in knocking off the duck* all who have thrown may pick up their stones and run back to the goal line, while the drake replaces the duck on the rock and tries to tag any one who has his duck in his hand, and who has not crossed the goal line. Whoever is tagged becomes drake. The game can be played in the gymnasium by using a chalk circle instead of a boulder, and by placing in it a bean bag to serve as duck. The players have bean bags instead of stones, and try to throw their bags so as to knock the duck out of the circle. Flowers and the Wind (The). B. 4 to 30 or more players. Indoors; out-of-doors. This game is suitable for little children. The players are divided into two equal parties, each party having a home marked off at opposite ends of the play- ground, with a long neutral space between. One party represents a flower, deciding among themselves which flower they shall represent, as daisies, lilies, lilacs, etc. They then walk over near the home line of the opposite party. The opposite players (who represent the wind) stand in a row on their line, ready to run, and guess what the flower chosen by their opponents may be. As soon as the right flower is named, the entire party owning it must turn and run home, the wind chasing them. Any players caught by the wind before reaching home become his prisoners and join him. The remaining flowers repeat their play, taking a different name each time. This continues until all of the flowers have been caught. Follow the Leader. GG. Grade: Upper Primary, Grammar. Number of players: 6 to 60. The players form in a line. The leader marches, runs or performs any gym- nastic movements, and all the players imitate his movements exactly. The game ends when time is up. Haley Over. GG. Grade: Grammar, High. Number of players: 10 to 60. Apparatus: Ball; house, out-of-doors, or curtain, indoors. Two parties are formed. They stand on opposite sides of house. A player calls "Anthony Over," and throws the ball over the house. One of the opposite party tries to catch it. If he succeeds, he darts around to the other side of the house. There he may either throw the ball to hit one of the players or keep the ball in his hand and tag with it. If he succeeds in doing either, he takes the player whom he has hit or tagged back to his own side, and gives the ball to his opponents to throw again, because it is a disadvantage to throw the ball and (69) an advantage to receive it. If he does not succeed, he stays where he is, with his opponents, and the ball is given to the side he has just left. If no one catches the ball when it is thrown over the house^the side that has failed to catch it calls "Haley Over," and throws it back. The uncertainty as to whether a ball is to be caught from over the roof or whether a player will appear to tag gives point to the game. The side wins which gains all the players. A referee for each side may be appointed if necessary. The game can also be played by throwing the ball over a curtain stretched in the gymnasium or in a large hall. High Windows. B. 10 to 30 players. Playground; gymnasium. All of the players but one join hands in a circle. The odd player in the center runs around on the inside of the circle and hits one of the players with a wisp of grass, if the game be played out of doors, or tags him if played indoors. Both players then run out of the circle, it being the object of the player who was tagged to catch the odd player before he can run three times around the outside of the ring. As the runner complete his third time around, the players in the circle cry "High Windows" and raise their clasped hands to let both of the players inside. Should the one who is being chased succeed in entering the circle without being tagged, he joins the circle and the chaser takes his place in the center. Should the chaser tag the pursued before he can circle the ring three times and dodge inside at the close, the chaser returns to the circle and the one caught goes again into the center. It is permissible to vary the chase by running away from the immediate vicinity of the circle. Should the chase then become too long, the circle players may call "High Windows" as a signal for the runners to come in. This call is made at the discretion of the leader, whether he be one of the circle players appointed for that purpose, or a teacher. Hill Dill. B. 10 to 30 or more players. Playground; gymnasium. Two parallel boundary lines are drawn from 30 to 50 feet apart; or the game is often played between the curbings of a street, which serves as boundaries. One player is chosen to be It and stands in the center. The other players stand in two equal parties beyond the boundary line, one party on each side. The center player calls out "Hill Dill Come over the Hill." The other players then exchange goals, and as they run across the open space the one in the center tries to tag them. Any who are tagged assist him thereafter in tagging others. Hip. B. 5 to 30 or more players. Playground. All of the players stand in an informal group. One of them is provided with a stick about the size of a broomstick and about two feet long. He throws this as far as he can, at the same time calling the name of one of the other players. (70) The one who threw the stick, and all the others except the one whose name is called, then scatter in a run. The one who is called must pick up the stick, whereupon he . becomes "Hip" and must chase the other players. Any player whom he catches he touches with the stick (pounding not allowed) and that player at once joins him in trying to catch the others. Any one caucht by the second player, however, must be held -by him until Hip can come an:l touch the prisoner with the stick, whereupon he also joins Hip's party. As the number of players with Hip increases, there may be some pretty lively "tussling"' on the part of the players who are caught, pending the arrival of Hip to touch them with the stick, as he may have several to reach in this way. and the interval may be considerable in which the captor must hold his victim. The game ends when all of the players have been touched by Hip. Hound and Rabbit. B. 10 to 60 or more players. Playground; gymnasium; schoolroom. A considerable number of the players stand in groups of three, with their hands on each other's shoulders, each group making a small circle which repre- sents a hollow tree. In each tree is stationed a player who takes the part of rabbit. There should be one more rabbit than the number of trees. One player is also chosen for hound. The hound chases the odd rabbit, who may take refuge in any tree, always running in and out under the arms of the players forming the tree. But no two rabbits may lodge in the same tree ; so as soon as a hunted rabbit enters a tree, the rabbit already there must run for another shelter. Whenever the hound catches a rabbit, they change places, the hound becoming rabbit and the rabbit hound. Or the hound may at any time become a rabbit by finding shelter in an empty tree, whereupon the odd rabbit who is left without shelter must take the part of the hound. Hunt, The. B. 10 to 30 players. Playground ; gymnasium. The ground is marked off with two goals at opposite ends by parallel lines drawn entirely across it. The space between the lines should measure from thirty to fifty or more feet. One player is chosen for hunter, who stands in the center. The other players are named in groups from various animals ; thus there will be several lions, several tigers, etc. These groups are divided so that part stand in one goal and part in the other, the number of players being equal in each goal when the game opens. The hunter, standing in the center, calls the name of any animal he chooses, whereupon all of the players bearing that name must change goals. The hunter tries to catch them while they are in his territory. The first player caught must thereafter help the hunter in catching the others. The second player caught changes places with the first, the first one then being placed in a "cage" at one side of the playground, and is out of the game. The game ends when the hunter has caught all of the animals. Lame Fox and Chickens. GG. Grade: Upper Primary, Grammar. Number of players: 16 to 60. A den is marked off for the fox at one end of the room, and a house for the chickens at the other end. One player is chosen to be the fox, and takes his place in the den. The other players are the chickens, and stand in the house. At a given signal all the chickens run out ; and the fox, hopping on one foot, chases them and catches as many as he can. Those that are caught become foxes, and go to the den. A second signal is given : the chickens return to the house, and the original fox, who has up to this time been chasing them, joins the other foxes in the den. At the next signal all the foxes hop out to chase the chickens, and each fox catches as many chickens as possible. So the game continues until all the chickens are caught. .While a fox is out of the den, he may change from one foot to the other, but may not touch both feet to the floor at the same time. If he does, the chickens drive him back to the den with their handkerchiefs and he may not come out again until the next signal for a general sally. Both the chickens and the foxes may return to their homes at any time to rest. Master of the Ring. GG. Grade: Grammar, High. Number of players: 2 to 60. The players stand in a compact group, with their arms folded and held close to their bodies. A circle is drawn round the group. Then, at a given signal, each player tries to push his neighbor out of the circle. If any player unfolds his arms, or falls down, or gets both feet outside the circle, he is out of the game. The player who is finally left alone in the circle is Master. The game may be varied by having the players hop on one foot. Then touch- ing the other foot to the ground or getting the one foot on which the player stands outside the circle puts the player out, as well as unfolding the arms or falling down. Whichever way the game is played, it is best suited to boys. Midnight. B. 10 to 30 players. Playground ', gymnasium; classroom. One player is the fox and the others sheep. The fox may catch the sheep only at midnight. The game starts with the fox standing in a den marked in one corner of the playground, and the sheep in a sheepfold marked in the diagonally opposite corner. The fox leaves his den and wanders about the meadow (play- ground) whereupon the sheep also come forth and scatter around, approaching as close to the fox as they dare. They keep asking him "What time is it?" and he answers with any hour he chooses. Should he say "Three o'clock" or "Eleven o'clock," etc., they are safe; but should he say "Midnight" they must run for the sheepfold as fast as possible, the fox chasing them. Any sheep caught changes places with the fox, and the game is repeated. When played in a classroom only a few children should be selected for sheep. (72) Mount Ball. B. Playground; gymnasium. Basket ball; handball. This is a game of ball played by half of the players while mounted on the backs of the other players. It is therefore desirable that the players be paired off so that the two in each pair should be of nearly equal weight and size. The players form a circle in pairs. To do this they line up two abreast, each with his selected partner. This double line then marches in circle, halts, and faces inward. This will form two concentric circles. There should be consider- able space between couples; in other words, the circle should be rather large in comparison with the number of players. It is then decided by a toss up or otherwise which of the two circles shall first be "ponies" and which shall be riders. The ponies bend forward from the hips, pressing their hands against the knees, or thighs just above the knees. The knees should be stiff, not bent. The backs are thus bent forward and the riders mount, straddling the shoulders of the players who are ponies. The ball is put in play by being tossed from any player to another, and the game consists on the part of the riders in trying to keep the ball in as active play as possible in a simple game of toss and catch, and on the part of the ponies in trying to prevent the catching of the ball. To do this the ponies must grow restive and turn around in any way they see fit, but must not lose their general places in the circle. When a rider fails to catch a ball, all of the riders must at once dismount and run in any direction ; the pony belonging to the rider who missed the ball picks up the ball immediately, and as soon as he has it calls "Halt." All of the riders must then stand still, and the player who holds the ball tries to hit his recent rider. The rider aimed at may try to evade the ball by stooping or jumping, but must not otherwise leave his place on the floor. During this part of the play the other ponies remain in their places in the circle, so that the one who is throwing the ball will not confuse them with the riders. If the player (pony) who throws the ball at his dismounted rider succeeds in hitting him, all of the ponies and riders exchange places, the riders becoming ponies and the former ponies mount- ing them. If the player aiming the ball at his dismounted rider does not suc- ceed in hitting him, the riders remount and the game goes on as before. It is not permissible for a rider to hold a ball at any time, no matter how dif- ficult his position at the moment may be; he must toss it at once. It is well to have a leader, whether one of the players or not, who watches for mistakes, gives the commands to mount and dismount, and announces misses and hits. Oyster Shell. B. w to 100 players. Playground; gymnasium. Two parallel lines are drawn across the center of the playground, with a space of ten feet between them, which is neutral territory. At a considerable distance beyond each line, and parallel to it, a second line is drawn, the space beyond being a refuge for any players of the party belonging to that side. This second line should preferably be at a considerable distance from the starting line, so as to give plenty of opportunity for a good chase during the game. The players are divided into two equal parties, which take place one on either side of the neutral territory. Each party chooses a color, light or dark, cor- (73) responding to the light or dark side of an oyster shell or some other small object which is used in the game. A neutral odd player who acts as leader takes his place in the center of the neutral territory and tosses the oyster shell into the air. If there be no such leader available, the parties may choose captains to toss the shell alternately. The shell is allowed to fall on the ground. If the light side falls upward, the light party must turn and run for the goal at the opposite end of the ground, the other party chasing them. Any one captured (tagged) must carry his captor back to his home goal on his back. A party scores one point for each prisoner caught. These may be easily counted, as the prisoners carry their victors home pick-a-back. The party first scoring fifty or one hundred points (according to the number of players) wins the game; or the winners may be determined by the largest score when the game ends. Pebble Chase. B. 5 to 30 or more players. Gymnasium; playground; out-of-doors. One player, who is the leader, holds a small pebble between the palms of his hands, while the others stand grouped around him, each with his hands extended, palm to palm. The leader ^puts his hands between the palms of each player, ostensibly to drop therein the pebble which he holds as in the game called ''Button, button." The player who receives the pebble is chased by the others, and may only be saved by returning to the leader and giving the pebble to him. This chase may begin as soon as the players suspect who has the pebble. Each player should therefore watch intently the hands and faces of the others to detect who gets it, and immediately that he suspects one, start to chase him. It is therefore to the interest of the player who gets the pebble to conceal that fact until the attention of the group is distracted from him, when he may slip away and get a good start before he is detected. He may do this whenever he sees fit, but may not delay after the leader has passed the last pair of hands. The leader will help to conceal the fact of who has the pebble by passing his hands between those of the entire group, even though he should have dropped the pebble into the hands of one of the first players. If the pebble holder gets back to the leader and gives him the pebble before being tagged, he continues with the group. If the pebble holder is caught before he- can get back to the leader, he must pay a forfeit or change places with the leader, whichever method is decided on before the game opens. In a crowded playground it is well to require that the chasers follow over exactly the same route as the pebble man. Under such conditions, the game is more successful if it is limited to ten players to a group. Pig in a Hole. B. 10 to 60 players. Playground; seashore; gymnasium. Basket ball. Each player should be provided with a stick about three feet long. This may be made by whittling branches, or a gymnasium wand or piece of broomstick may be used. A hole is dug in the ground measuring twelve or fifteen inches in diameter. All of the players but one stand in a circle around this, with several feet between each two players so that they may move freely. Each player digs (74) a small hole in the ground in front of his place in the circle, -the hole to measure about four inches in diameter. The game is played with a basket ball, although a smaller ball may be used, in which case the center hole need not be quite so large, though it should be somewhat larger than the ball used. The game consists in the odd player trying (1) to get the ball (the "Pig") into the center hole with his stick, which all of the other players will try to prevent ; and (2) the odd player trying to be released from his position by placing the end of his stick in one of the small holes belonging to one of the circle players, which he can only do when the player in question has his own stick out of it. The game starts by all the players putting their sticks in the center hole under the ball. They count, "One, two, three" and on the last word all lift the ball with the sticks and then rush for the small holes, each player placing the end of his stick in a hole. As there is one less hole thten the number of players, one odd player will be left out. It thereupon becomes his duty to drive the pig into the hole from whatever point it may have landed through 1he combined effort and toss with which the game opened. The circle players try to prevent the pig get- ting into the hole by blocking its passage with their sticks. They may not kick it or play upon it in any other way. The odd player will try to ward off the interference of the sticks by clearing away in front of the ball with his own. The other players may leave their places at any time to block the passage of the ball ; but this is a dangerous thing to do, for the odd player may at any moment leave his work with the ball and place his stick in one of the vacant holes. It therefore behooves the circle players to leave their holes unguarded only when there is imminent danger of the ball entering the center hole from that side of the ring, or when a good opportunity comes for aggressive play to drive the ball out of the ring, which should also be one of their objects. It is not necessary for a player to return to his own hole after having removed his stick from it. Any hole may be taken by any player, and much of the interest of the game lies in the freedom with which players will move about and take chances in this way. If the driver succeeds in getting his pig in the center hole, he is considered to have won, and the game begins again. Should the driver succee'd in placing his stick in an unoccupied hole in the circle, the odd player thus left out must become driver. FOR THE GYMNASIUM. This game may be adapted to the gymnasium by drawing chalk circles in place of those that would be dug in the ground out of doors. The same rules apply for the game, which may be played with either a basket ball or a bean bag. Poison Snake. B. 10 to 30 players. Gymnasium ; playground. The players join hands to form a circle. About fifteen Indian clubs or tenpins are placed in the center of the circle, with spaces between them in which a player might step. The players then try, by pushing or pulling their comrades by means of the clasped hands, to make them knock over the clubs. Any player who over- turns a club or who unclasps hands must at once leave the circle, the club being replaced. The first players so leaving start a "scrub" circle ; players disqualified in the scrub circle start another in their turn, etc. The player wins who is left in the original circle. Where several circles have been formed, the several win- ners may form a circle at the close and play to determine the final winner. (75) Pom Pom Pullaway. B. 5 to 30 or more players. Out-of-doors. This game is often played between the curbings of a city street, but is suitable for any open play space which admits of two lines drawn across it with a space of from thirty to fifty feet between them. All players stand on one side behind one of the dividing lines, except one player who is It and who stands in the center of the open ground. He calls any player by name and adds a formula, as below : f "John Jjmith, Pom Pom Pullaway, Come away, or I'll fetch you away." Whereupon the player named must run across the open space to. the safety line on the opposite side, the one who is It trying meanwhile to catch him before he reaches that line. If he gets over safely, he remains there until all of his com- rades have joined him or have been caught. Any one caught by the one who is It joins the latter in helping to catch other players as they dash across the open space, but the one originally It remains the caller throughout the game. After all of the uncaught players have crossed the side they try in the same way to return to their first goal. The first one to be caught is It for the next game. Prisoner's Base. GG. Grade: Grammar, High. Number of players: 10 to 60. A goal, with a small prison adjoining its right-hand corner, is marked off at each end of the^ gymnasium. The space between the goals is neutral territory. The players choose sides, and each side takes possession of a goal. Then a player from one side starts out and tries to enter his opponents' goal without being tagged. Immediately his opponents send out a player to pursue him. Another player sallies out to protect the first player, and so on. If at any time a player succeeds in entering his opponents' goal untagged, the game is won for his side. Each man may tag only those players who left their goal before he left his. All the players may be in the neutral ground at the same time, though it is best not to leave the goal entirely unprotected. A player is at liberty to return to his home goal whenever he chooses. A player who has been tagged must go to his opponents' prison and stay there until he is rescued by some one from his own side. The rescuer must succeed in touching the prisoner without being tagged himself. If he does, both may return to their goal in safety; but, if he is tagged before he touches the prisoner, he becomes a prisoner himself. A prisoner may aid in his own rescue by reaching out from his goal as far as possible, providing that he keeps one foot within bounds. If there are several prisoners, they may join hands and stretch out over the neutral ground. The last player in the chain, however, must be in the prison, and not more than one prisoner may be redeemed at a time. (76) Prison Goal. GG. Grade: Grammar, High. Number of players: 10 to 60. Apparatus: Two objects for goal. A jumping standard or some larger object is placed as a goal at one end of the room, somewhat distant from the wall; and a similar object is similarly placed at the opposite end of the room. A prison is marked off at one side, halfway between the goals. Two captains are appointed and the sides are chosen. The captains each divide their men into runners and guards. The runners attempt to circle round the opponents' goal and return to the home goal without being tagged by any of the guards of the opposite side. Each successful run scores one for the side of the player who makes it. A runner, however, may be tagged at any time when he is not touching his own goal, and if he is tagged he must go to prison and remain there until a runner of his own side tags him, and so frees him. He and his rescuer must touch their own goal before playing again, but can not be tagged on their way to it from the prison. The side having the larger score wins. Puss in the Corner. GG. Grade: All. Number of players: 10 to 30. Apparatus: Goals, one less than the number of players. One player is chosen to be puss ; the other players stand at the goals. The puss walks from one to the other, saying, "Puss wants a corner." The reply is always, "Go to my next neighbor." Meanwhile, the other players change places whenever they see an opportunity. The puss tries to secure one of the vacant goals. If he succeeds, the person left without a goal becomes the puss. Roley Poley (Hat Ball). B. 5 to 20 players. Playground; gymnasium. Hand ball; bean bag. A row of holes three or four inches in diameter is made in the ground, with about one foot space between. There should be one hole less than the number of players. Boys' caps may be placed in a similar row instead of digging holes. Parallel with the row of holes, and about twenty feet away from it, a base line is drawn. A pile of pebbles (called "babies") should be collected before the game begins. The game consists primarily of rolling a ball into one of the holes or caps, fol- lowed by ball tag, and a scoring with the pebbles. The players stand each a little distance behind a hole except one, who is chosen to be the first roller. He rolls the ball from the base line into one of the holes or caps. Immediately he and all of the players except the one into whose hole the ball has fallen, run, scat- tering in any direction. The one to whose lot the ball has fallen lifts the ball as quickly as possible, calling "Stand" as soon as he has it in his hand. The run- ning players must halt when they hear this order, and the one who holds the ball tries to hit one of them with it from where he stands. If he succeeds in (77) doing so, one of the pebbles is put in the cap of the player who is hit. Should he miss hitting any one, a pebble is put in his own cap. Should the player who tries to roll the ball into one of the holes or caps miss getting it in, a pebble is put into his own cap, and he makes other trials until he succeeds. When a player is hit by the ball, he becomes roller, and all of the others return to tfteir places. The game continues until one player gets six (or ten) stones ("babies") in his hole or cap. When this happens he must be "court-martialed," that is, stand with his face against a wall or fence and let each player take three shots at him with the rubber ball, the first time with the thrower's eyes closed and then with them open. The distance of the throwers from the fence is determined by the victim's throwing the ball at the fence three times so it will rebound; the farthest point to which the ball rebounds becomes the throwing line for the court- martialing. If no fence or wall be available, the throwing is done from an agreed distance at the back of the victim. This game may be played by drawing a series of circles on the ground or floor in place of the holes or cap, and sliding a bean bag into them. This form is serviceable for a gymnasium. Run, Sheep, Run. B. 10 to 30 players. Out-of-doors. Two captains are chosen, who in turn alternately choos'e players until all the players are divided into two parties. One party becomes a searching party (chosen by lot, "holders" or counting out between the captains) and remains at the goal, while the other party goes out with its captain, who directs the various individuals where to hide, after agreeing with his party on a series of signals to be used, as described below. When all are hidden, this captain goes back to the searchers, who at once start out on the hunt under the direction of their cap- tain, who may divide or dispose of his party as he sees fit. The captain of the hiding party remains with the searchers, calling out signals to his hidden men which shall enable them to approach nearer to the goal by dodging from one hid- ing place to another, always trying to keep out of sight of the searchers. Neither party, however, may run for the goal until its own captain shouts "Run, sheep, run." The captain of the hiding party is generally the first one to give this signal, and he does so whenever he thinks his men are well placed to make the goal. The captain of the searchers naturally gives the signal to his players as soon as he hears his competitor calling it, as the game is won by the party of which one player first reaches the goal. Should any member of the searching party catch sight of an opposing player before all run for the goal, he tells his captain who at once shouts, "Run, sheep, run." Any signal may be agreed on between the captain of the hiding party and his men ; the following are examples : "Red" meaning "Danger." "Green" meaning "Go around the house to the left." "Blue" meaning "Go around the house to the right." "Purple" meaning "Stand still." "Yellow" meaning "Keep on going in the same direction and get nearer the goal." (78) Slap Jack (Mr.). GG. Grade: All. Number of players: 10 to 30. One player is chosen to be "It," and the other players form a circle. The one who is "It" runs outside the circle, taps some one on the back, and continues to run in the same direction as before. The one who has been touched immediately runs in the opposite direction. When the two meet, they make each other a deep curtsey, and then, passing each other, try to gain the vacant place in the circle. The one who reaches the place first remains there, and the other is "It." In making the curtsey, the heels must be brought together again before the player can go on running. Other movements may be taken instead of the curtsey, especially gymnastic movements. The players may also shake hands three times, clapping hands each time between, or they may do anything else that the ingenuity of the teacher may suggest. .With very little children it is advisable to have the game as simple as possible, omitting the bow, and having them merely pass each other to the right. Squirrel in Trees. B. 10 to 100 players. Schoolroom; playground; gymnasium. This game is very like Hound and Rabbit, but is a little less exciting, and under some circumstances better adapted to very young children. Most of the players stand in groups of three, with hands on each other's shoulders, forming hollow trees. In each tree is a player representing a squirrel, and there is also one odd squirrel without a tree. The teacher or leader claps her hands, when all of the players must run for other trees, and the odd squirrel tries to secure a tree, the one who is left out being the odd squirrel next time. Stealing Sticks. GG. Grade: Grammar, High. Number of players: 10 to 60. Apparatus: 12 sticks, handkerchiefs for half the number of players.' A line is drawn across the middle of the floor, a goal is marked at each end of the room, and six sticks are placed in each goal. Two captains are appointed and sides are chosen. Each player of one side ties a handkerchief on his left arm. Then the two sides form in two rows facing each other, one on each side of the line. The captains may, if they wish, appoint some of their men as run- ners and some as guards for the goal. These guards must stand at least twelve feet from the goal, but, if an opponent passes them on his way to their goal, they may, of course, chase him. The object of the game is to carry away all the sticks from the goal of the opposing side. A player may be caught as soon as he has both feet in the enemy's territory. If he reaches the goal with- out being caught, he may take away one stick, with which he may go back to his own side in safety. But if he is caught he must stand in the goal as prisoner until rescued by some one of his own side. While he is prisoner, he may reach out towards the one who is coming to release him, but must keep both feet within the goal. After he has been rescued, he and his rescuer may return to their own side in safety. So long as any member of one side is a prisoner, that (79) side may not take any sticks from its opponents' goal. The prisoners must be rescued first. The game is won by the side which first carries away all of its opponents' sticks. Stone. GG. Grade: Grammar. Number of players: 10 to 60. Two goals are marked off, one at each end of the room ; and a large circle is drawn halfway between them. One of the players represents the stone, and sits on the floor in the center of the circle. The other players dance round on the chalk ring until the stone jumps up. The players then run toward either goal, while the stone tries to tag as many as possible before they reach the goals. All who have been tagged become stones, and go back and sit with the first stone near the center of the circle. The players again dance round until the first stone gives a signal. Then all the stones jump up. The other players run for the goals, and the stones chase them and tag as many as they can. The game continues with an increasing number of stones each time the ring is formed, until at length no one is left in the ring. If it is wished to make the game more difficult, the players within the circle, instead of sitting down, may lie at full length. Tag. B. 4 to 60 players. Indoors; out-of-doors. Tag in its simplest form may be started by any one of a group of players, sud- denly turning to another, touching (tagging) him and saying "You're Ijt," when all must flee from the one who is It. The player who is It may chase and tag any other player whom he chooses, but will aid his own ends by suddenly turning his attention from one player to another, or by doubling back on his course, or resorting to any of the other feints that give an unexpected turn to a game of chase. The players who are being chased will add to the zest of the game by venturing as close as possible to the one who is It, calling to him and taunting him with their proximity, and suddenly dodging away. When a player is hard pressed or breathless, or does not wish to play, he may become immune from tagging by crossing any one finger over its neighbor on either hand, as the forefinger over the middle finger. It is considered "babyish," however, to resort to this unless there is some very good reason. A player who has had a good fair chase ought to be willing to be It if caught. Any player whom the chaser tags immediately becomes It, but the chaser, in touching him, must say "You're It." At his own discretion he may add "No fair," which means that the one who has just become It may not turn at once and tag "him. A venturesome player, however, will omit this, especially if he should tag another player from behind, and trust to his own powers of dodging for getting away safely. Where there are a large number of players, two or more may be chosen to be It. (80) Three Deep. GG. Grade: Grammar, High. Number of players: 20 to 60. One player is chosen to be "It" and a second player to run. The other players arrange themselves in two circles, one within the other, with the players not less than six feet apart, and with each one in the outer circle exactly behind one in the inner circle. The player who has been chosen as runner then runs, and is pursued by the one who is "It." The runner may place himself in front of any two players, thus making a file of three. He is then safe ; but the outer one of the three may be tagged, and to save himself must run to a place in front of another file. If a player is tagged, he becomes "It." The one who tagged him becomes runner. The game may be made more interesting by having two or more couples run- ning at the same time. It may also be varied by having the two circles face each other, leaving a space between for the running. When this is done, the runner places himself between two players, and the one toward whom he turns his back is the one who may be tagged. Tommy Tiddler's Ground. B. 5 to 30 players, or more. Playground; gymnasium. The ground is divided by a line into two equal parts. One of these belongs to Tommy Tiddler, who stands on his side of the line and may not cross it. All of the other players are on the other side of the line, and venture across the line into Tommy Tiddler's ground, taunting him with the remark : "I'm on Tommy Tiddler's ground, Picking up gold and silver." Tommy may tag any one on his ground, and any one so tagged changes places with him. The players will learn to add to the interest of the game by venturing as near Tommy Tiddler as possible and being very tantilizing in inducing him to run after them. Tommy Tiddler, on his part, will find opportunity for consid- erable finesse, such as in appearing to give his attention entirely to one player, then suddenly turning and dashing for another. Whip Tag (Beetle Goes Round). GG. Grade: All. Number of players: 10 to 30. Apparatus: Handkerchief with a hard knot tied in one corner. All the players but one stand in a circle, looking straight to the front and hold- ing their hands open behind them. The one player who has been left out, the beetle, carries the knotted handkerchief round the outside of the circle, and puts it in the hands of any one of the players. Whoever receives it becomes beetle, and strikes his right-hand neighbor with it. This neighbor, to escape, immediately runs round the circle back to his own place, while the beetle pursues, striking at him whenever he is near enough. Meanwhile, the player who first had the handkerchief has stepped into the place left vacant by the one to whom he gave it. This leaves the beetle alone outside the circle, as was the player at the begin- ning of the game. The beetle, accordingly, does as that player did, and gives the handkerchief to some one in the circle. Then the game goes on as before. 6-241 ( 81 ) Wolf. GG. Grade: All. Number of players: 6 to 30. Apparatus: Some la^ge object, such as a boulder or tree, to be used as goal. One player is chosen to be the wolf, and hides, while the other players stand near the goal and blind their eyes. They allow the wolf about a minute, and then call out: "Coming. Say nothing." If the wolf is not ready, he cries "No" and has more time allowed him. When it has expired, the players begin to search for him. Whoever finds him calls out "Wolf" whereupon the wolf springs from his hiding-place, and the other players run for the goal. The wolf pursues them, and tags as many as possible. Those whom he tags become wolves, and hide with him the next time, either in the same den or in different dens. The game con- tinues until all are wolves. The wolf need not wait to be found, but may leap out of his hiding place whenever he sees a chance to tag some one. He may also try to reach the goal before the others, and tag them as they come in. If he does hold the goal in this way, one of the other players should tempt him off on a long chase, sacrificing himself, if necessary, in order to let the rest of the players get "home" in safety. Otherwise the game might be blocked indefinitely. Any player who wishes to do so may remain at the goal instead of searching for the wolf, and any wolf who has not been detected may remain in his hiding-place until he sees a good opportunity to spring out. Yards Off or Relievo. B. 3 to 30 or more players. Out-of-doors. Two players are chosen, one to be It and one for stick thrower. All the players stand grouped around a goal, and the stick thrower throws a stick as far away from the goal as he can. As soon as the stick touches the ground, all of the players, including the thrower, but not the one who is It, scatter and hide. The one who is It must walk to the stick (never run), take it up, bring it back and stand it up, resting against the goal. He then starts to hunt for the hidden players. He must run back and touch the goal for any player whom he dis- covers, saying, "One, two, three, for '," naming the player. Any one caught in this way becomes a prisoner at the goal. Any player who has not been detected by the spy may run in to the goal at any time and throw the stick away, whereby all of the prisoners, i. e., those who have been spied and previously caught, become free and hide again. Whenever this freeing of prisoners hap- pens, the spy must return to the goal, walk to the stick, pick it up, walk back with it to the goal again, and go on with the play as before. This continues until the spy has touched the goal for all of the players, though they need not all be pris- oners at once. Any player spied who reaches the goal before the spy, is there- after free ; i. e., out of the game. The last one caught becomes spy for the next game. (82) D. POSTURE INSTRUCTION AND GYMNASTIC DRILLS. 1. MANAGEMENT AND LEADERSHIP: INSTRUCTION TO TEACHERS. Place. Drills should be conducted out of doors whenever conditions permit. When it is necessary to conduct a drill in doors, windows should be opened wide, as a large part of the value of exercise is lost without fresh air. The temperature of the room should also be below the ordinary temperature, about sixty-eight degrees. Exercise should never be conducted in a room where dust is raised by the exercise. If the floors are oiled to avoid dust they must not be oiled to the point where they become slippery and thus dangerous to the children when moving rapidly in their activities. Time. Drills should be conducted during the instructional period and where necessary the relief period, never the play period. The recess periods are necessary for the freer activities and must be organ- ized systematically for such activities. Even the minimum in drill activities, the postural instruction and corrective exercises made neces- sary by artificial school conditions should be organized in the instruc- tional period. Preparation. Children should be required to prepare for the exer- cise by removing the outer garments, such as scarfs, sweaters, coats, overcoats, etc., that interfere \vith freedom or that 'may cause undue perspiration. Encourage loose clothing in order to allow for freedom and depth of respiration. Arranging class. When conducting a drill indoors arrange the pupils so that space for freedom of movement is assured before beginning the exercises. Use the following method : Class Stand ! Arms forward Place ! Take distance. Arms sideways Place ! Take distance. In the upper grades where an exercise calls for the side horizontal position and the children's arms interfere, stand the class obliquely in the aisles. Have the children face the side of their own desks for such trunk exercises as forward bending, for lateral charging, for stride standing positions and such other exercises as call for more space than is per- mitted when the children face forward. In classes of adolescent boys and girls it is advisable frequently to give the boys and girls each "Gymnastic places" that is, rows of boys and rows of girls to prevent self-consciousness or embarrassment for the girls due to exercising in badly made clothing or tight skirts. (83) Arrange the pupils to guard against possible injury from violent con- tact with desks, sharp corners or chalk trays, tables, etc. Positions. The following positions should be observed : Correct sitting position : Lower back resting against the back of seat ; feet resting on the floor. (See Posture Chart.) Correct standing position: Feet parallel, head held high, chest high, abdomen pulled in. (See Posture Chart.) Use the parallel foot position for all exercises except for the knee bending position (deep knee bending). Commands. In teaching formal activities it is necessary to use com- mands. Give commands to get a quick response and thus decrease the reaction time, i.e., the time it takes the pupil to think and will action. In the lower grades teach response to commands gradually; illustrate the new exercise correctly, let the children imitate and then give com- mands. No special nomenclature is insisted upon, so long as the commands are understood by the children or made up of words significant to them, and are short, clear and concise. A command is made up of three parts the description, the pause, and word of execution. The description tells which part of the body is to move and usually -where. Then there is a pause, which should be long enough only to give the child time to comprehend the description. This is always indicated in the outline by a dash ( ). The word of execution comes hast, and is a signal indicating when to start the move- ment, which the class is then ready to obey. v lt should be given in a clear, distinct and positive tone. The response from the pupils depends upon the manner of giving commands. The command should be animated, and the voice should indicate somewhat the quality of the exercise, also the rhythm, i.e., when the movement is to be quick, as in arm and foot positions, the command is quick; if the movement is to be slow, as in trunk movements, the command expresses this. Keep the voice as pleasant as possible. Lower the voice at the word of execu- tion, and avoid monotony by using numerals as commands when the exercise is familiar to the child. Do not, however, confuse "counts as commands" with rhythmical counts which are counted by the children themselves in order to help rhythm when necessary. The command, Class ATTENTION ! is given to call the pupils to good standing position ready for instruction. The command, In place REST ! is given between exercises whenever necessary. The command, POSITION ! is used to bring the pupils back to funda- mental standing position from any position in which they might be left after an exercise. Wherever the Left is indicated, the same exercise should be repeated using the Right. (84) The number of times an exercise should be given depends upon its type. Any exercise should be repeated a number of times to insure the desired effect. It is intended that the point of muscular fatigue, but not exhaustion, should be approached in each drill. Short periods of rest and deep breathing between the various exercises are given to avoid the fatigue of strained positions, also to relieve the attention, but the developmental and corrective values lie mainly in the repetition of the exercises. When the exercise requires a starting position, different from the fundamental standing position, repeat the exercise itself as many times as is necessary to get the effect desired, but do not repeat the process of assuming the starting position. The full benefit of formal gymnastics is not secured unless there is accuracy and completeness of execution, and this should be insisted upon from the very beginning. "Form" in the work gives the motor training, i.e., the training of the nerves and muscles to respond accurately to the will. Leading drills. Upon the class teacher depends the results of drills. In rural schools this is obvious. In city schools the supervisors can get results only, by proxy, through the earnest efforts of the class teacher. Drills are not naturally enjoyable. Children will get results from them only in proportion to the alertness and energy they put into them, and these responses depend on the energetic leadership of the class teacher. Observe the following suggestions in leading drills : ]je a good drill master; put earnestness, alertness, energy and life into the drill. Make it stimulating by the alertness and energy required. Lift, drive and coach. Children like action and energy, if they do not like the drill. Avoid long pauses and do not hold the class in one position so long that it becomes fatiguing. Be on the alert to give corrections to posi- tions wherever needed. Teach by command (verbal instruction), explanation, and illustration of the exercises. Help and stimulate the class by doing the exercises with them when the class is unfamiliar with the exercise, but do not make the class dependent on mere imitation. Make the class responsive to commands as soon as possible. Develop initiative in leadership by encouraging children to select drill leaders and to evaluate the words of these leaders. Secure the right attitude towards corrective results by example, by a spirit of helpfulness, by words of encouragement or warning, and by a respect inspiring correction of poor positions. Coach on "form." Don't scold ; it depresses and children despise a scold ; they love a coach. (85) 2. MATERIALS ON POSTURAL INSTRUCTION AND GYMNASTIC DRILLS. POSTURAL INSTRUCTION.* The vertical line test. In good posture the long- axis of the trunk is a vertical line and the long axis of the neck and head taken together is also a vertical line. An imaginary line dropped from the front of the ear to the forward part of the foot will parallel the long axis of these segments of the body. In poor posture these axes do not form one con- tinuous vertical line but are broken into several zigzag lines. Sitting posture. "There are three correct modes of sitting, two active and the other resting. In the active positions the trunk is perfect!)- erect, or inclined forward ; iii the resting position it is reclined backward. Many people make the mistake of including in the act of sitting a relaxation or collapsing of the body forward, with a crease at the waist. The interference which such an attitude makes with the position and work of heart, lungs, and digestive organs is anything but restful. "A fundamental direction for correct sitting is to push back in the chair n? ar as possible before leaning backward. Sliding down in the seat tilts the pelvis into its most harmful position, and should never be allowed. "All leaning forward in a sitting position, as in formal conversation or at the dining table, should be from the hips, not from the waist. "When one wishes to rest the muscles that hold the trunk erect in the sitting position, the entire trunk should be reclined backward against the back of the chair or other support. This accomplishes the object without any interference with the broad, open chest if the chair back be of the right shape. This reclining should be done without sliding downward and forward in the seat." The Triple Test for Posture. 1. Standing trst. Inspect your class in profile and judge the posture of each child rapidly.. Form two groups, group i made up of those that have good posture and group 2 made up of those that have not. 2. Marching test. Apply this test to the pupils in group i above. Have them drill on marching tactics for a few minutes. "It will be found that as the march proceeds old muscle habits will reassert them- selves and many pupils who could hold a correct position for a few- minutes of quiet standing will fall into habitually faulty attitudes as they march." (Bancroft) Pupils showing these faults should be taken from the line. 3. Exercise test. Apply this test to the pupils that pass both the standing and the marching tests. Observe these pupils for a few minutes while they are going through the setting-up drill and using the arms in upward positions. As the muscles of the neck, shoulders and b.ack weaken, faulty postures will appear. As such faults of execution appear, the pupils exhibiting them should be dropped from the line. The pupils passing all three tests should be classed in group i ; those that do not, should be recorded in group 2. 'Quoted from Syllabus for Physical Training in the Elementary and Secondary Schools of the State of New York, which quotes "The Posture of School Children," by Jessie H. Bancroft. (86) "The triple test standardizes posture so that it is possible to rate a pupil on this subject. Every pupil who successfully passes the triple test for division 1 may be considered as passing on this subject, and therefore entitled to at least a passing mark.- As before stated, the posture of some of these pupils may fluctuate slightly at times, but will be good in the main. There will be others in division 1 who have habitually good posture, no matter how they may be occupied. The class teacher is the only one who can judge of this habitual posture. These pupils should have the highest rating for the subject (A). Some teachers have preferred to have two sections in division 1, one for A and one for B pupils, and this is unquestionably an advantage. Each child should keep his individual rating on this subject, and the teacher should have the names' of the class listed with the posture rating opposite each. "Habitual sitting positions are, of course, of much importance in any rating of pupils for posture. These should be considered in giving a pupil the rating of A. Any pupil who can pass the triple test for standing posture could pass any test for sitting, short of habitual positions. Therefore, it is the A rating that should include these. "Class percentages. The triple test not only standardizes posture for the indi- vidual, but furnishes a basis for standardizing the class as a whole, and this form is a distinct and very important element in these efficiency methods. This class standardization is arrived at by figuring the percentage of pupils in division 1, dividing the number who pass the test by the total attendance (not register) at the time the test is made. For instance, with forty pupils present in a class, and but ten passing the triple test, the class percentage on posture is but 25 per cent. This does not mean that each pupil of those passing is rated at 25 per cent, but that 25 per cent of the pupils passed the test. It is the class record on the subject. Neither pupils, teacher nor principal will rest content with so low a figure for this or any other subject, and unquestionably an enormous amount of the zeal and satisfaction which these efficiency methods have aroused, has come from this means of estimating class record and progress. It is a great satisfaction to a teacher to have a concrete means of estimating the results of her work, and there is a strong element of justice involved in such a method. "Class record. The class percentage should be figured each month when the triple test is made, and a systematic record kept in each class, both on the black- board and in some permanent form in some record book. This book may well be devoted exclusively to the posture record, or part of some other permanent record book may be used. A separate book is preferable, as it gives room for the names of pupils with their individual ratings (A, B or C) in addition to the class schedule. .When placed on the blackboard, this record rouses the pride and interest of the class so that they work to raise the percentage from month to month. Another form is a bulletin on which appears, in addition to the monthly percentages, the -names of pupils in division 1, who are classified as A or B. The class should always knozv its percentage, and whether it is gaining or losing, or marking time from month to month. To omit this is to fail of using one of the most potent psychological elements in the situation the one that, coupled with personal desire for promotion from division 2 to division 1, relieves the teacher of the necessity for continual nagging about posture, and substitutes therefor a motive in the child himself. "It is not at all unusual when these methods are first introduced to find classes that are naught on the first test ; that is, classes in which not a single child is able to pass the test. The teacher should never hesitate to put down these figures, nor should she ever strain a point to promote a child to division 1 before he has (87) CORRECT SITTING POSITION (88) CORRECT STANDING POSITION .1 (90) GYMNASTIC POSITIONS. Fig. 1. Neck grasp position. Command: Hands on (back of) neck PLACE ! Fig. 2. Bend position. Command: Arms upward Bend ! Fig. 3. Front horizontal position. Command : Arms forward PLACE ! Fig. 4. Chest position. Command: Arms forward BEND ! Fig. 5. Side horizontal position. Command : Arms sideward PLACE ! Fig. 6. "Head pushed back" or Arch position. Command: Head backward MOVE ! Fig. 7. Half hook standing position. Command: L. (R.) Knee upward BEND! Fig. 8. Vertical position. Command : Arms upward PLACE ! Fig. 9. Half A standing position. Command: L. (R.) leg forward RAISE! Fig. 10. Forward bending of body. Command : Body forward BEND ! -Fig. 11. Side bending of body. Command: Body to L. (R.) BEXD! Fig. 12. Half B standing position. Command: L. (R.) leg sideward RAISE! Fig. 13. Lunge position. Command: To L. (R.) LUXi-K ! Note : Body should be in a vertical position and there should be no lateral bending. Fig. 14. Forward lunge position. Command: L. (R.) Forward LUNGE! (91) actually achieved the posture that entitles him to be there. In other words, it is not figures, but the facts they represent, that are essential, and it is unjust to a child to lead him to think he has reached a passing mark on this subject when he still needs the extra effort and attention for posture that comes from being in division 2. Some teachers find it hard not to reward prolonged effort and marked improvement by promotion to division 1 before the child has enough endurance in a correct position to go through the test. Other means for encouragement for such children may be found than allowing them to think they have arrived at the desired standard. "A systematic record of her class percentages may serve the further purpose of helping a teacher to find the faults in her own judgment or teaching on this subject. For instance, if the percentage be very high, a teacher should make sure that her standard is not too lenient. On the other hand, if the percentage shows scarcely any advances from month to month, the teacher may at once conclude that she is not doing what she should to develop the posture of the pupils in division 2; that she is failing in some way to get the corrective values from her gymnastic lesson, or otherwise missing the point necessary for improvement. "Reasonable standards. Just what is a reasonable class percentage on posture? Experience has shown that in one year's use of these efficiency methods 85 per cent is an average figure, the largest number of classes ranging from 80 to 89 per cent, and a considerable number reaching 100 per cent, and this, although it is not at all unusual for many classes to start at zero. The effect of the work is cumulative, and each term sees an advance on the ratings of the previous term, as the develop- ment of the children progresses from grade to grade. "The triple test, * * * is merely preliminary to the teacher's real work for posture the corrective teaching through which alone those pupils deficient in posture may receive the development they need. This development lies in two distinct lines: (1) training the muscular sense whereby the child knows whether or not he is in the correct position and is able voluntarily to assume it ; (2) strengthening by exercise those muscles in which weakness allows lapsing into poor posture. Nothing can be done for posture until the child knows how it feels to stand correctly. Elevation cues for posture. The "elevation cues" now in use in the schools of New York City are of advantage in all drills. "To get good posture it is necessary for the pupils to know from experience the exact positions desired in response to elevation cues. These are always to be used while the static contraction is held for the purpose of lifting and straighten- ing the body. They should be given with meaning, vigor and discrimination. "The following are the best : Head Up ! Lift the head ! Chest Up! Lift the chest! Waist Flat! Stretch the knees! Weight Forward! Stretch the ankles! (if necessary) Stand tall! "The teacher should note with great care the posture of each pupil and deter- mine what improvement is necessary. "Each pupil should be informed of his defects and shown how to correct them. This requires constant practice and much individual attention. Every formal exercise should start and finish in the correct standing position. "Good posture without rigidity should be constantly maintained." (92) POSTURE TRAINING FOR THIRD AND FOURTH GRADES. Instructional Notes. Wherever the left is indicated, the same exercise should be repeated, using the right. Each exercise should be repeated a number of times in order to insure sufficient muscular contraction for physiological and developmental results. In some instances, especially rhythmical exer- cises, the number of times has been indicated. Give exercises as informally as possible. DRILL I. 1. "Rising Sun." (1) Arms sideward (palms up) and heels Raise! (2) Arms and heels Sink! (Sustain the exercise.) 2. "Jack in the Box." Hands on hips Place! (1) Heels Raise! (2) Knees Bend! (Back straight, head high, knees turned outward.) (3) Knees Stretch ! (4) Heels Sink! Arms Position ! 3. "See-Saw." Feet apart Jump ! Arms sideward Place ! (1) Body to left Bend! (2) Body Raise! (3) Body to right Bend! (4) Body Raise! Repeat exercise, alternating left and right in slow rhythm eight times Begin ! Arms and feet Position! 4. Breathing Exercise. (1) Inhale with arm raising sideward and heel raising One! (2) Exhale as arms and heels return Two ! DRILL II. 1. "Rising Sun." (1) Arms sideward (palms up) and heels Raise! (2) Arms and heels Sink! (Sustain the exercise.) 2. "Picking Fruit." (1) Rise on toes and stretch arms to vertical, reaching up One! (2) Place fruit in imaginary basket on floor Two ! (93) 3. "Jack in the Box." Hands clasped on top of head. (Elbows back, head high.) (1) Heels Raise! (2) Knees Bend (Back straight, head high, knees turned outward.) (3) Knees Stretch' (4) Heels Sink! Arms Position ! 4. "Trees Swaying in the Wind." Hands on hips Place ! Feet apart Jump ! Body to left Bend! Raise! Body to right Bend! Raise! Repeat exercise, alternating left and right in slow rhythm (feet firmly on floor), eight counts Begin! Arms and feet Position! 5. Breathing Exercise. (1) Inhale with arm raising sideward and heel raising One! (2) Exhale as arms and heels return Two ! DRILL III. 1. "Rising Sun." (1) Arms sideward (palms up) and heels Raise! (2) Arms and heels Sink! (Sustain the exercise.) 2. "Hoisting Flag." (1) Raise left arm over head and grasp rope One! (2) Pull rope downward Two! (Pull down at side instead of in front.) Repeat with right. Also in rhythm eight times Begin! 3. "Birds Flying." (1) Raise arms sideward and raise-heels One ! (2) Lower arms and heels Two ! Also in rhythm eight times Begin ! 4. "Walking Through Deep Grass." Hands on hips Place ! (1) Right knee upward Bend ! (2) Foot Re Place ! (Repeat left foot.) Also in rhythm eight times Begin ! Arms Position ! 5. "Blowing Up and Popping Bags." (1) Inhale through nostrils One! (2) Place bag at lips and blow Two ! (3) Pop bags Three! (4) Position Four ! (94) DRILL IV. 1. "Rising Sun." (1) Arms sideward (palms up) and heels Raise! (2) Arms and heels Sink! (Sustain the exercise.) 2. "Jack in the Box." Arms close to body. (1) Heels Raise! (2) Knees Bend! (Back straight, head high, knees turned outward.) (3) Knees Stretch ! (4) Heels Sink! 3. "Wind Mill" (Lateral). Feet apart Jump ! Left arm upward (palm in) Place! Changing position of arms through side horizontal in rhythm eight times Begin! (Repeat.) Arm and feet Position ! 4. "Pumping Up Bicycle Tire." Feet apart Jump ! Imitate pumping, bending body forward and downward Out ! Raise body Two! Also in rhythm eight times Begin ! Feet Position ! 5. "Blowing Imaginary Feathers Up in the Air." (1) Inhale with head moving backward One! (2) Blow hard Two! (Repeat.) DRILL V. 1. "Rising Sun." (1) Arms sideward (palms up) and heels Raise! (2) Arms and heels Sink! (Sustain the exercise.) 2. "Climbing Ladder." (1) Raise left hand and left foot to rungs of ladder in act of climbing One! (2) Position Two! Repeat exercise to right. Also in rhythm eight times Begin ! 3. "Birds Flying." Feet apart Jump! (1) Fling arms upward through side horizontal and jump on tiptoe, and return arms One ! (2) Repeat Two! Also in rhythm eight times Begin ! Feet Position ! (95) 4. "Scarecrow." Feet Close! Arms sideward Place ! Left knee upward Bend ! Foot return Place! Repeat right. (Sustain the exercise.) Arms and foot Position ! 5. Breathing Exercise "Smelling Flowers." (1) Inhale with "head moving backward and raising on toes One ! (2) Exhale as head is raised and heels sink Two! (Repeat.) DEVELOPMENTAL DRILLS FOR THIRD AND FOURTH GRADES. DRILL I. -Correct sitting position. See posture illustration. Lower back resting against back of seat; feet resting on floor. Correct standing position. See posture illustration. Weight poised forward; head up; abdomen pulled in and chest up. Instructional Notes. 1. Wherever the left is indicated, the same exercise should be repeated, using the right. 2. Each exercise should be repeated a number of times in order to insure sufficient muscular contraction for physiological and develop- mental results. In some instances, especially rhythmical exercises, the number of times has been indicated. 3. In the beginning of each lesson a choice in 'the selection of warm- ing up exercises is given, either (a) a rhythmical jumping or running exercise or (&) a stretching exercise repeated in rhythm. The choice must be based on the facilities of the school. The jumping or running exercise is far more valuable for warming up than the stretching exer- cise but where the building does not permit of the former the fhythmical stretching exercise should be used. 1. A or B. A. Warming-up Exercise. Hopping four counts on left foot, four counts on right foot ; alternate left and right. B. Stretching Exercise. (1) Bend body forward, reaching finger tips toward floor One ! (2) Raise body and raise arms to vertical Two! (3) Lower arms to side horizontal (palms up) Three! (4) Position Four! (Repeat three times.) NOTE The material on the Postural, Developmental and Relief Period Drills was compiled by Miss Signe E. Hagelthorn, Acting Director of Physical Kducation of the San Francisco Public Schools. (96) 2. Heel Raising. Hands on hips Place ! (1) Heels Raise! (2) Heels Sink! Also in rhythm eight times Begin ! Arms Position ! 3. Arm and Heel Raising. Arms raising sideward and heel raising in rhythm Begin ! Class Halt! (1,2.) 4. Fundamental Positions. Arms sideward Place ! Position ! Hands on hips Place ! Position ! Arms sideward (palms up) Place! Position! Arms upward Bend ! Position ! 5. Skipping. 6. Breathing Exercise. (1) Inhale with arms raising sideward One! (2) Exhale as arms return Two ! DRILL II, 1. A or B. A. Warming-up Exercise. Hopping eight times on left foot Begin ! On right foot Begin ! B. Stretching Exercise. ( 1 ) Bend body forward, reaching finger tips toward floor One ! (2) Rise on toes and raise arms to vertical Two! (3) Lower arms to side horizontal (palms up) Three! (4) Position Four! (Repeat three times.) 2. Shoulder Blade Exercise. Feet apart Jump ! (Palms up.) Arms sideward Place! Hand clapping over head eight times Begin! . (Repeat.) Arms and feet Position ! 3. Back Exercise. Hands on hips Place ! Feet apart Jump ! Body forward Bend! (Straight knees and head pushed back.) Body Raise! (Repeat.) Position! 4. Fundamental Positions. Left foot forward Place ! Re Place ! Right foot forward Place ! Re Place ! Left foot forward Place ! (Changing feet.) Right foot forward Jump!- Repeat alternating left and right. Foot Position ! 7-241 ( 97 ) 5. Skipping or Hopping. 6. Breathing Exercise. (1) Inhale with arm raising sideward and heel raising One! (2) Exhale as arms and heels return Two ! DRILL III. 1. A or B. A. Warming-up Exercise Spring Jump. Hands on hips Place! (1) Feet apart Jump! (2) Feet together Jump. In rhythm Begin ! Class Halt! (1, 2.) Arms Position ! B. Stretching Exercise. (1) Bend knees (deeply), reaching finger tips to floor One! (2) Stretch knees and raise arms to vertical Two ! (3) Lower arms to side horizontal (palms up) Three! (4) Position Four! (Repeat three times.) 2. Shoulder Blade Exercise "The Swing." Left foot forward Place! (1) Raise arms forward, upward, and step with all the weight on forward foot One ! (2) Return Two! Also in rhythm eight times Begin ! Position ! Repeat with right foot forward. Class Halt! (1, 2.) Foot Position ! 3. Trunk and Shoulder Blade Exercise "Chopping Wood." Feet apart Jump ! (Place imaginary -ax to right shoulder.) (1) Swing ax obliquely downward and bend body forward One! (2) Raise body and return "ax" to right shoulder Two ! Also in rhythm four times Begin ! Position ! Repeat exercise from left shoulder. 4. Abdominal Exercise "Prancing of Horses." Hands on hips place and feet Close ! Left knee upward Bend. Prancing in rhythm (lifting knees high) ten times Begin! Arms and feet Position ! 5. Breathing Exercise. (1) Inhale with arm raising sideward and heel raising One! (2) Exhale as arms and heels return Two! (Repeat.) (98) DRILL IV. 1. A or B. A. Warming-up Exercise. Hands on hips Place! Hop four counts on left foot; four counts on right foot. Alternate left and right in rhythm Begin ! Class Halt! (1, 2.) Arms Position ! B. Stretching Exercise. (1) Bend knees (deeply), reaching finger tips to floor One! (2) Stretch knees, rise on toes and raise arms to vertical Two ! (3) Lower arms to side horizontal (palms up) Three! (4) Position Four! (Repeat three times.) 2. Shoulder Blade Exercise. Heel raising with hand clapping over head. (1) Rise on toes and clap hands over head One! (2) Return Two! Also in rhythm eight times Begin ! 3. Back Exercise "Climbing Ladder." (1) Raise left hand and left foot to rungs of ladder in act of climbing One! (2) Position Two ! Repeat right. Also in rhythm eight times Begin ! 4. Lateral Trunk Exercise "Big Clock." Feet apart Jump ! Arms obliquely upward Place ! Body bending left and right in rhythm, imitating pendulum (feet firmly on floor), eight times Begin! Arms and feet Position ! 5. Breathing Exercise. (1) Inhale with arm raising sideward and heel raising One! (2) Exhale as arms and heels return Two ! DRILL V. 1. A or B. A. Spring Jump and Arm Flinging Sidczvard. (1) Arms sideward place and feet apart Jump! (2) Arms return and feet together Jump ! In rhythm eight times Begin ! Class Halt! (1,2.) B. Stretching Exercise. (1) Bend knees (deeply), reaching finger tips toward floor One! (2) Stretch knees and bring arms to side horizontal (palms up) Two! (3) Raise arms to vertical and rise on toes Three! (4) Lower arms to side horizontal and lower heels Four ! (Repeat three times.) Position! (99) 3. "Jack in the Box." Arms close to body. (1) Heels Raise! (2) Knees Bend! (3) Knees Stretch ! (4) Heels Sink! 4. Lateral "Weather Cock." Feet apart Jump ! ^ Arms sideward Raise! Body twisting left and right in rhythm, imitating weather cock. Eight times Begin ! Arms and feet Position! 5. Back and Shoulder Blade Exercise. Hands on hips place and feet apart Jump! (1) Bend body forward deeply (flat back, head up) One! (2) Raise body Two! (3) Stretch arms sideward Three ! (4) Replace hands on hips Four! (Repeat.) Hands and feet Position ! 6. Breathing Exercise. (1) Inhale with arm raising sideward and lied raising One! (2) Exhale as arms and heels return Two! DRILLS FOR THE RELIEF PERIOD. PRIMARY GRADES. Drill for relief period for primary grades should be informal, such as the activities found in action stories. The Fire Drill, Trip to the Country, Trip to the Sea Shore, The Zoo, Harvest, Nutting, Fruit Picking, and so forth. (See Action Stories, Supplement A.) POSTURE TRAINING. FIFTH TO EIGHTH GRADES. DRILL I. Correct sitting position. See posture illustration. Lower back resting against back of seat; feet resting on floor. Correct standing position. See posture illustration. Head up ; abdomen pulled in and chest up. Instructional Notes. i. Wherever the left is indicated, the same exercise should be repeated, using the right. (100) 2. Each exercise should be repeated a number of times in order to insure sufficient muscular contraction for physiological and develop- mental results. In some instances, especially rhythmical exercises, the number of times has been indicated. 3. Turn knees out to an angle of 90 in deep knee bending. Back flat, head high. 4. Take all corrective exercises slowly and with a conscious effort for correction. Give breathing frequently throughout lesson. 1. Corrective Exercise sitting at desk (assume correct sitting position). (1) Arms forward Bend! (2) Arms sideward Fling! (Push arms upward (palms up) and back- ward and sustain the exercise.) Repeat. Arms Position ! Class Stand ! 2. Stretching Exercise. (1) Bend knees (deeply), reaching finger tips to floor One! (2) Stretch knees, rise on toes and raise arms to vertical Two! (3) Lower arms to side horizontal and lower heels Three! (4) Position Four! (Repeat three times.) 3. Balance Exercise. Hands on hips Place ! (1) Heels Raise! (2) Knees Bend! (Back straight and knees turned outward.) (3) Knees Stretch ! (4) Heels Sink! Arms Position ! 4. Shoulder Blade and Back Exercise. Feet apart Jump ! Body forward (slightly) Bend! (1) Arms swinging forward, upward One! (2) Return Two! In rhythm eight times Begin ! Body Raise ! Feet Position ! 5. Breathing Exercise. (1) Inhale with arms raising sideward and heel raising One! (2) Exhale as arms and heels return Two! Repeat. (101 ) DRILL II. 1. Corrective Exercise sitting at desk (assume correct sitting position). Arms forward Place ! (1) Arms parting sideward (palms up) One! (Push arms up and back.) (2) Return Two! Repeat. Arms Position ! Class Stand ! 2. Stretching Exercise. (1) Bend body (deeply) from hips, reaching finger tips to floor (knees straight) One! (2) Raise body and raise arms to side horizontal (palms up) Two! (3) Raise arms to vertical (palms in) and raise heels Three! (4) Lower arms to side horizontal and lower heels Four! (Repeat three times.) Arms Position ! 3. Balance Exercise. Hands on neck Place! (Elbows back, head high.) (1) Heels Raise! (2) Knees Bend! (Back straight, head high, knees turned outward.) (3) Knees Stretch ! (4) Heels Sink! Arms Position ! 4. Lateral Trunk Exercise. Arms sideward place and feet apart Jump ! (1) Twist body to left One! (Keep right arm well back.) (2) Twist body to right Two! (Keep left arm well back.) Trunk forward Twist ! Repeat exercise alternating left and right in slow rhythm eight times Begin! (Feet firmly on floor.) Class Halt ! Trunk forward Twist! Arms and feet Position! 5. Abdominal Exercise. Hands on hips place and feet Close ! High knee upward bending in rhythm Begin ! Class Halt! (1, 2.) Arms and feet Position! 6. Breathing Exercise. (1) Inhale with arm raising sideward (palms up) and heel raising One! (2) Exhale as arms and heels return Two ! Repeat. (102) DRILL III. 1. Corrective Exercise sitting at desk (assume correct sitting position). Arms sideward (palms up) Place! Describe circle, moving arms slightly downward, forward, upward, back- ward One ! Repeat Two ! In rhythm eight times Begin ! Arms Position ! Class Stand ! 2. Shoulder Blade Exercise. Feet Close ! Left arm upward Place ! Change position of arms with a swing through forward plane One ! Repeat Two ! In rhythm eight times Begin ! Arms and feet Position ! ( 3. Balance and Shoulder Blade Exercise. Arms upward place (palms in) and heels Raise ! (1) Arm parting to side horizontal (palms up) and knee bending (half- way, knees turned out 90 degrees) One! (2) Raise arms to vertical and stretch knees Two! In rhythm Begin ! Class Halt! (1, 2.) Arms and heels Position ! 4. Abdominal Exercise. Hands on hips Place! Heels Raise ! Alternate knee upward bending in rhythm Begin ! Class Halt! (1, 2, 3, lower heels on third count.) Arms Position ! 5. Lateral Trunk Exercise. Arms sideward place and feet apart Jump! (1) Body to left (right) Bend! (2) Body Raise! (3) Body to right (left) Bend! (4) Body Raise! Repeat exercise alternating left and right in slow rhythm Begin ! Class Halt! (1, 2.) Arms and feet Position ! 6. Breathing Exercise. (1) Inhale with arm raising sideward (palms up) and heel raising One! (2) Exhale as arms and heels return Two! (103) DRILL IV. 1. Corrective Exercise sitting at desk (assume correct sitting position). Arms upward Bend! (Elbows in close to body, hands back.) Head moving backward, with deep breathing One ! Return Two ! Repeat. Arms Position ! Class Stand ! 2. Stretching Exercise. Arms sideward (palms up) place and feet apart Jump! (1) Bend body forward (knees straight), reaching finger tips toward floor One ! (2) Raise body and return arms to side horizontal Two ! (3) Clap hands vigorously over head Three! (4) Return arms to side horizontal Four ! Repeat in four counts Begin ! Class Halt! (1, 2.) Arms and feet Position ! 3. Balance Exercise. Hands on neck place (elbows back, head high) and feet Close! (1) Left (right) knee upward Bend! (2) Forward Stretch ! (3) Upward Bend! (4) Position! Repeat right. Repeat exercise, alternating left and right in slow rhythm Begin ! Class Halt! (1, 2.) Hands and feet Position ! 4. Shoulder Blade and Back Exercise. Arms forward Bend! (Elbows back, palms down, head high.) Feet apart Jump ! (1) Bend body forward (back straight and head pushed back) One! (2) Raise body Two! (3) Fling arms sideward (palms up) Three! (4) Bend arms forward Four ! Repeat entire exercise slowly four times (sixteen counts) Begin! Class Halt! (1, 2.) Arms and feet Position! 5. Shoulder Blade and Lateral Trunk Exercise. Arms sideward (palms up) place and feet apart Jump! (1) Bend body to left (right) One! (2) Raise body Two! -(3) Raise arms upward Three! (4) Lower arms sideward Four! Repeat in slow rhythm four times (sixteen counts) Begin! Class-Halt! (1, 2.) Arms and feet Position ! 6. Breathing Exercise. (1) Inhale with arm raising sideward (palms up) and heel raising One! (2) Exhale as arms and heels return Two ! (104) DRILL V. 1. Corrective Exercise sitting at desk (assume correct sitting position). Arms forward Place! (Elbows well back, palms down, head high.) (1) Arm parting sideward (palms up) with head moving backward and deep breathing One ! (2) Return Two! Repeat. Arms Position ! Class Stand ! 2. Stretching Exercise. Quick arm flinging sideward (palms up) and knee bending (halfway) One! Return Two ! In rhythm eight times Begin ! Class Halt! (1, 2.) 3. Balance Exercise. Hands on neck place and feet Close ! (1) Left (right) knee upward Bend! (2) Left (right) knee forward Stretch! (3) Left (right) knee upward Bend! (4) Foot Position! Repeat right knee. Repeat exercise, alternating loft and right in slow rhythm Begin ! Class Halt! (1, 2.) Arms and feet Position ! 4. Shoulder Blade and Back Exercise. Arms upward bend and feet apart Jump ! (1) Bend body forward, reaching ringer tips to floor (knees straight) One ! (2) Raise body and bend arms upward (elbows in) Two! (3) Stretch arms upward (palms in) Three. (4) Bend arms upward Four ! Repeat three times. Class Halt! (1, 2.) Arms and feet Position ! 5. Lateral Trunk and Shoulder Blade Exercise. Left (right) arm upward place and feet apart Jump! Change position of arms with a swing through side horizontal, bending body to left (right) One! Swing arms and bend body to right (left) Two! In slow rhythm eight times Begin ! Trunk Raise ! Arm and feet Position ! 6. Breathing Exercise. Arms sidewise (palms up) Place! (1) Inhale with arm raising upward and heel raising (head high) One! (2) Exhale as arms are lowered to side horizontal and heels sink Two ! Repeat. Arms Position ! (105) DEVELOPMENTAL DRILLS. FIFTH AND SIXTH GRADES. DRILL I. Correct- sitting position. See posture illustration. Lower back resting against back of seat ; feet resting on floor. Correct standing position. See posture illustration. Head up ; abdomen pulled in, and chest up. Instructional Notes. 1. When bending the knees deeply, the knees should be turned out as far as possible ; body erect ; head held high. 2. When bending the arms upward, bend the forearms strongly on the upper arms, at the same time pulling the elbows in forcibly until strong pressure is felt against the ribs, and the clenched fists should be in line with the tips of the shoulders. 3. Vigorous execution of all the movements with strong contractions and extensions should be expected and required. 1. Rhythmical Balance and Shoulder Blade Exercise. (1) Place hands back of neck (elbows well back and high; head high) and left (right) foot forward One! (2) Stretch arms sideward (palms up) and bend knees (knees turned out) Two! (3) Return hands to neck and stretch knees Three ! (4) Return hands and foot to position Four ! Repeat tne exercise alternating left and right in rhythm Begin ! Class Halt! (1, 2.) Deep breathing (not in rhythm) 2. Back Exercise. Hands on hips place and feet apart Jump ! (1) Bend body forward (from hips with flat back ; head pushed back) One ! (2) Raise body Two! (3) Stretch arms upward (palms in) Three! (4) Replace hands on hips Four ! Repeat the exercise in slow rhythm Begin ! Class Halt! (1, 2.) Hands and feet Position ! 3. Abdominal Exercise. Hands on hips Place! High knee upward bending alternating left and right in rhythm Begin ! Class Halt! (1, 2.) Hands Position ! (106) 4. Lateral Exercise. Feet apart Jump! (Arms close to body.) (1) Bend body to the left (right) One! (2) Raise body Two ! (3) Raise arms sideward (palms up) Three! (4) Return arms to position Four ! Repeat exercise alternating left and right in slow rhythm Begin ! Class Halt! (1, 2.) Feet Position ! 5. Deep Breathing Exercise. (1) Inhale with arm raising sideward (palms up) and heel raising One! (2) Exhale and return arms and heels to position Two! In very slow rhythm, four times (eight .counts) Begin! DRILL II. 1. Rhythmical Balance and Shoulder Blade Exercise. (1) Place arms forward (palms in) and left (right) foot forward One! (2) Move arms to side horizontal (palms up') and bend knees deeply Two! (3) Return arms to front horizontal (palms in) and stretch knees Three! (4) Return arms and foot to position Four ! Repeat the exercise alternating left and right in rhythm Begin! Class Halt! (1, 2.) Deep breathing (not in rhythm). 2. Back Exercise. Arms upward bend and feet apart Jump ! XOTE Elbows close to sides; clenched hands on outside of shoulders. (1) Bend body forward (from hips with flat back; head pushed back) One! (2) Raise body Two ! (3) Stretch arms upward Three! (4) Bend arms upward (palms in) Four! Repeat the exercise in slow rhythm Begin ! Class Halt! (1, 2.) Arms and feet Position ! 3. Abdominal Exercise. Hands on neck Place ! High knee upward bending alternating left and right in rhythm Begin ! Class Halt! (1, 2.) Arms Position ! 4. Lateral Exercise. Arms upward bend (elbows close to sides) and feet apart Jump! (1) Bend body to the left (right) One! (2) Raise body Two! (3) Stretch arms forcibly (palms down) sideward Three ! (4) Bend arms upward Four ! Repeat the exercise alternating left and right in slow rhythm Begin! Class Halt! (1, 2.) Arms and feet Position ! (107) 5. Deep Breathing Exercise. (1) Inhale with arm raising sideward (palms up) and heel raising OIK (2) Exhale and return arms and heels to position Two ! In very sloiv rhythm, four times (eight counts) Begin! DRILL III. 1. Rhythmical Balance and Shoulder Blade Exercise. (1) Bend arms upward (elbows close to sides) and place left (right) foot forward One ! (2) Stretch arms sideward (palms down) and bend knees Two! (3) Bend arms upward and stretch knees Three! (4) Return arms and foot to position Four ! Repeat the exercise alternating left and right in rhythm Begin ! Class Halt! (1, 2.) Deep breathing (not in rhythm). 2. Back Exercise. Feet apart Jump ! Body slightly forward (from hips; flat back; head pushed back) Bend! Arm flinging forward, upward and return in rhythm Begin! (Eight times sixteen counts.) Body Raise ! Feet Position ! 3. Abdominal Exercise. Hands on hips Place! Heels Raise ! High knee upward bending alternating left and right in rhythm Begin ! Class Halt! (1, 2, 3 lower heels to floor on third count.) Hands Position ! 4. Lateral Exercise. Arms sideward place (palms up) and feet apart Jump ! (1) Twist body to the left (right) (without moving feet) One! (2) Twist body forward Two! (3) Clap hands vigorously over head Three! (Elbows straight, head high.) (4) Return arms to side horizontal Four! Repeat the exercise alternating left and right in slow rhythm P.r.^in ! Class Halt! (1,2.) Arms and feet Position ! 5. Deep Breathing Exercise. (1) Inhale with arm raising sideward (palms up) and heel raising One! (2) Exhale and return arms and heels to position Two ! In very slow rhythm, four times (eight counts) Begin! (108) DRILL IV. 1. Rhythmical Balance and Shoulder Blade Exercise. (1) Place arms (palms up) sideward and left (right) foot forward One! (2)_Raise arms upward (palms in) and bend-knees Two! (3) Return arms to side horizontal (palms up) and stretch knees Three! (4) Return arms and foot to position Four ! Repeat the exercise alternating left and right in rhythm Begin! Class Halt! (1, 2.) Deep breathing (not in rhythm). 2. Back Exercise. Arms upward bend (elbows close to. sides) and feet apart Jump ! (1) Bend body forward (from hips, flat back) One! (2) Raise body Two! (3) Stretch arms (vigorously) sideward (palms down) Three! (4) Bend arms upward Four ! Repeat the exercise in slow rhythm Begin ! Class Halt! (1, 2.) Arms and feet Position ! 3. Abdominal Exercise. Arms upward Bend ! Heels Raise ! High knee upward bending, alternating left and right in rhythm -Begin ! Class Halt! (1, 2, 3 lower heels to floor on third count.) Arms Position ! 4. Lateral Exercise. Right arm upward (palm in) place and feet apart Jump! (1) Bend body to left One! (2) Raise body Two! (3) Bend arms upward (elbows close to sides) Three! (4) Stretch left arm upward, right arm downward Four ! Repeat exercise to right and reverse position of arms on fourth count. Repeat alternating left and right in slow rhythm Begin! Class Halt! (1, 2.) Arms and feet Position ! 5. Deep Breathing Exercise. (1) Inhale with arm raising sideward (palms up) and heel raising One! (2) Exhale and return arms and heels to position Two! In very slow rhythm, four times (eight counts) Begin! (109) DRILL V. 1. Rhythmical Balance and Shoulder Blade Exercise. (1) Bend arms upward (elbows close to sides) and place left (right) foot forward One ! (2) Stretch arms upward (palms in) and bend knees Two! (3) Bend arms upward and stretch knees Three! (4) Return arms and foot to position Four ! Repeat the exercise alternating left and right in rhythm Begin ! Class Halt! (1, 2.) Deep breathing (not in rhythm). 2. Back Exercise. Hands on neck place (elbows high and back, head high) and feet apart Jump ! (1) Bend body forward One! (2) Raise body Two! (3) Stretch arms (palms up) sideward Three! (4) Return arms to neck position Four ! Repeat the exercise in slow rhythm Begin! Class Halt!' (1, 2.) Arms and feet Position ! 3. Abdominal Exercise. Arms upward bend (elbows close to sides) and feet apart Jump ! (1) Bend body forward (deeply from hips) One! (2) Raise body Two! (3) Stretch arms (vigorously) upward (palms in) Three! (4) Bend arms upward Four ! Repeat the exercise in slow rhythm Begin ! Class Halt! (1, 2.) Arms and feet Position! 4. Lateral Exercise. Face class to left or right. Hands on hips Place ! (1) Lunge to the left (right) side One! (2) Twist body to left (right) Two! (3) Twist body forward Three ! (4) Return foot to position Four! Repeat the exercise alternating left and right in slow rhythm Begin ! Class Halt! (1, 2.) Arms Position ! 5. Deep Breathing Exercise. (1) Inhale with arms raising sideward (palms up) and heel raising One! (2) Exhale and return arms and heels to position Two ! In -very slow rhythm, four times (eight counts) Begin! (110) DEVELOPMENTAL DRILLS. SEVENTH AND EIGHTH GRADES. DRILL I. Correct sitting position. See posture illustration. Lower back resting against back of seat ; feet resting on floor. Correct standing position. See posture illustration. Head up; abdomen pulled in and chest up. Instructional Notes. 1. When bending the knees deeply, the knees should be turned out as far as possible ; body erect ; head held high. 2. When bending the arms upward, bend the forearms strongly on the upper arms, at the same time pulling the elbows in forcibly until strong pressure is felt against the ribs, and the clenched fists should be, in line with the tips of the shoulders. 3. Vigorous execution of all the movements with strong contractions and extensions should be expected and required. 1. Rhythmical Balance and Shoulder Blade Exercise. (1) Place hands back of neck (elbows well back and high; head high) and left (right) foot forward One! (2) Stretch arms sideward (palms up) and raise heels Two! (3) Raise arms to vertical (palms in) and bend knees Three! (4) Lower arms to side horizontal and stretch knees Four ! (5) Return arms to neck position and lower heels Five! (6) Return hands and foot to position Six! Repeat exercise alternating left and right in rhythm Begin ! Class Halt! (1, 2.) Deep breathing (not in rhythm). 2. Back Exercise. Hands on hips place and feet apart Jump ! (1) Twist body (halfway) to left (right) One! (2) Bend body deeply forward (from hips) Two! (Knees straight; feet stationary.) (3) Raise body Three ! (4) Twist body forward Four ! Repeat exercise alternating left and right in slow rhythm Begin ! Class Halt! (1,2.) Hands and feet Position! 3. Abdominal Exercise. Hands on neck Place! High knee upward bending alternating left and right in rhythm Begin ! Class Halt! (1,2.) Hands Position ! (Ill) 4. Lateral Exercise. Right arm to vertical (palm in) place and feet Close! (1) Bend body to the left One! (2) Raise body Two! (3) Bend arms upward (elbows close to sides) Three! (4) Stretch left arm upward, right arm downward Four ! (Same exercise bending to the right and reverse arm position on fourth count.) Repeat exercise alternating left and right in rhythm Begin ! Class Halt! (1,2.) Arms Position ! 5. Deep Breathing Exercise. With palms up, arms sideward and left foot forward Place ! (1) Inhale with arm raising upward and heel raising One! (2) Exhale and lower arms to side horizontal (palms up) and lower heels Two! (Repeat the exercise.) Arms and foot Position ! Repeat the exercise with right foot forward. Take all breathing exercises in very slow rhythm. DRILL II. 1. Rhythmical Balance and Shoulder Blade E.rcrcisc. (1) Bend arms upward (elbows close to sides) and place left (right) foot forward One ! (2) Stretch arms (vigorously) upward and raise heels Two! (3) Lower arms to side horizontal (palms up) and bend knees Three! (4) Raise arms to vertical (palms in) and stretch knees Four! (5) Bend arms upward and lower heels Five! (6) Return hands and foot to position Six ! Repeat exercise alternating left and right foot in rhythm Begin ! Class Halt! (1,2.) Deep breathing (not in rhythm). 2. Back Exercise. Arms sideward and left (right) foot forward Place! Body slightly forward (from hips) Bend! Arm circling in rhythm (eight times) Begin! NOTE The circling is done in the following directions : lower arms slightly, move them forward, upward, backward and downward. One count for each complete circle. Elbows straight, all the movement is done in the shoulder joints. Body Raise ! Hands and feet Position! 3. Abdominal Exercise. Arms upward Bend! (Elbows close to sides.) High knee upward bending alternating left and right in rhythm Begin ! Class Halt! (1,2.) Arms Position ! (112) 4. Lateral Exercise. Feet apart Jump ! Clasp hands and at right shoulder Place ! (1) Bend body deeply and swing clasped hands toward left foot One! NOTE Knees straight; feet stationary. (2) Raise body and return hands to right shoulder Two ! Repeat exercise four times (eight counts) in rhythm Begin! Position ! (Change hands to left shoulder.) Repeat exercise from left shoulder over right foot four times (eight counts) in rhythm Begin ! Position ! 5. Deep Breathing Exercise. With palms up, arms sideward and left (right) foot forward Place! (1) Inhale with arm raising upward and heel raising One ! (2) Exhale and lower arms to side horizontal (palms up) and lower heels Two! (Repeat the exericse.) Repeat the exercise with right foot forward. Arms and foot Position! Take all breathing exercises in very slow rhythm. DRILL III. 1. Rhythmical Balance and Shoulder Blade Exercise. (1) Bend arms forward and place left (right) foot forward One! NOTE Elbows up and back; palms down. (2) Stretch arms sideward (palms up) and raise heels Two ! (3) Raise arms to vertical (palms in) and bend knees Three! (4) Lower arms to side horizontal (palms up) and stretch knees Four! (5) Return arms to chest position and lower heels Five! (6) Return arms and foot to position Six! Repeat exercise alternating left and right in rhythm Begin! Class Halt! (1,2.) Deep breathing (not in rhythm.) 2. Back Exercise. Arms upward Bend ! (1) Jump astride, bend body forward (from hips) and reach finger tips toward floor (knees straight) One! (2) Jump feet together, raise body and bend arms upward (elbows close to sides) Two! (3) Stretch arms (vigorously) upward (palms in) Three! (4) Bend arms upward Four! Repeat the exercise in rhythm Begin ! Class Halt! (1,2.) Arms Position ! (113) 3. Abdominal Exercise. Hands on neck Place! NOTE Elbows high and back; head held high. Heels Raise ! High knee upward bending alternating left and right in rhythm Begin ! Class Halt! (Three counts, lower heels to floor on third count.) Arms Position ! 4. Lateral Exercise. Hands on hips place and feet apart Jump ! Twist body halfway to left (right) One! Bend body to left (right) (at waist) Two! Raise body Three! Twist body forward Four ! Repeat exercise alternating left and right in rcry stow rhythm Begin! Hands and feet Position ! 5. Deep Breathing Exercise. With palms up, arms sideward and left (right) foot forward Place! (1) Inhale with arm raising upward^ and heel raising One! (2) Exhale and lower arms to side horizontal (palms up) and lower heels Two! (Repeat the exercise.) Arms and foot Position ! Take all breathing exercises in very sloiv rhythm. DRILL IV. 1. Rhythmical Balance and Shoulder Blade Exercise. (1) Bend arms upward and place left (right) foot forward One! (2) Stretch arms sideward (palms up) and raise heels Two ! (3) Raise arms to vertical and bend knees Three ! (4) Lower arms to side horizontal (palms up) and stretch knees Four! (5) Bend arms upward (elbows close to sides) and lower heels Five! (6) Return hands and foot to position Six ! Repeat exercise alternating left and right in rhythm Begin ! Class Halt! (1,2.) Deep breathing (not in rhythm). 2. Back Exercise. Hands on hips place and feet apart Jump ! (1) Bend body deeply forward (from hips, straight knees, flat back) One! (2) Raise body Two! (3) Bend body to left Three! (4) Raise body Four ! Same exercise in four counts, bending to right on third count. Repeat the exercise alternating left and right in slow rhythm Begin! Class Halt! (1,2.) Hands and feet Position! (114) 3. Abdominal Exercise. Arms upward (elbows close to sides) Bend! Heels Raise ! High knee upward bending alternating left and right in rhythm Begin ! Class Halt! (1,2,3 lower heels to floor on third count.) Arms Position ! 4. Lateral Exercise. Face class left or right. (1) Place hands back of neck and lunge to left (right) One! (2) Twist body to left (right) Two! ' (3) Twist body forward Three ! (4) Return hands and foot to position Four ! Repeat exercise alternating left and right in slow rhythm Begin ! Class Halt! (1,2.) 5. Deep Breathing Exercise. With palms up, arms sideward and left (right) foot forward Place! ( 1 ) Inhale with arm raising upward and heel raising One ! (2) Exhale and lower arms to side horizontal (palms up) and lower heels Two! (Repeat the exercise.) Arms and foot Position ! Take all breathing exercises in very slow rhythm. DRILL V. 1. Rhythmical Balance and Shoulder Blade Exercise. (1) Raise arms forward (palms in) and place left (right) foot forward One! (2) Move arms to side horizontal (palms up) and raise heels Two! (3) Raise arms to vertical (palms in) and bend knees Three ! (4) Lower arms to side horizontal (palms up) and stretch knees Four! (5) Return arms to front horizontal (palms in) and lower heels Five! (6) Return arms and foot to position Six! Repeat the exercise alternating left and right in rhythm Begin ! Class Halt! (1,2.) Deep breathing (not in rhythm). 2. Back Exercise. Face class left or right. Hands on hips place and to the left Lunge ! (1) Twist body to left One! (2) Bend body deeply forward from hips Two ! (3) Raise body Three! (4) Twist body forward Four! Repeat the exercise two times (eight counts) in slow rhythm Begin! Hands and feet Position ! Hands on hips place and to the right Lunge ! Repeat same exercise to right two times (eight counts) in sloiv rhythm Begin ! Hands and feet Position ! (115) 3. Abdominal Exercise. Hands on top of head clasp and feet Close ! NOTE Elbows back and head high. (1) Bend left (right) knee upward (high) One! (2) Stretch left (right) leg forward (toe pointing downward) Two! (3) Bend left (right) knee upward (high) Three! (4) Return foot to position Four ! Repeat same exercise in very sloiv rhythm alternating left and right- Begin! Class Halt! (1,2.) Hands and feet Position ! 4. Lateral Exercise. Arms upward (palms in) place and feet apart Jump ! (1) Bend body to left (right) One! (2) Raise body Two! (3) Lower arms to side horizontal (palms up) Three! (4) Raise arms to vertical Four! Repeat exercise alternating left and right in slozv rhythm Begin! Class Halt! (1,2.) Arms and feet Position! 5. Deep Breathing Exercise. .With palms up, arms sideward and left (right) foot forward Place! (1) Inhale with arm raising upward and heel raising One! (2) Exhale and lower arms to side horizontal (palms up) and lower heels Two! (Repeat the exercise.) Arms and foot Position ! Take all breathing exercises in rrrv shtv rhythm. DRILLS FOR THE RELIEF PERIOD. FIFTH TO EIGHTH GRADES. DRILL I. Instructional Notes. 1. When executing deep knee bending the feet and knees should be turned out at an angle of 90 ; body erect ; head held high. 2. When bending the arms upward, bend the forearms strongly on the upper arms at the same time pulling the elbows in forcibly until strong pressure is felt against the ribs and the clenched fists should be in line with the tips of the shoulders. 3. Vigorous execution of all the movements with strong contractions and extensions should be expected and required. 4. In the beginning of each gymnastic lesson, a choice in the selection of warming up exercises is given, either (a) a rhythmical jumping or running exercise, or (&) a stretching exercise repeated in rhythm. The (116) choice must be based on the facilities of the school. The jumping or running ^xercise is far more valuable for warming up than the stretch- ing exercise but where the building does not permit of the former the rhythmical stretching exercise should be used. 5. Whenever the left is indicated the same exercise should be repeated using the right. i 1. A or B. A. Running in Place. Heels Raise ! Running in place starting with left foot Begin ! Class Halt ! (1,2, 3, 4, 5 Heels together on fifth count.) B. Stretching Exercise. (1) Bend knees (deeply), reaching finger tips toward floor One! (2) Stretch knees and bring arms to side horizontal (palms up) Two! (3) Raise arms to vertical (palms in) and rise on toes Three! (4) Lower arms to side horizontal and lower heels Four ! Repeat three times, twelve counts in rhythm Begin ! Class Halt! (1,2.) Arms Position ! 2. Deep Knee Bending. Hands on hips Place ! (1) Raise heels One! (2) Bend knees deeply Two! (3) Stretch knees Three! (4) Sink heels Four! Same exercise in rhythm Begin ! Class Halt! (1,2.) Arms Position ! 3. Arm Swinging Forward, Upward. Feet apart Jump! Body forward (slightly) Bend! (1) Swing arms forward, upward One! (2) Return Two! Arms swinging vigorously in rhythm Begin ! Class Halt! (1,2.) Body Raise ! Feet -Position ! 4. Breathing Exercise. (1) Inhale with arms raising sideward and heel raising One! (2) Exhale as arms and heels return Two! (Not in rhythm.) (117) DRILL II. 1. A or B. A. Spring Jump (feet apart and together). Hands on hips Place ! Feet apart Jump ! Feet together Jump ! In rhythm Begin ! Class Halt! (1,2.) Arms Position ! B. Stretching Exercise. (1) Bend body (deeply from hips, knees straight), reaching finger tips toward floor One ! (2) Raise body and raise arms to side horizontal (palms up) Two! (3) Raise arms to vertical (palms in) and raise heels Three! (4) Lower arms to side horizontal and lower heels Four! Repeat three times (twelve counts) in rhythm Begin ! Class Halt! (1,2.) Arms Position ! 2. Quick Arm Flinging and Knee Bending. (1) Raise arms sideways and bend knees (halfway) One! (2) Return to position Two ! In rhythm Begin ! Class Halt! (1,2.) 3. Body Bending Sideways. Feet apart Jump ! Left (right) arm to vertical (palm in) Place! (1) Bend body to left and swing left arm clown and right arm up (through side horizontal) One ! (2) Raise body and bend body to right, swinging right arm down and left arm up Two! Repeat exercise alternately left and right in slow rhythm eight times Begin ! Body Raise ! Arms and feet Position ! 4. Breathing Exercise. Arms sideways (palms up) Place! (1) Inhale with arms raising upward One! (2) Exhale returning arms to side horizontal Two ! (Not in rhythm.) Repeat. Arms Position ! (118) DRILL III. 1. A or B. A. Spring Jump Forward and Backward. Hands on hips and left foot forward Place ! With a light jump feet change! In rhythm Begin ! (Keep weight well forward.) Class Halt! (1,2.) Arms and feet Position ! R. Stretching Exercise. (1) Bend knees (deeply) reaching finger tips toward floor One! (2) Stretch knees and bring arms to vertical (palms in) Two! (3) Lower arms to side horizontal (palms up) Three! (4) Return to position Four ! Repeat three times (twelve counts) in rhythm Begin! Class Halt! (1,2.) 2. Abdominal Exercise. Arms upward Bend ! High knee upward bending alternately left and right in rhythm Begin ! Class Halt! (1,2.) Arms Position ! 3. Back and Shoulder Blade Exercise. Arms upward bend and feet apart Jump ! (1) Bend body forward deeply from hips (keep back flat) One! (2) Raise body Two! (3) Stretch arms upward Three ! (4) Bend arms upward Four ! Repeat three times (twelve counts) in slow rhythm Begin ! Class Halt! (1,2.) Arms and feet Position ! 4. Breathing Exercise. With the palms up, arms sideways Place ! (1) Inhale with arm raising upward and heel raising One! (2) Exhale, return arms to side horizontal and lower heels Two ! (Not in rhythm.) Repeat. Arms Position ! (119) DRILL IV. 1. A or B. A. Hopping. Hands on hips Place! Hop on left foot (eight counts) Begin ! Same exercise right foot Begin ! Alternate left and right Begin! Class Halt! (1,2.) Arms Position ! B. Stretching Exercise. (1) Bend body forward, reaching finger tips toward floor One! (2) Raise body and bring arms to vertical (palms in), rise on toes Two! (3) Lower arms to side horizontal Three! (4) Return arms and heels to position Four! Repeat three times (twelve counts) Begin! Class Halt! (1,2.) 2- Arm Parting and Knee Bending. Arms vertical (palms in) Place! Heels Raise ! (1) Lower arms to side horizontal (palms up) and bend knees (half- way) One!- (2) Return arms to vertical and stretch knees Two ! In rhythm four times (eight counts) Begin! Class Halt! (1,2,3 Lower heels on third count.) Arms and heels Position ! 3. Chopping Exercise. Feet apart Jump! Clasp hands and raise them to right shoulder. (1) Bend body deeply and swing clasped hands toward left foot One ! (2) Raise body and return clasped hands to shoulder Two! Repeat exercise four times (eight counts) in rhythm Begin! Place clasped hands at left shoulder and repeat the exercise toward right foot four times (eight counts) in rhythm Begin! Class Halt! (1,2.) Arms and feet Position! 4. Breathing Exercise. (1) Inhale and raise arms forward upward One! (2) Exhale and lower arms to side horizontal Two ! (3) Exhale and return arms to position Three ! (Not in rhythm.) Repeat. (120) DRILL V. 1. Stretching and Jumping Exercise. Arms upward Bend ! (1) Jump feet apart, bend body forward (from hips) and stretch finger tips toward floor One ! (2) Jump feet together, raise body and bend arms upward Two ! (3) Stretch arms upward (palms in) Three! (4) Bend arms upward Four! Repeat three times (twelve counts) Begin! Class Halt! (1,2.) Arms Position ! 2. Deep Knee Bending. Keep arms close to body and straight. 0) Raise heels One ! (2) Bend knees deeply Two ! (3) Stretch knees Three! (4) Lower heels Four! In rhythm Begin ! Class Halt! (1,2.) 3. Side Bending and Arm Raising. Arms sideward (palms up) place and feet apart Jump ! (1) Bend body to left One! (2) Raise body Two ! (3) Raise arms to vertical Three ! (4) Lower arms to side horizontal Four ! Same exercise to right. Repeat exercise alternating left and right in slow rhythm Begin ! Class Halt! (1,2.) Arms and feet Position ! 4. Breathing Exercise. (1) Inhale and raise arms forward, upward and raise heels One! (2) Exhale and lower arms to side horizontal (palms up) Two! (3) Exhale and return arms and heels to position Three ! (Not in rhythm.) Repeat. 9241 12-19 10M