R34 Rhode Island Department of Education Syllabus for Physical Education in Schools of Rhode Island THE LIBRARY OF THE UNIVERSITY OF CALIFORNIA LOS ANGELES ( ^2n*d**'7r? r^V/ / SYLLABUS for ' Ij-s PHYSICAL EDUCATION" SOUTHERN BRANCH, UNIVERSIJY.OF CALIFORNIA, :iHRARY, ANGELES, CALIF. SCHOOLS OF RHODE ISLAND ^ ft Compiled b3? GERTRUDE BRADLEY MANCHESTER '/.^ of the Rhode Island Normal School Under the Direction of Walter E. Ranger, Commissioner of Public Schools, and with the Advice and Cooperation of the Following Advisory Committee: Willard H. Bacon, Superintendent of Schools, Westerly; William F. Barry, M. D., Woonsocket; Nancy Brownell, Director of Physical Education, New- port; Mrs. Helen W. Cooke, M.. D., Providence; Frank O. Draper, Superintendent of Schools, Pati'tucket; Mrs. Sibyl Avery Perkins, Providence; Isaac O. Winslow, Superintendent of Schools, Providence. ..i r ' STATE BOARD OF EDUCATION RHODE ISLAND 61178 CHAPTER 1541. AN ACT TO PROVIDE PHYSICAL TRAINING FOR SCHOOL CHILDREN. Approved April 19, 1917. It is enacted by the General Assembly as follows: SECTION 1. All children above the age of eight years, attending public schools or such other schools as are managed and controlled by the state shall receive therein instruction and practice in physical training under such regulations as the state board of education may prescribe or approve during periods which shall average at least twenty minutes in each school day. No private school or private instruction shall be approved by any school com- mittee for the purposes of Chapter 72 of the General Laws as substantially equivalent to that required by law of a child attending a public school in the same city and town unless instruction and practice in physical training similar to that required in public schools shall be given. SEC. 2. For the purpose of preparing and introducing such course of in- struction, the sum of five hundred dollars, or so much thereof as may be necessary, is hereby appropriated out of any money in the treasury not other- wise appropriated for expenditure by the state board of education during the fiscal year ending on December 31, 1917, and the state auditor is hereby directed to draw his orders on the general treasurer for the payment of said sum or so much thereof as may be required, on vouchers approved by said state board of education. SEC. 3. This act shall take effect on and after July 1, 1917. GV 36 I INTRODUCTION 41 The world crisis of the twentieth century was foreshadowed in the United States of America by a movement for conservation of national and natural resources. Emphasis in the propaganda for conservation has been placed upon material wealth, but the more vital interest of national health has not been wholly neglected. Recognition of the desirability of improving public health has been in the past to some extent secondary to military preparedness. There is no good reason, however, why a public interest so fundamental should not receive the attention which its importance merits as an element contributing to the welfare of all the people. The General Assembly, at the January session of 1917, enacted a law which asserts a public policy consistent with the intrinsic value of physical education. This legislation supplements general aws aiming to promote the physical well-being and health of school '^children, which provide State aid for medical inspection in public and private schools, require an annual testing of the sight and hear- ing of public school children, require physical examinations of children seeking age and employment certificates, and empower the State Board of Education to establish standards for heating, light- ing, seating, ventilating and other sanitary arrangements in and about school-houses. A similar public policy was evidenced in the statute, en- acted in 1917, that authorizes school committees to establish and maintain at public expense clinics for the remedying of dental de- fects and the treatment of the teeth of school children whose parents, after notice, neglect to take action. The law requiring physical edu- cation was requested in petitions addressed to the State Board of Education, which were signed by hundreds of persons professing an interest in the welfare of school children. There could be no serious question that a popular demand for physical education existed. The movement was promoted particularly by the Rhode Island Branch of the National Congress of Mothers and Parent- Teacher Associations. A hill was prepared in the office of the Com- missioner of Public Schools, and it was introduced in the General Assembly by the Honorable James M. Armstrong, .Senator from East Providence and Chairman of the Committee on Education. The law requires that every child over eight years of age who is attending any school, or who is being educated privately, shall re- ceive instruction and practice in physical training, under such regu- lations as the State Board of Education may prescribe or approve, during periods which shall average at least twenty minutes in each school day. To the teachers of the public and private schools of Rhode Island is entrusted the duty and responsibility of carrying this salutary legislation into effect a duty and responsibility that should be met with the conscientious care and public spirit which characterize Rhode Island teachers. The essential and fundamental requirement of the law is twenty minutes of instruction or directed exercise for every child during every school day. This requirement must be met in school and in school time. This Syllabus for Physical Education has been prepared for the purpose of guiding teachers in meeting the requirements of the new law, and it presents a course of instruction planned to cover the eight grades of elementary schools and the four years of high schools. In selecting an author for the syllabus the choice of the State Board of Education rested upon Miss Gertrude Bradley Manchester, whose work as Director of Physical Education at the Rhode Island Normal School and at the summer school of Dartmouth College has been so successful as to merit commendation. Miss Manchester has had the advice and cooperation of a committee chosen as repre- sentative of all sections of Rhode Island, and of a diversity of in- terests, correlated, however, with respect to health, hygiene, physical education and schools. The syllabus is, therefore, the work of a care- fully trained and professionally successful teacher of physical edu- cation indorsed by a representative committee: it should not fail, in the hands of competent teachers to meet the crucial test of the schoolroom. WALTER E. RANGER. Commissioner of Public Schools. State House, September, 1917. ACKNOWLEDGMENT In compiling this syllabus, it has been my aim to present the best and most useful material on the subject of Physical Education. It has, therefore, been necessary for me to consult professional ex- perts and authentic sources. Acknowledgment is particularly due Dr. William Skarstrom, Associate Professor in the Department of Hygiene, Wellesley College, for specific information on gymnastics, and for general inspiration and advice ; to Miss Jessie Bancroft, Assistant Director of Physical Training in the New York Public Schools, for particulars concerning posture ; to the Playground and Recreation Association of America, for details regarding play and athletics ; and to the New York Syllabus for Physical Training for suggestions concerning medical inspection and health instruction. Credit is also due Mr. Richard D. Tucker of the Rhode Island Normal School for the half-tone illustrations in the syllabus, and to Dr. Charles Carroll of the Rhode Island Normal School, who edited the manuscript, drafted the line illustrations and superintended the printing. GERTRUDE B. MANCHESTER. Rhode Island Normal School. September, 1917. TABLE OF CONTENTS The Physical Education Law 2 Introduction, by Walter E. Ranger, Commissioner of Public Schools 3 Acknowledgment 5 Physical Education 7 Healthful Environment 7 Medical Inspection 8 Health Instruction 9 Exercise Motor Activities 10 Exercise in Detail 13 Gymnastics and Marching 1.'! Qualifications of the Teacher 1 .'! Theoretical Principles 14 Suggestions for Teaching Gymnastics 1<) Posture 21 Suggestive Drills and Exercises 24 Dancing 2."> Requisites of the Teacher 2."> Principles and Methods 2(1 Fundamental Steps 27 Games and Plays 30 Requisites of the Teacher 31 Equipment 31 Teaching of Games 31 Athletics : 34 For Boys 35 For Girls 38 Festivals and Pageants 40 Exercise by Grades . 42 PHYSICAL EDUCATION Physical education may be denned as including healthful, sanitary environment; medical inspection; instruction in physiology and hygiene; and exercise in the form of such motor activities as marching, gymnastics, dancing, supervised play and athletics. The general aim of Physical Education is social efficiency, which includes such specific aims as organic health and vigor, normal physical development, freedom from physical defects, efficient motor control, grace, agility, endur- unce, and general physical fitness; alertness, courage, judgment, initiative, imagination ; obedience, honesty, unselfishness, co-operation, loyalty. HEALTHFUL ENVIRONMENT. The school should at all times and in all ways provide a healthful, sanitary environment for the pupils. Teachers, janitors, and pupils should co-operate in maintaining wholesome and cleanly conditions. A. Toilet Facilities should be conveniently located and have thorough care. B. Lighting Pupils should be so seated that the light from windows will reach them from the left and preferably from the rear-left. Artificial light should be so placed as to cast no shadow. Long periods requiring close eye- work should be avoided. C. Ventilation Only approved systems of ventilation should be adopted. The temperature of a classroom should not exceed 68 F., or fall below 65 3 F. Difference in temperature between any two points in the occupied portion of a room should not exceed 3. At the beginning of the session, at frequent intervals, and during any exercise, except under circumstances which render it inadvisable, windows should be opened wide and the classroom aired. The thermometer should be consulted at regular intervals. D. School Furniture and Equipment Movable desks and seats, adjustable to the stature of the pupil, are recommended. Readjustments should be made occasionally to meet the varying stature of growing pupils. Children should be taught to sit correctly. They should be able to sit back firmly with feet squarely on the floor. The back of the seat should follow the curves of the body, and reach just below the shoulder blades. The proper reading distance is 14 inches from eye to page. It should never be less than 10 nor more than 16 inches. Printing should be on dull surface paper, in type easily legible, large and reasonably spaced. Blackboards and charts should be placed opposite the source of light. Copying from them should be avoided so far as is possible. E. Recesses Children should not be required to sit for long periods at a time, particularly in lower grades. In addition to the 20 minutes of super- vised exercise, there should be short recesses when the children, if they do not go out of doors, may move freely about the room or periods of relaxation and silence when the children may be permitted to rest their heads upon the desks and relax completely for a minute or two. Every teacher should 8 observe strictly these periods for rest and recreation. They will be of mental and physical benefit not only to the children, but to the teacher as well. F. Play Room or Gymnasium and Play Yard Eventually every school should have a play room or gymnasium, or both, which should be well lighted and ventilated, and simply equipped. This room should, however, be used only when the pupils cannot go out of doors. Use the play yard (or ground) as often as possible for all exercise. G; Care of Building and Premises This should be in the hands of a competent, conscientious janitor. Teacher and pupil can help in removing chalk, bits of paper, or other litter from the floor, corridors, stairs, school yard, or sidewalks. The teacher can help to make the room attractive by the addition of flowers, plants, pictures, and the like. H. "Ten Essentials for Health of Children in Rural Schools" 1. Daily health inspection by parent and teacher, with the co-operation of school nurses and doctors, for detection of early signs of health disorders, to control and minimize communicable diseases. 2. General health examination, including dental examination, at least once a year for discovery of physical defects and estimation of general health and capacity of the child. 3. Follow-up health work, with provision of medical, surgical, and dental care for correction of health defects, with service of school or district nurse, to make effective the health program in the school. 4. Warm school lunches for all rural school children. 5. Sanitary and attractive school houses and surroundings. These are essential to health of pupils and teachers. G. Efficiently trained teachers, qualified to do their full share in the care of the health and welfare of the children. 7. Practical health training of all pupils, for the establishment of health habits and the extension of health conduct and care to the school, to the homes, and to the community in general. 8. Special classes and schools for the physically and mentally defective, in which children may receive the care and instruction requisite for their excep- tional needs. !>. Generous provision for wholesome play and recreation in school and community. 10. Organization and co-operation of the home and the school and of interested people and societies to insure to all children the essentials of health and general well-being. I. Bibliography Allen, Civics and Health. Bancroft, Posture of School Children. Barry, W., Hygiene of the School-room. Brewer, Rural Hygiene. Bryant, School Feeding. Burgerstein, Leo. School Hygiene. Cornell, Health and Medical Inspection. Dressier, P. B., School Hygiene. Fischer, Lectures in School Hygiene. Hough and Sedgwick, The Human Mechanism. Hutchinson, Civilization and Health. Johnston, Modern High School. Kerr, School Hygiene Laws of Health in Relation to School Life. Lyster, School Hygiene. .Ogden, Rural Hygiene. Pyle, H., Personal Hygiene. Rapeer, L. W.. School Health Administration. Richards, Conservation by Sanitation. Shaw, School Hygiene. Terman, F. M., The Hygiene of the School Child. Wallin, Mental Health of School Child. Wood, Thomas, Health Essentials for Rural School Children. MEDICAL INSPECTION OF PUPILS. There should be personal health examination and instruction, at least once a year by doctor and specialist, and daily by parent and teacher, for the prevention, improvement, and cure of ailments and defects both physical and mental. Helpful treatment and advice should be given; all needy cases should be effectively followed up by teacher and school nurse; frequent examinations of children with serious organic weaknesses should be made; and at all times there should be sympathetic co-operation between all health officers, school or district nurses, parents, and teachers. An ideal system would provide for weekly visits by school physicians. A. Physical Conditions Demanding Immediate Attention Sore throat. Swollen glands. Ear-ache. Sore eyes. Running nose. Parasitic skin troubles. Eruptions. Frequent dizziness or fainting. Shortness of breath. Vomiting. Frequent coughing. Convulsions. Fever. Chills. Acute pain. B. Other Important Signs to Notice Malnutrition. Easy fatigue. Poor physical development. Disinterest in play. Mouth breathing. Catarrh. Pallor. Deafness, or discharge from ear. Headache. Nervousness. Constant inatten- tion. Squinting. Holding work too near face. Slow mentality. Decayed teeth. Twitching of eyes, face. Irritability, or fits of temper. Hysterics. Stammering. Stumbling gait. Slouchy posture. Round shoulders and other postural deviation. Knock-knees or bow-legs. C. Daily Inspection in the Lower Grades This should occupy a few minutes at the beginning of the morning session, and in addition to the conditions noted above, the following should receive attention : Dress- rib- bons, blouses, dresses, stockings, shoes, handkerchiefs; hair and nails; skin face, hands, arms, ears, nose, eyes, head. The inspection should be conducted as quietly, as thoroughly, and as rapidly as possible. Endeavor should be made to carry out the inspection with kindness and sympathy, that no embarrassment or humiliation may be felt by any of the pupils. All needy cases should be referred to doctor or nurse. Special Classes and Schools, if practicable, should be formed for those physically or mentally defective, in which they may receive the instruction necessary for their particular needs. References Allen, Civics and Health. Barry, Hygiene of the School Room. Brewer, Rural Hygiene. Burgerstein, Leo, School Hygiene. Cornell, Health and Medical Inspection of School Children. Dressier, P. B., School Hygiene. Gulick and Ayres, Medical Inspection of Schools. Hoag, E. B., The Health Index of Children. Hutchinson, Civilization and Health. Xewmayer, Medical and Sanitary Inspection of Schools. Proceedings of the American School Hygiene Association. Rapeer, L. W., School Health Administration. Steven, E. Z., Medical Supervision in Schools. Terman, P. M., The Hygiene of the School Child. Wood, Thomas, Health Essentials for Rural School Children. HEALTH INSTRUCTION. A. Class Instruction concerning the important facts of physiology and hygiene should be given at least two periods of ten or fifteen minutes each school week. For elementary grades the following topics should be emphasized: Clean- liness, posture, care of the eyes, ears, nose and throat, teeth, skin, muscles, heart and circulation, lungs, digestion, nervous system, and emergencies. "Each topic should be related to daily living and should affect daily practice. Student self-governing health leagues and sanitary squads may be formed. The pupils should be alert to note all matters affecting health. The personal example and influence of the teacher is of great importance."* Simple hygiene programs should be made out for children to follow at home as daily routine. For secondary schools the chief topics should be the causes of poor health and disease, the carriers of disease, the laws of health, personal hygiene, domestic hygiene, and community hygiene. B. The Fifteen Rules of Hygiene :f 1. Ventilate every room that you occupy. 2. Wear light, loose, and porous clothes. 3. Seek outdoor occupations and recreations. 4. Sleep out, if you can. *New York Syllabus for Physical Training. f'How to Live," Fischer and Fisk. 10 6. Breathe deeply. 6. Avoid overeating and overweight. 7. Eat some hard, some bulky, some raw foods. 8. Eat slowly. 0. Eat sparingly of meats and eggs. 10. Evacuate thoroughly, regularly, frequently. 11. Stand, sit, and walk erect. 12. Do not allow poisons and infections to enter the body, 13. Keep the teeth, gums, and tongue clean. 14. Work, play, rest, and sleep in moderation. 15. Keep serene. C. Ten Golden Rules of Health for School Children :J 1. Play hard and fair be loyal to your team mates and generertis to your opponents. 2. Eat slowly. Do not eat between meals. Chew food thoroughly. Never drink w T ater when there is food in the mouth. Drink water several times during the day. 3. Brush your teeth at least once a day. Rinse your mouth out well with "water after each meal. 4. Be sure your bowels move at least once each day. 5. Keep clean body, clothes, and mind. Wash your hands always before bating. Take a warm bath with soap once or twice a week; a cool sponge (or shower) bath each morning before breakfast, and rub your body to a glow with a rough towel. 6. Try to keep your companions, especially young children, away from those who have contagious diseases. 7. Use your handkerchief to cover a sneeze or cough, and try to avoid coughing, sneezing, or blowing your nose in front of others. 8. Study hard and in study, work, or play do your best. 9. Sleep: Get as many hours in bed each night as this table indicates for your age. Keep windows in bedroom well open. Hours of Sleep for Different Age*. Hours of Sleep. Ages. Hours of Sleep. 13 12 to 14 10'/ 3 12 14 to 16 10 11% 16 to 18 9'/ 2 12 11 Be cheerful; and do your best to keep your school and your home clean and attractive, and to make the world a better place to live in. D. References Brady, Personal Health. Conn, Physiology and Hygiene. Fischer and Fisk, How to Live. Gulick, The Efficient Life. Gulick Hygiene Series For Grade III and IV, Good Health, Frances .Tewett : for V. Emer- gencies ; for VI, Town and City ; for VII, The Body at Work ; for VIII, Control of Body and Mind. Hough and Sedgwick, Human Mechanism. New World Health Series for Elementary Grades Book I, Ritchie and Caldwell Primer of Hygiene ; Book II, Ritchie Primer of Sanitation ; Book III, Ritchie Primer of Physiology. O'Shea and Kellog, Health Habits, Health and Cleanliness, The Body in Health, Making the Most of Life. Pyle, Personal Hygiene. Rittger, Elements of Physiology and Sanitation. Ritchie, Emerson, Public and Personal Health. Styles, Nutritional Physiology, Human Physiology. Woodworth, The Care of the Body. EXERCISE MOTOR ACTIVITIES. Exercise includes such activities as inarching, gymnastics, and supervised play and recreation in the form of games, folk dances, rhythmic action plays, athletics. Simple but effective wand and dumb bell drills may be used. Exercise should take place preferably out of doors, if the most beneficial effects are to be produced. If performed indoors, windows should bo opened JHealth Essentials for Rural School Children. 11 wide. If in the schoolroom, all unnecessary articles, such as books, papers, pencils, and obstructing furniture, such as chairs and tables, should be moved temporarily out of the way. The most essential requisite for success is the teacher or supervisor to whom the work is intrusted. Trained supervision is best, but any teacher who shows interest, enthusiasm, common sense, effort, and co-operation can attain satisfactory results. It is also suggested that capable pupils be trained to lead squads or classes in the gymnastic drills, and possibly recreational activities always, of course, under the direct supervision of the teacher in charge. A. Programs for Elementary Schools A minimum of 20 minutes a day is to be devoted to one ot more of the above types of exercise, preferably marching and gymnastics, and play in the form of games, rhythmic plays, or folk dances. This time does not include that devoted to medical inspection,, health instruction, recess periods, lunch hour, and fire drills. It is recom- mended that the 20 minutes be divided into several periods. Each school may work out its own program or schedule, and its own series of gymnastic exercises and play activities, suited to its own particular condi- tions. The following programs are presented as suggestions w T hich may assist teachers in preparing schedules: 1. Monday and Thursday 3 minutes relief period, 3 minutes relief period, 4 minutes simple game, morning; 3 minutes relief period, 7 minutes dance or rhythmic play, afternoon. Tuesday 10 minutes gymnastic drill, morning; 10 minutes folk dance, afternoon. Wednesday and Friday 10 minutes gymnastic drill, morning; 10 minutes more complicated game, afternoon. 2. Monday- 4 minutes relief period. 4. minutes relief period, morning; 2 minutes relief period, 10 minutes game, afternoon. Tuesday 10 minutes gymnastic drill, morning; 10 minutes folk dance, afternoon. Wednesday and Friday 10 minutes gymnastic drill, morning; 10 minutes game, afternoon. Thursday 4 minutes relief period, 4 minutes relief period, morning; 2 min- utes relief period, 10 minutes dancing, afternoon. 3. Monday, Wednesday and Friday 17 minutes gymnastic drill and danc- ing, morning; 3 minutes relief period, afternoon. Tuesday and. Thursday 17 minutes team games and group contests (on playground or in playroom), morning; 3 minutes relief period, afternoon. 4. Monday, Wednesday and Friday 20 minutes gymnastic drill and danc- ing, morning. Tuesday and Thursday 20 mimites team games and athletics, morning. In Grade I the story play should be substituted for formal gymnastic drill. Programs 3 and 4 are more suitable for schools having adequate playrooms or playgrounds and for grammar pupils, to whom the more highly organized group contests appeal. The suggestion is made that gymnastic drills be introduced in October and continued through April. During September, May, and June the more informal mimetic exercises may be used, and more time be devoted to outdoor play activities. It is recommended that boys remove coats. It is also recommended that the children be advised to wear suitable shoes, such as sneakers, or rubber- soled shoes for the exercise period. The girls should be encouraged to wear loose blouses, such as the middie or Russian blouse. B. General Plan for Secondary Schools The same requirement of time should be met as in elementary schools. It is recommended that diploma credit be given. The exercise may take such forms as marching tactics, military and gymnastic drills, and supervised play in the form of organized competitive team games, athletics, and dancing. 12 \Vhere periods of 30 minutes or more are devoted to exercise, the work should be directed by men and women properly trained. There should be a physical and medical examination at the beginning and end of each year. No exercise should be within one hour after the lunch period. Boys and girls should be segregated. It is recommended that a simple uniform be worn: A bloomer outfit for the girls, and a sleeveless white shirt, white running trousers, and soeks for the boys. All should wear suitable shoes. Exercise should be followed by bath wherever possible. EXERCISE IN DETAIL GYMNASTICS (MARCHING INCLUDED). A. Aims and Values Gymnastics, as taught in the classroom, usually consists of a series of exercises (progressively arranged), each with a definite purpose to accomplish, and all executed by the pupils in response to com- mands. It must be remembered that this type of exercise is not an end in itself, but a means to an end, and that this end is threefold hygienic, educational, and recreational. By alternately contracting and relaxing muscles, vigorously and completely, and repeating with regular frequency, gymnastic exercises will stimulate and accelerate the circulation both of the blood and lymph. They will cause more rapid ventilation of the lungs; stimulate the abdominal organs by a general shaking and mutual massage; will bring about a more thorough distribution of fuel, and elimination of waste material through the activity of the sweat glands. Such an aim cannot be realized, however, unless, as has been said, the exercises are executed with vigor and snap, and repeated often and regularly. For this reason most of the exercises should be done in rhythm, and many should be of an all-round character, making use of all the big muscles #.nd involving large movements. Gymnastic exercises- are distinctly educational because they call for sub- jective motor control. On command, the will speaks to the muscles and they obey. At all times attention, alertness, and conscious effort are needed if there is to be completeness and finish. And because of this completeness and finish, the movements must be sharply denned and localized intensifying^ muscular control and co-ordination. Gymnastics should develop bodily control, general agility, correct posture at all times, muscular efficiency. These points, therefore, should be insisted upon : Attention, vigorous effort, correct and complete execution, uniformity. Because they require such attention, will and effort, gymnastic exercises will not seem a source of recreation, especially to older children and adults. To younger children the somewhat novel movements may seem interesting and "amusing. But to arouse the interest and effort of mature pupils, the teacher must throw himself thoroughly into the work. It is his personality, his enthusiasm and humor which will give zest to the exercises, and arouse a spirit of fun and enjoyment. B. Qualifications of the Teacher: 1. Personality: Enthusiasm for work, sincerity, and tact; humor, cheer- fulness, sympathy, dignity, imagination, leadership. 2. Practical ability: Ability to execute the exercises with accuracy and finish, ability to maintain erect posture, ability to give commands with clear- ness, and in an imperative, vigorous, pleasant voice. 3. Self-control, patience, determination, and persistence, equanimity. 4. Observation in matters of attention and discipline, and in detecting inaccuracies and faulty execution in regard to speed, vigor, accuracy, finish, uniformity. 5. Sympathetic comprehension of aims. 6. Theoretical knowledge of material. 14 C. Theoretical Principles.* i. Fundamental Gymnastic Positions. a. Active Position. (Figs, i and 2.) This is assumed when the command "Class attention!" is given. It is used to secure the attention of the class for a new exercise after "In place rest!" has been given. The head is erect and easily poised on the shoulders the shoulders are held down and back, the chest high and over the toes the abdomen flat, muscles well contracted the arms straight at the sides, palms against the thighs knees straight, feet parallel about three or four inches apart and the whole body weight thrown slightly forward, resting principally upon the balls of the feet. Such stimulations as "stand tall," "reach up toward the ceiling," "chest ove,r toes," "stretch the fingers down by the sides," "lift the head," etc., may be used. Watch for the exaggerated position so often assumed by the small children (Fig. 3). The importance of knowing what this position looks like, just how it is assumed, and why it should be maintained always, whether during the gym- nastic period or not, cannot be over-emphasized. In the first place, it is a definite exercise requiring positive muscular effort, and pupils should look upon it as such. The physiological and educational value of the erect position should be explained by the teacher, and certain tests and incentives can be used to stimulate correct posture. It is well to have illustrations about the room, such as are recommended by the American Posture League of New York city. "PO-sition!" should not be used as an alternate command for "Attention!" The term "PO-sition!" signifies a return to the fundamental position from a position in which the arms or feet have been changed. If the hands are on the hips and the feet are apart, and the instructor wishes the class to return to the fundamental standing position, she gives the command "PO-sition!" b. Relaxed Standing Position. (Fig. 5.) Command may be "In place rest!" or "At ease!" This may be taken best by placing one foot to the side the feet still parallel and the weight equally distributed upon both feet. All muscles are relaxed, but there should be.no suggestion of indolent slouchiness (Fig. 4). This relaxed position is used only for purposes of rest after a particularly vigorous exercise, when the class seems fatigued or for the purpose of demonstrating a new and difficult exercise or for a somewhat long explanation of the faults made in a previous exercise. It should never be used after each exercise; never for brief demonstrations; never for looking up the next exercise. 2. Parts of a Gymnastic Exercise. a. Starting Position A definite position from which certain movements (the primary purpose of the exercise) directly begin. .In the following exercises st. means starting position; mt. means movement: (1) St. (fundamental) arm bending with heel raising (int.). (2) Neck grasp st. backward moving of head with arm stretching side- ways (mt.). (3) Bend stride st. forward bending of trunk alternating with arm stretching upward (int.). b. Movement, that part of the exercise for which it was primarily given. 3. Starting Positions May be as Follows: a. Fundamental Position. (See active position described above.) b. Change of Arms. (1) Hip grasp st. (Figs. G and 16). Commands may be "Hands on hips place!" or "Hips firm!" From "Gymnastic Teaching," Skarstrom. Fig. 1. Fig. S. Fiy. !,. Fiu. Fig. fi. Fiff. 7. Flo- S. Fig. 10. Fig. 11. Fig. 12. Fig. IS. Fig. I'/. Fiy. . Fit/. 17. * Fifi. 20. Fin. ~'/. Fig. 22. Fig. 2.J. 15 (2) Neck grasp st. (Figs. 7, 22, and 25). Commands may be "Hands on neck place!" or "Neck firm!" Elbows should be held well back, fingers touching neck, and head held erect. (3) Bend st. (Fig. 18). Commands may be "Arms (upward) bend!" or "Hands at shoulders place!" Care must be taken that the hands are held at the side of the shoulders and that the elbows are down close to the ribs. The fingers may be clenched. (4) Cross (a) st. (Figs. 8 and 9). Commands may be "Arms forward bend!" or "Hands on chest place!" The elbows should be held up and back, the wrist straight, and a wide space between the hands (fingers should not touch). (5) Cross (c) st. (Fig. 15). Commands may be "Arms sideways raise!" or (Fling!") Fling demands a quick movement. Arms are held outstretched at sides, shoulder height, fingers extended, palm down. (6) Cross (d) st. Same as cross (c) with the palms turned upwards. Commands may be "With palms up, arms sideways fling!" or "Arms side- ways fling!" "Palms turn!" (7) Reach standing (Fig. 10). Command may be "Arms forward raise!" Arms should be parallel, fully extended in front, shoulder height, palms facing. Care must be taken that the body does not tip forward (Fig. 11). (8) Stretch st. (Fig. 13). Commands may be "Arms forward upward- fling!" ("Raise") or "Arms sideways upward fling!" This is a difficult position to assume and maintain correctly. The arms should be stretched well extended over head, parallel, and palms facing. Care must be taken that the head is held erect and back, the chest high, knees straight, and the weight of the body forward on the balls of the feet. (For faulty position see Fig. 12.) c. Change of Feet. (1) Stride standing (Figs. 6 and 23). Commands may be 'With a jump, feet sideways place!" or "Feet sideways jump!" Feet are two foot lengths apart weight equally distributed upon both feet. (2) Walk (a) st. (Fig. 22). The command may be "Left (or right) foot diagonally outward place !" The advanced foot is placed diagonally forward (half way between directly forward and directly sideways) ; two foot lengths, weight of body equally distributed. (3) Walk (b) st. (Fig. 7). Command may be "Left (or right) foot for- ward place!" The advanced foot is placed directly forward, two foot lengths, toe turned out slightly. (4) Close st. Command may be "Feet close!" Feet are closed together, parallel, pointing directly ahead. (5) Toe st. (Fig. 16). Command may be "Heels raise!" (6) One-half st., leg forward (Fig. 17). Command may be "Left (or right) foot forward raise!" Note that the knee and ankle are well extended and that the body does not tip backward. (7) One-half st., leg sideways (Fig. 19). Command may be "Left (or right) foot sideways raise!" Knee and ankle should be well extended and trunk held perfectly erect. (8) One-half hook st. (Fig. 18). Command may be "Left (or right) knee upward bend!" Knee should be bent at right angles, waist high, ankle extended. (9) Side lunge (Fig. 20). The command may be "To the left (or right) lunge!" The trunk is held erect, the knee of the supporting foot is well bent, the other leg held well extended, foot squarely on the floor. (10) Toe deep knee bend st. (Fig. 24). Commands may be "Heels raise!" "Knees deep bend!" Knees should be spread well out, toes turned out, trunk erect. (11) Forward, charge, or fall out (Fig. 21). Command may be "Left (or 16 right) foot forward fall out!" The rear leg is held straight, the whole foot on the floor, toe turned out. The knee of the advanced foot is well bent, the toe pointing straight ahead. The trunk faces front squarely, making a straight line from head to rear foot. (12) Stooping (Fig. 14). Command may be "Stoop down to touch the floor one!" "Return two!" Knees should be spread out, back flat, hands touching the floor in front between the knees. d. Change of Trunk. (1) Prone st. (Fig. 23). Command may be "Trunk forward bend!'' Head should be held erect, chin in, back stiff and flat, movement forward from the waist. (2) Side bend st. (Fig. 25). Command may be "Trunk to the left (or right) bend!" Movement should be from the w r aist, directly sideways. Xote that there is no twisting or bending forward, that the head is not tilted upward, that both feet are squarely on the floor, and both knees straight. (3) Twist standing (Fig. 22). Command may be "Trunk to the left (or right) twist!" Movement should be localized in the waist. Care must be taken that the hips are kept forward, and that the head alone does not twist, but moves along with the trunk. e. Combined Starting Positions These may consist of two simple starting positions, involving usually a change of arms and feet, as (1) Hips grasp stride standing (Fig. 6). Command may be "Hands on hips and feet sideways place!" (2) Xeck grasp walk (b) st. (Fig. 7). Command may be "Hands on neck and left foot forward place!" 4. Commands. a. Purpose To bring about unison, uniformity of movement, quick response. b. Characteristic Features (1) The preparatory or explanatory part this describes briefly and con- cisely what is to be done, such as "Arms sideways," or "Hands on neck and feet sideways." (2) The Pause It is important to pause deliberately after saying the preparatory part in order to focus the attention of the class thus giving them a chance to think, and mentally picture the desired exercise and act in unison. For this reason the pause must never be slighted. (The pause is indicated by the dash .) (3) Final or Executive Part This is the signal for execution and is usually a verb in the imperative mood. It is indicated in this syllabus by heavy type or italics. In general the executive command should be expressed in a clear, sharp, stimulating voice not necessarily loud, but forceful. In certain exercises, such as breathing and balance exercises, the final command should be ex- pressed in a slow, even, steadying voice (not sharp or startling). c. Different Kinds. (1) For exercises done on command, commands may be expressed in two ways: A descriptive, preparatory part with the verb in the imperative for the final executive part as: "Trunk forward bend!'' or A preparatory part, consisting usually of an adverb and present participle, with the numeral for the final part, as: "Forward bending of trunk one!" (2) For rhythmical exercises (a) Common expressions for starting a movement or exercise in rhythm: "Keep it going in rhythm, ready begin!'' "Continue in this rhythm, ready Go!'' "In this rhythm, ready Start!" 17 lirection or specific feet, the signal for execution may be preceded ? left (or right) Begin! 1 ' "To the left (or right ) Begin !" In cases of direction by "With the Exceptions "Class forward March! 1 ' "Mark time March!" "Quick time March!" (b) Common expressions for stopping rhythmical exercises: Exercises like running in place, marching, marking time, alternate knee upward bending, spring jumps, and cut steps, require the command, "Class, halt!" (no pause between the two words), followed by two complete executions of the move- ment being done, and then cessation. Rhythmical exercises which demand a momentary holding of positions, such as "arm bending with heel raising." or "placing of hands on hips with alter- nate foot placing sideways," may take "Class, halt!" but for purposes of developing self-control, alertness, inhibition, the command "Stop!" or "And stop!" is recommended. d. Use of Numerals. (1) For repetition, as after saying "Trunk forward bend!'' "Raise!" the command may be "Again One!" ''Two!" (2) For marking time in rhythmical exercises. Care must be taken not to confuse this use of the numerals with their use as commands. In the latter case the numeral command is given, followed by the response. Numerals used as time markers always coincide with the movement. The tone of the voice is always modified in pitch. 5. Instruction. a. Preparation of the Teacher. The gymnastic lesson should be studied and learned before presentation. The value of each exercise should be com- prehended and any possible faulty executions should be borne in mind. Practice giving the commands to yourself. b. Presentation. For simple and familiar exercises, such as "Arm bending with heel raising," it is only necessary to state the preparatory part of the command, and then give the signal for execution to present the exercise to the class. For unfamiliar and more complicated exercises, it will be necessary for the instructor to demonstrate and explain the exercise beforehand in order to give the class a picture of what is wanted. For this reason demon- strations should be accurate and finished. Before the exercises are started in rhythm, they are repeated on command until the various parts are correctly and vigorously executed. Then the teacher may demonstrate the exercise in rhythm, or if it is a simple exercise, give the signal for rhythmical execution and help set the time by personally accompanying the class in the exercise. c. Supplementary Instruction. (Coaching) In order to get the best results with regard to speed, vigor, accuracy, it is frequently necessary to use such stimulating words as "snappy," "hard," "quick." "speedy," "deep." and the like, or such admonitions as "Head up!" "Backs flat!" "Elbows back! 1 ' etc. Sometimes exaggerated expressions, such as "Fling the leg shoulder height!" may prove humorously stimulating. Vivid adjectives and adverbs can be used with great effect. d. Correction Faulty execution of a movement or exercise may be due to the following causes: Either the pupil was inattentive and did not hear; or the teacher's explanation and demonstration were not clear or vivid enough; or the pupil lacked the physical ability to assume the position correctly. e. Methods of Correction Correction in the classroom can best be accom- plished by anticipating possible faults during a preliminary explanation or demonstration, or while the exercise is being done on command. TMs is the 18 ^ time for stimulations and admonitions addressed to the class as a whole, or to individual pupils. A keen, rapid observation is necessary. Corrections may be made by hand, though this is impracticable and often impossible in the classroom. When this is done, however, gentle force should be applied, usually from the side. Pupils should not be startled. 6. Classification and Order of Exercises. Gymnastic exercises may be arranged in the following order. Each exercise should have a definite purpose and may take the following classification: a. Order Exercises Marchings, facings (alone or with march steps), mark- ing time, running, etc. The purpose of these exercises is to arouse and keep the attention of the class, to get them in the proper mental attitude for the work which is to follow. The following points should be demanded: Atten- tion, quick, snappy and finished responses, unison, and erect carriage. b. Leg and Arm Exercises (Chiefly Leg) These consist of foot placings, heel raisings, knee ben dings, alone or in combination, and also often combined with arm movements. ("Arm bending with heel raising," "Ann flinging sideways with alternate foot placing sideways"). They are usually given on command and then in rhythm. Movements should be quick, vigorous, sharply defined, and positions held, in order to stimulate the circulation and train the class in habits of muscular control and co-ordination. c. Arching Movements Chest, raising with backward moving of head, alone or with ami movements. The purpose of these movements is chiefly to stimulate habits of good posture, especially in the region of the chest and shoulders. The muscles used are those of the chest and upper back, resulting usually in a flattening of the upper back and an expansion of the chest. Movements are done in almost all cases on command never in rhythm and should be executed slowly and carefully. Watch for hollow backs. Weight should be kept forward. The breathing should be deep and full. d. Compensatory Movements Forward downward bending of trunk, stoop- ing, leg flinging forward, knee upward bendings, often combined or alternated with movements of the feet and arms. Their purpose is to relieve the effects of the arching movements upon the lower spine, and at the same time to strengthen the back and abdominal muscles. Care must be taken that the chest and head are always held high and the back flat. Movements should be vigorous, snappy, and well controlled. e. Lateral Trunk Exercises Twisting and side bendings of trunk, leg fling- ing sidew r ays, combined with arm movements and foot placings. This type of exercise is concerned with the muscles of the waist, and has a particularly beneficial effect upon the organs within. Trunk movements are usually slow, vigorous, and well sustained. The accompanying arm movements are con- trastingly quick and snappy. f. Balance Exercises Slow leg raisings, standing on one foot, arm move- ments or march steps forward from toe standing, balance steps, etc. The chief purpose is to train bodily control, cultivating a sense of equilibrium and accurate weight adjustment. Erect carriage should be maintained at all times. (This type of exercise often enters into the other exercises, and is for this reason frequently omitted as a distinct exercise.) g. Abdominal Exercises Leg flingings forward, knee upward bendings. backward leaning of trunk, vaultings, leg raising and sinking from lying position. As the name indicates, the purpose of these exercises is to strengthen the abdominal muscles and stimulate the abdominal organs. They are particularly good for lessening an exaggerated curve in the hollow of the back. Movements should be vigorous and well controlled. Erect carriage of the upper trunk should be constantly maintained. 19 h. Shoulder Blade Exercises Ann flingings, arm bendings and stretchings in all directions and in various rhythms. They may be introduced as an exercise in themselves, but are more often used in combination with other movements. Their purpose is to give tone and strength to the muscles of the arms and upper back. They should be executed with snap, vigor, and finish arms and fingers fully extended.- Watch for drooping heads, hollow backs, and rounding shoiilders. i. Precipitant Exercises Spring jumps, cut steps, jumps forwarder side- ways, with and without a turn, jumping from seats, running high jump, vaults. These exercises involve the use of large muscular groups, and have a particularly marked organic effect. They stimulate the circulation and respiration, and develop co-ordination and bodily control. Movements should usually be quick and vigorous, yet light and steady. Strive for uniform rhythm. j. Breathing Exercises (see arching movements above) These exercises are not always stated, but should if possible mark the finish of a gymnastic lesson. The purpose is to facilitate a return to a more quiet, bodily condition. D. Particular Suggestions for Teaching Gymnastics in the Classroom. 1. The Beginning of Each Lesson. a. Where the work is given indoors, windows should be open wide. The pupils should usually face these for their breathing exercises. b. All unnecessary articles should be moved temporarily out of the way. c. Boys should remove coats and sweaters. d. It rs recommended that the children wear suitable shoes, such as sneakers, rubber soled shoes, or socks, for the exercise. e. Arrangement of class. If the class is to be rearranged for the gym- nastic work, the following change is recommended: Alternating rows of boys and girls, with the tallest at the back of the room. (For exception, see Posture. ) 2. Suggestions for Self. Know your lesson maintain erect posture at all times cultivate a cheer- ful, enthusiastic manner, and a clear, stimulating voice demonstrate well work yourself keep the class working make use of every minute and keep constantly in mind the value of the lesson as a whole and the value of particular exercises. Demand the best with particular regard for vigorous action, accuracy, speed, uniformity, good form, correct posture. Explain the work to the children secure- their co-operation. Try at all times to make the lesson interesting and lively. 3. Standing and Sitting. a. Standing "Class attention!'' (This calls for best sitting position, which should be as follows: Head and chest high, back flat and away from the back of the chair, both feet squarely on the floor) (Fig. 26). Commands may be: "Stand up one!'' or "Ready to stand one!" (Grasp corners of the desk and place one foot in the aisle.) "Two! : ' (Class stands at attention in the aisles.) b. Sitting. Command may be: "Be seated one!" (The foot nearest seat is placed in front of it.) "Two!" (Class in seats, sitting at attention.) "At ease!" c. In the Grammar grades Standing and sitting may be done as follows: "Class attention!" (See above.) "Ready stand!'' "Ready sit!'' 4. Marching Arrangements. Marching is indicated only in the first few lessons of Grades II-VL It may, however, be more frequently introduced. Emphasize erect carriage, easy, natural swinging of the arms, light step, snappy, sharp rhythm. The formations shown on the plate may be used: 20 In figure 1, lines follow each other in order of numbers. March around once or twice and back to place unless a circle is desired, in which case the lines continue around the room instead of marching up the aisles. This formation may be used in Grades I and II. In figure '2. every two lines march around one row of desks. This formation may be used in Grades III. IV, and A". Figures 3 and 5 show formations for zig/ag marching for rooms with even (3) and uneven (5) numbers of rows of seats. Figure 4 shows a method of forming a circle quickly. n. Running. Grade II: One row at a time individual rhythm. Emphasize holding head high, and running lightly and quickly. Grades III and IV: At first one row at a time; later, rows follow each other. Try for uniform rhythm. Grades V, VI, VII. and VIII: Circle formation, running in rhythm, "quick time" and "common time march!" first introduced in lesson 4 of Grade V. 6. Facings. a. Essential Characteristics Facings are introduced for the first time in the 9th lesson of Grade III. At first facings are executed on two commands, stopping on the first. Work for quick turns and clean-cut, snappy sounds. After the first few practices, teach facings on two counts without stop. Facings are done as two count movements through Grades III, IV. V. VI, VII. In Grade VIII, they may be done in one movement. (This style of facing may, however, be used earlier, if ability of. class warrants it.) Facings and march steps, to be effective, should be executed with snap and finish. Practice facings not only when indicated, but throughout the lesson whenever necessary. Do not accept slovenly execution of facings. b. Special Times for Facings (To enable class to perform movements with the least interference from desks.) Face side of room for side lunges; alternate knee bending from the stride position; alternate foot placing sideways. Face obliquely (one-half left or right facing) for oblique charges; for any exercise containing arm stretching or arm flinging sideways, done alone or in combination with other movements. (For exceptions, see Grade V. lesson 12, exercise 5; and Grade VI, lesson 7, exercise 6.) 7. Precipitant Exercises. Running high jump. Stand in front and a little to one side and be ready to receive jumpers to prevent any falling down. Spring jumps and jumping from seats. If execution of these by whole class causes too much noise and confusion, or shaking of floor, have half of the class jump at a time. E. Suggestions for Teaching Gymnastics in th.e Gymnasium or Playroom. 1. Note suggestions made above concerning ventilation, clothing, arrange- ment of pupils, suggestions for self. '2. Marching (Music may accompany marching executed bv Grades I and II.) a. Pupils may march around the room by twos, in circle formation. Empha- size points mentioned under 4 above. b. Or the pupils may march down the center of the room by twos up to a certain point. Then couples alternate going to left and right, turning and marching back to the rear. Here they again turn, every two couples going toward each other, meeting, making a quarter turn toward the front, and marching down by fours. The same procedure may be repeated to secure sets of eight, the groups of four alternating left and right. MARCHING ARRANGEMENTS DC n n i r - ''"n. n S * * ,n n n a G n ~~j n n a- 'C' D' n n a n n !ls i i i_4 s n < ' 1 1 * S' n ,"~ ; x-- < -x < x (\ i 1 |i ! 1 1 1 \ X ! ! ' i o' |n in; h n n^ i n P P: ^ n n \ c c / .c X ^ ,D I ! kx 9 s. ; G D q i i Di Did: n in: 21 3. Running Particularly good for wanning up exercise on chilly days. (With primary children it will be helpful to accompany the running with music. See under dancing 11 d.) Class may run around room in circle formation by twos or in single file. The following commands may be used : "On toes march!" "Double (or quick) time march!'' (Rhythm is now quickened. Heads should be hold high, anus bent at elbow and swinging naturally; knees should be well brought up in front, heels kicked up behind; step should be light, springy, and uniform in rhythm.) Emphasize deep breathing through the nose. "Common time (normal) march!" Followed immediately by four complete running steps, with a natural slackening and checking of momentum. The fifth step is emphasized and marks the initial step of normal marching. 4. Class Arrangements for Gymnastics. (See under 1, d. above for arrange- ment of individual pupils.) .a. The class may inarch in single file around the room (girl and boy alternating), across the rear, make a quarter turn to the front of the room and march down the center by fours, followed by other sets of fours. It is customary to have the class mark time in place until all are completely arranged. For securing proper distances it is suggested that each pupil raise his arms to the side as he marks time ii> place. b. For another method, the class may march by twos (boy and girl) around the room, directly across the rear, and mark time until all are together in two straight lines. Previous leaders having been agreed upon, these, at a given signal (sxich as "Leaders turn!"), may make a quarter turn to the front, separate at suitable distances from each other, and march down to a prescribed point, followed by their respective lines. All mark time until the command for halting is given. Each pupil should be responsible for the proper space in front of him. He may take "Arms distance" to secure this. Movement to Class Formation. 5. The gymnastic exercises used may be the same as those used in the classroom. Greater freedom will be felt, however, and larger and more vigorous movements can be performed. F. Posture. 1. Introduction lit recent years the subject of bodily posture has become one of increasing importance. Educators have made it a special topic, physi- cians have given it their undivided attention, authoritative books have devoted chapters and often entire contents to it. and in the fall of 1913, the American Posture League was formed for the essential purpose of preventing 22 and improving conditions that adversely affect posture. It is accepted by all of the foregoing that complete bodily efRciencj can be realized very largely through correct posture. This, as denned by the American Posture league, is "one in 'which the different segments of the body the head, neck, chest, and abdomen are balanced vertically one upon the other, so that the weight is borne mainly by the bony framework and a minimum of effort and .strain is placed upon the muscles and ligaments. (See Figures I and 2.) In this posture under normal conditions the organic functions respiration, circula- tion, digestion, etc. are performed with the least mechanical obstruction and with the greatest efficiency .'* Aside from the physiological value of correct posture, its educational and moral value cannot be overestimated. Those who not only convey impres- sions, but are actually the embodiment of intelligence, courage, alertness, confidence, trust, are those who carry themselves with erect dignity and poise. Consider leaders and men of action! Soldiers, generals, athletes, statesmen, orators, kings, and queens! True, there are exceptions, but they are excep- tions. When the painter or sculptor desires to picture joy and life, leadership and victory, energy and determination, his figures are drawn erect, the head is high, the chest full^ the whole body poised forward, ready for action. There are two distinct types of mal-posture ; one, the so-called relaxed type, in which the head is drooped forward, the chest flat and sunken, the shoulders rounded, the shoulder blades often protruding, the abdominal muscles relaxed and flabby (the lower part of the back may or may not be hollow), and the weight of the body generally resting upon the heels (Fig. 30). With these conditions it is very evident that the various organs, the heart, lungs, stomach, kidneys, intestines, etc., are in a distinctly cramped position, and, in fact, are often displaced. Such cramping and displacing means strain, pressure, friction, with a consequent impairment of functions, and such unhealthy results as indigestion, cramps, constipation, anemia, general physical debility and a possible predisposition to such diseases as tuberculosis. The second distinct type of mal-posture is the so-called curvature of the spine. To the layman's eye this condition may not seem easily discernible. Aside from a more or less conspicuous sideways curve of the spine, such more evident physical characteristics may be noted: A prominent hip, a projecting shoulder blade, one shoulder higher than the other, a twisting of the head or trunk. These may or may not be accompanied by round shoulders, sunken chest, relaxed abdomen. In order to get at the prevention and improvement of such unnatural and unhealthy bodily postures, we must know what the causes are. The common relaxed type is often assumed temporarily from sheer weariness and fatigue. It is then a means of relaxation and rest. But its habitual assumption may be due to the following causes: Disease of the spine (which renders the bony vertibrae soft and yielding), inherited muscular weakness, too rapid growth, with no corresponding development of the muscles, insufficient nutri- tion (which means poorly nourished and therefore weak muscles), improper positions assumed during long periods of time, while sitting or standing: poorly made clothes, and a lazy, indifferent mental attitude, which considers the line of least resistance the best to follow. Ere^t -pasture is jt p^aifi-p active position, which requires voluntary muscuTareffort. If we can make this position habitual, the battle is half won. The causes of spinal curvature are somewhat similar to those of the relaxed position, especially the habit or occupation cause, sitting or standing in a twisted or slumped position for long periods of time. It must be remembered that the spinal column is very flexible, being made up of bony vertibrae, separated by elastic cartilagenous discs, and that, especially during the plastic stage of childhood, it will yield itself readily to the unhygienic demands made upon it. Carrying heavy weights continuously on one side Fig. 26. Fig. 27. Fig. .' Fig. 2!>. Fid. .?/. 23 permit abandon and freedom of movement. If taught in the classroom, the restricting conditions will generally demand a modification and simplification of the dance particularly if it is not possible to practice in circle formation around the outer edge of the room. In such case, the regular class formation must be used, the children executing the steps up and down the aisles. This formation, desks or no desks, is particularly good for teaching new steps and movements. In this line formation, each pupil can work out for himself (the teacher guiding) the mastery of a single step or movement. 2. Music The piano, or record sound producing machine, is the most effective instrument to accompany the dancing. Singing may prove a good substitute or supplement. The music should be appropriate, and should be played accurately as to tempo and melody, and should be played with expres- sion interpreting the characteristics of the various steps and moods >t' the dance in the most stimulating manner. The pianist is at first an accompanist, taking her time from the teacher. Later the class accompanies the pianist. 3. Starting The teacher should have a definite command for starting the class and pianist together, to insure uniform response, such as "Heady begin!" (or "Go!") 4. The teacher should know the dance to be taught be able to execute the various steps with accuracy and finish should know without hesitation the sequence of steps and the most effective interpretation of these. She should know the correct tempo of music, and what parts or measures fit the different steps. She should have a definite plan of presentation in mind, much depending upon the character of the steps and abilities of her class. 5. Presentation. a. Demonstration followed by imitation, or demonstration accompanied by imitation, supplemented by explanatory words and admonitions. The teacher should demonstrate with accuracy, finish, and expression. b. Progression should be slow and sure. Complicated steps split up into- simple movements, and one thing taught at a time. It is necessary t< repeat often. Drill work is essential. The regular class formation mentioned above will be found helpful for individual instmction. c. The finer details of expression should be left until the mechanical details- have been overcome. d. It will be found helpful to have children listen to the music before teaching them the dance or step. This helps them to sense the rhythm. e. Children who are particularly skilful may be asked to demonstrate certain steps or formations. This often makes a more vivid impression and acts usually as an incentive to the other children. f. Rhythm is at first slow and is quickened only as the class masters the mechanism of the steps. The teacher should mark time, using either numerals- (according to the tempo of the music), or terms which are descriptive and suggestive- making sure that the saying of the words is in time with the rhythm of the dance. Know how to anticipate new steps when then- are more than two to be executed in unbroken sequence. G. Discipline, Attention, Interest The teacher should at all times have the attention of the class. Her voice should always be firm and commanding, her explanations clearly enunciated and expressed, her demonstrations h'ni>hed and enthusiastic. She should be cheerful, and try to make her class feel success. 7. Observation of Mistakes and Inaccuracies Note mechanical difficulties and know the cause and remedy for the same. Note discrepancies in expres- sion the finer details, the turn of the head, the bend in the \\aist. the position of the hands and feet. etc. In general, toes should be pointed, ankles DANCING ARRANGEMENTS V ~V V V V V V AT V V V V V V V V V V V V VDVDVaVD VQ-VDVDVD VD-V-pVDVD vavavava va~v~DvD"va NX .A.D ODD DV A D D D D D V JVQ a p a a v A D a D D D V -iA < y - r v r . if r. /r 27 extended, the hands on the skirt (unless joined), or at the waist in dance position, and the head and chest held high. 8. Common Technical Terms and Formations. a. Line formation. (In open, space, Fig. 1). (In classroom. Fig. 2.) b. Circle formations. (In open space, Fig. 3.) (In classroom, Fig. 4.) Single circle partners standing behind each other, boy and girl. Figs. 3 and 4. Single circle partners standing side by side, boy and girl, Fig. 5. Single circle partners facing each other, boy and girl. Fig. 6. Double circle part- ners side by side, boy and girl, Fig. 7. Double circle partners facing each other, boy and girl, Fig. 8. c. Outside partner usually the girl, on the outside of the circle, farthest away from the center. d. Inside partner usually the boy, on the inside of the circle, nearest the center. e. Outside hands right hand of outside partner, left hand of inside partner. f. Inside hands left hand of outside partner, right hand of inside partner. g. Inside and outside feet. (See e and f above.) h. In line of direction movement generally forward from left to right. Fig. 9. i. To move clockwise, or with the sun, is to move from right to left. Fig. 10. To move counter-clockwise, or against the sun, is to move from left to right. Fig. 9. j. To hook arms is to join an arm within an arm. elbow within elbow. k. To t\irn partner means, in most cases, to turn partner completely around in place, going from right to left. (1) Right hands only may be joined. Fig. 11. (2) Both hands may be joined, arms extended in front (Fig. 13) or side- ways (Fig. 14). (3) Right arm may be around partner's waist. Fig. 12. (4) Or both hands may be placed at partner's waist. Fig. 15. 1). Descriptions of Fundamental Dancing Steps. 1. Skipping 2/4, lightness, bodily abandon, and joyousness. No stiffness. Free movement of the head, trunk and arms, happy facial expression. 2. Walking or marching in rhythm to music, 6/8, 4/4. Rhythm should be uniform and steady. Music should emphasize the martial tread. The body should be held erect, head and chest high, but not stiffly. There is a natural twisting of the body as one foot goes forward, and the arms should be allowed to swing easily and unconsciously by the side. Always emphasize erect car- riage when marching. Sometimes the toes are pointed and reach the floor first. 3. Running 2/4, lightly and snappily on the toes, head thrown back, kicking heels behind. Music should be light and staccato, and happy in melody. 4. Sliding 6/8. Difficult for children to get. Most of them take steps sideways with stiff knees, or leap and hop. Should be executed with a smooth gliding motion sideways on toes, knees more or less bent con- tinuously; a quick transferring of weight, which is kept mostly on the advanc- ing foot. (See also Moses: Rhythmic Action Plays and Dances, introductory discus- sion on teaching of dancing.) .5. Polka Step 24. This should be taught in the following progression, each .-tep being mastered thoroughly before taking up the next step. Go slowly. Try only for the mastery of the simple polka step and rhythm. The hop and bodily expression can be added later: 28 Stamp, stamp, stamp, and hold (left, right, left, hold; right, left, right, hold). Step, step, step, and hold (on toe). Step, step, step, and hold (moving sideways). Slide, step, step, and hold (diagonally forward left and right). Be careful that the children do not fall into taking three walking or running steps. The second step never advances beyond the first step, but comes just behind. Review previous progression of polka step. Try to introduce a hop just before the slide, as follows: Hop slide, step, step. When this is thoroughly mastered, try for bodily expression the bend in the waist towards the side of the extended foot. Emphasize extended ankles and pointed toes. 6. Heel Toe Polka When the heel is touched forward, the body leans back- ward, making a straight line from toe to head. If it is the outside foot forward, the head is turned away (when done in couples), and vice versa when the inside foot is used. Always teach the steps to individuals first; later try in couples. When the toe is touched backward, the body is thrown forward again making a straight line from head to foot. The knee of the supporting foot is bent in both instances; the knee of the moving leg is kept straight. 7. Curtsies and Salutations. a. Peasant Curtsey Stepping sideways with one foot, then bringing the toe of the other foot close behind the heel of the first foot at the same time bending and stretching the knees rather abruptly. The curtsey may be accompanied by a curt bob of the head. The hands may clasp skirt, or be placed at waist in dance position (akimbo). b. Minuet Curtsey Hands grasp skirt, dancer steps sideways with the left, swings the right foot well back, putting the weight of the body upon it in such a way that the knee is bent, and only the toe of left foot touches the floor; leg absolutely extended. The trunk is bent forward a little (counts 1-3). To complete this curtsey, the trunk is raised, the weight is transferred entirely upon the left foot (count 4). a step is taken sideways with the right foot (.count 5), and the heels are brought together (count 6). Should the curtsey start with the right foot, conditions would be reversed. c. Boy's Salutation (Hands are on the hips, fingers forward.) Boy steps sideways (this is not .always necessary), then brings the heels together and bends forward from the waist (back straight) toward partner, and returns to erect position. The bending forward may be accompanied by a sweeping gesture of the right arm, the latter moving outward to the right as a step is taken sideways to the left; then sweeping inward, describing a semi-circle as the trunk is bent forward; then placed upon the hip with the return to the erect position. All is executed in a smooth, continuous manner. 8. Hop Waltz This may be described as a step forward, then a hop on the same foot, the other foot held bent behind in mid-air. The head should be held high, chest arched. The rhythm is steady and somewhat heavy. 9. Step Swing A stepping sideways or diagonally forward, with one foot followed by a raising forward of the other (knee straight, ankle extended). The heel of the supporting foot is sometimes raised slightly from the floor. The body bends toward the side of the extended leg. 10. Pointings Lifting the leg (ankle well extended), at the same time bending the knee, then a gradual straightening, then complete extension of knee. The leg is firm and straight when the tip of the foot touches the lloor lightly and daintily. The whole foot should never be slapped down. The trunk bends very slightly over the extended leg. but there should be no exaggerated droop of the head or shoulders forward. The eyes may look down, but the head should be held almost erect, witli perhaps a little tilt sideways. 29 11. Draw Step Step sideways with the right (or left), then/drag or draw the left heel towards the right toe, turning the heel well out. The right knee bends slightly. There is a distinct outward rotation of the leg. Weight is kept entirely on the advancing foot, except just at the instant when the weight must be transferred onto the left in order to lift the right foot for a new step sideways. The left knee at this instance bends a little. 12. Schottische The progression is: Stamp, stamp, stamp, hold; step, stamp, stamp, hold; step, step, step, hold (on toes); slide, step, step, hold (on toes); slide, cut, step, hop (sideways and forward). The step may be executed first in place and then diagonally forward. On the hop, the free foot should be swung forward and extended. The body bends toward the side of the extended foot. 13. Chicken Hop (Lame Step) "Hop step step!'' This should be taught slowly. It is best introduced by having the class move forward slowly in time with the music (2/4), emphasizing the first of every two steps. If start- ing forward with the left, the left will always be emphasized, and vice versa if starting with the right. Knees are kept stiff, especially that of the emphasized foot, which is raised extended from the floor each time to permit greater force. Head and chest are held high. The body bends at the waist slightly sideways as the foot is raised, and slightly backward as the same foot stamps the floor. Try later for a hop or skip this always being done by the unemphasized foot. 14. Two-Step The progression may be first four slides left and right, then diagonally forward left and right, and diagonally backward; then two slides left and right, diagonally forward, and diagonally backward. Practice the two slides with the children in circle formation, having them go forward and backward. Later introduce the turn. 15. Cut Steps (as in Irish Lilt) These should be taught piece by piece on command. Then a gradual quickening in the changes until the proper rhythm is reached. Much preliminary practice and repetition will probably be necessary. The simple act of cutting one foot sideways or forward, of transferring the weight from one foot to the other by a sudden leap (the leg which is cut sideAvays being kept as straight as possible), should be completely mastered. Cut steps should be executed with snap and vigor. Knees should be straightened sharply, ankles kept extended. The body should express a certain gleeful sauciness and vivacity. The chest and head shoiild be held erect. There should be no suggestion of drooping, fagged spirits. 16. Balance Steps (Tempo usually 3/4.) a. Sideways Step sideways with one foot, bring the toe of the other foot in front of the first foot, raise and sink the heel of the supporting foot. The movements are slow, gliding, smooth. When stepping sideways to the right, the body bends somewhat toward the left and vice versa. b. Forward-backward Step forward with one foot, bring the toe of the other behind the heel of the first foot, and raise and sink the heel of the supporting foot. (The body here bends backward, the back being somewhat arched and the head tilted backward.) Step backward with the rear foot, bring the toe of the forward foot in front of the toe of the rear foot, and raise the heel of this supporting foot. (The body here will incline itself for- ward somewhat, bending at the waist.) c. Forward-backward Step forward with the right foot, for example; raise the left leg up in back, at the same time lifting the heel of the right foot off the floor. (The body should be arched, the head being inclined back toward the left heel.) Step back on the left foot, raise the right leg well extended in front. (Body bends toward this extended leg.) 17. Minuet Steps (3/4). a. Promenade Step Beginning right, slide right foot diagonally forward 30 (weight on this advancing foot) (count 1). Then cut the right foot forward, well extended, with the left foot. The knee of this supporting left foot bends deeply as it yields to the weight of the body (count 2). Step slightly forward with the right (count 3). Repeat all, sliding with the left foot. b. Forward Minuet Step Step forward with the right (or left) (count 1). Bring the left toe up to the right heel, at the same time bending the knees (count 2). Step back on left foot (count 3). The step may now be com- pleted with an unfinished curtsey (see 7 above), swinging right behind. c. Side Minuet Step Point right foot (or left) sideways (count 1); trans- fer the weight from the left to the right foot, so that now the left foot is pointed sideways (count 2). Bring the left foot close up to the heel of the right foot. Both knees bend a little and the weight is quickly transferred to the left foot (count 3). Repeat all, pointing with right again. 18. Mazurka Beginning with the left (or right), slide diagonally forward, weight forward (count 1). Cut the left foot forward, knee and ankle well extended, thus transferring the weight of the body upon the right foot (lean back a little) (count 2). Then hop on the right foot and at the same time bend the left knee well (count 3). Repeat all with the left. The whole step should eventually be executed with ease and smoothness no jerky transition from one part to the other. E. Suggestive Lists of Dances See lists for grades, infra. The teacher of the one-room school or of classes made up of more than one grade, must select rhythmic activities of a simple, yet appealing nature. For Grades I -IV, select dances from the lists for Grade II or III; and for Grade V to VIII, dances from the lists for Grade V or VI. The teacher will know best the abilities and likes of her class and will select accordingly. P. References (Bq. ) Berquist, Swedish Folk Dances. (Bl. 1) Burchenal, Folk Dances and Singing Games ; ( Bl. 2 ) Dances of the People ; ( Bl. 3 ) Dances of Finland; (Bl. 4) Dances of Denmark. Caskey, Athletic Pageant, Athletic Jubilee, Russian Dance, American Sailor Dance, American Clown Dance. Clarke, L,., Physical Training for the Elementary Schools. Coles, Alice, The Morris Dance, Old English Country Dance Steps, Ed. 5713.- (Cp. 1) Crampton, Folk Dance Book; (Cp. 2) Second Folk Dance Book. (Cf. 1) Crawford, Folk Dances and Games; (Cf. 2) Dramatic Games and Dances; (Cf. 3) Rhythms of Childhood. Fitch, J., Modern Dancing and Dances. (Gl.) Gilbert, School Dances. Gomme, A., Children's Singing Games, Bk. 1 and 2. Gott, G., Old Familiar Dances with Figures. Harding, Collection of Jigs. Harrington, L., Nursery Rhyme Dances. Hinman, Couple Dances, Vol. 2 ; Ring Dances, Vol. 3 ; Group Dances, Vol. 4. (Hf. 1) Hofer, M., Music for Childhood; (Hf. 2) Chil- dren's Singing Games; (Hf. 3) Popular Folk Dances and Games. Kimmins, Guild of Play Books (Vols. 1, 2, 3). Lamkin, Dances, Drills, and Story Plays. (Ln. ) Lincoln, The Festival Book. Lundgren, Dances. Drills, and Entertain- ments ; Simple May Pole Dance. ( Ms. ) Moses, Rhythmic Action Plays and Dances. Norton, Rhythm and Action, with Music for the Piano. (Sh.) Sharp, C., The Morris Book (I, II, III, IV, V) and Tunes; The Country Dance Book (I, II, III) and Tunes) ; Sword Dances. Sperling, The Playground Book. Van Cleves, Folk Dances for Young People. Talking Machine Catalogs of Dancing Records. Y. M. C. A. Press, Gymnastic Dancing for Men. GAMES AND PLAYS.* "The play of children lias the mightiest influence on the maintenance or non -maintenance of laws." Plato. A. Requirements of a Set of Games. 1. Thej- should develop the child physically, morally, mentally; being lively and interesting and giving abundant exercise to the big muscles; involving stress, competition, and co-operation; and developing such instincts as chasing, fighting, climbing, rhythm, construction, nurture, hunting, and exploring. 2. They should reach children all the time, and should be adapted to all school ages and both sexes, different seasons, different social conditions and Reprinted largely from "The Playground," with the permission of the Play- ground and Recreation Association of America. 31 environment, different tastes and abilities. (Physically weak and handicapped children should have appropriate games.) 3. They should be practicable played indoors as well as out. 4. They should be games that will play themselves. 5. They should be studied thoroughly, that all the fine points may be brought out. B. Results to be Obtained. 1. Pleasure, interest, recreation, fun, laughter. 2. Exercise, use of large muscular groups, muscular strength and bodily endurance, beneficial organic effects. 3. Team play, loyalty, co-operation, suppression of self. 4. Respect for rules and regulations, obedience, courtesy. 5. Regard for honorable fair play, justice, honesty. 6. Encouragement to the timid, guidance of self-assertive, courage, and self- control. 7. Cultivation of the stoic spirit. 8. Growth in reason and judgment, alertness and quick response. 9. Growth in skill, muscular and nervous co-ordination. C. Requisites of the Teacher. 1. Refinement and education. 2. Genuine liking and ability to exercise all the common play activities, both simple and complicated, with earnestness and abandon. 3. Leadership. The play leader must be able to direct and organize, and to co-operate. He must be positive in character, firm in decision, alert in observation, courageous, fair, honest "On the level." 4. Physical strength and endurance. 5. Sense of humor. 6. Practical knowledge of a. Child development, theory of play and the characteristics of the various periods of growth. b. Play activities, games and sports of all kinds, for all ages, for different seasons and different conditions, for different tastes and abilities, etc.; manual work, use of apparatus. c. Teaching methods. (See E, below.) D. Play Equipment. The number and variety of play equipment needed will, of course, depend upon the diversity of the play program and the size of the school. 1. Suggestive Stationary Apparatus for the Playground or Yard Sand-bin, swings, tilting or teeter boards, slide, adjustable traveling and Hying rings. horizontal bar, vaulting standards, basket ball goals, giant stride, wading pool. For details see the catalogs of manufacturers of gymnastic apparatus and sporting goods. See also Leland, F.. Playground Technique and Play- craft; Curtis, H., Practical Conduct of Play; DeGroot, Playground Equip- ment. 2. Suggestive Movable Apparatus Bean bags, basket balls, quoits or horseshoes, baseballs and bats, volley ball and net, tennis balls, soccer foot- ball, small jump ropes, one long piece of rope, sticks, chalk, colored ribbons for arm bands, bandana handkerchief, balance beams, croquet set, whistle. E. Important Points to Observe in Teaching Games. 1. It is very wise to have a whistle; the shrill note can be heard above the noise, and in most cases the attention can be immediately secured. It should command instant quiet. 2. Select games, at first which are generally well known. Continue using a game as long as it proves interesting. 3. Ordinarily, permit children to decide for themselves what games they will play. 32 4. Select games that fit into local conditions, as "The Farmer in the Dell," for rural districts. 5. When there are large numbers, separate into smaller groups and select certain children to act as leaders of these groups. Each group should be actively occupied with a game. 6. Form your play groups with reference to the age, sex. and physical condition of the players, and the demands of the game to be played. Boys and girls in seventh and eighth grades and in secondary schools should be segregated. 7. Assign children with weak hearts, or who are otherwise organically disqualified, to quiet games that is, games which at the most involve only moderate muscular activity or mental excitement.* 8. Be sure you know the game to be played thoroughly. (Object, rules, best method of presentation, etc.) Keep the play ideals constantly in mind. 9. When explaining, make sure that every member of the class is listening. Teach one game at a time and teach thoroughly. 10. Simple games like "Squirrel and Nut," "Merry-go-round."' "Circle Stride Ball," may need only simple verbal description, followed immediately by the actual working' out of the game. Use terms which- are appropriate for the age of the players under your charge. Talk naturally. 11. Such games as "Arch Ball," "Zigzag I & II," "Corner Spry," "Center Base," "Home Run," "Relay Races," etc., will often need not only simple, con- cise description, but a more or less complete demonstration of the thing to be done either by the instructor, or better by one or inqre individual partici- pants. This will help to eliminate any future mistakes and clear up any misapprehensions. If there is a blackboard available, simple diagrams will help to make the parts of the game clear, as to position, arrangement, pro- gression, direction, etc. Most games require a preliminary demonstration to supplement the description. 12. Do not start a game until the essential points are clear. Later certain rules and regulations may be emphasized speed, accuracy, fouls. This should be observed when teaching the competitive team games, as many of the relay games and races, "German Bat Ball," and the more highly organized games of "Captain Ball," "Pin Ball," "Basket Ball." When the game is first played, the main object is kept in mind and certain essenlial regulations are observed. On repetition some new point should be emphasized, as more self-control, less noise, quicker passing, and more restrictions should be added in the way of fouls, etc. 13. But in all games be brief and concise, and use as little time as possible in preliminary instruction. The object of the game should be made clear within a short time, and actual playing started promptly. 14. Formations and Means of Securing Teams. a. When two even groups are desired, have the children line up in rank formation; or let them make one large circle and number off by twos, and the ones be one side and the twos another; or pick out two leaders and let each one take turns choosing players for his side. b. When three, or four, or five groups are desired, either of the last two methods described under (a) above may be used. c. Circle formation If the group is small, a circle can easily be formed by everyone taking hold of hands. If the group is large, it may be advisable to have two circles. In that case, have them line up in rank formation in two lines, one behind the other; then let one line be one circle and one line the other circle. d. For the formation used in "Three Deep'' have the players make one circle and number off by twos. Then have the twos step in front of the New York Syllabus of Physic.il Training. 33 ones, or vice versa. This same procedure may be used for securing one group within another in the case of "Dodge Ball." 15. Principles to Observe When Presenting Relay Games. a. Competing teams should be equal in number. b. There should be a definite starting line behind which the team or first player must stand. Both feet back of this line. c. There should be a definite sharp signal whistle, revolver, sharp clap of the hands, etc. which may be preceded by "On your mark!"' "Get set!'' ("Go!") d. The leader and each following runner should be poised forward, hand outstretched, so that he can be off promptly without wasting any time or energy. e. There should be a definite point to run to, or to touch, or to run around. f. In running, the arms are bent somewhat at the elbow and swing nat- urally with the twisting of the body; the head is held up. The foot should be in the straight-foot position, the toes pointing directly forward. Knees should be raised high, for in sprinting the maximum speed is maintained throughout. The entire body should be inclined slightly forward. g. Runners should not watch other runners or try to see what the other side is doing. They should pay strict attention to their own duties and run hard to the very finish. 16. For the Sake of Interest a. See that all your children play and are happy in their play. b. Play with them. c. Have more than one ball going, as in the case of "Dodge Ball," "Bom- bardment,'' "Circle Stride Ball," etc. d. Have more than one principal player within the circle, as in the case of "Puss in the Circle." "Go Round and Round the Village." "Jacob and Rachael," "Cat and Rat." e. Introduce variations, as using one hand instead of both in catching; or hopping or walking instead of skipping and running in relay races; or sub- stitute bean bags and tennis balls for basket balls. 17. Stimulate laughter and frolic; encourage the timid to dare and take risks; repress and guide the selfish and self-assertive; encourage alertness, quick response, clever moves, the use of the reason and judgment; teach players to obey rules absolutely, to play hard, to play to win, but to win honorably; to accept defeat cheerfully, and to acknowledge the good points of an opposing team. 18. In teaching games in the schoolroom, narrow aisles and limited space must be taken into account, and games should be, and can be, modified to suit conditions. In many relay games, as "Jump the Bean Bag.'' "Home Run.'' etc., only alternate rows can play for obvious reasons. Those sitting down should be required to keep their feet under the desks to avoid any tripping. F. Suggestive List of Games, classified according to grade, classroom, play- ground, team, relay, boys, etc. (See Exercise by Grades.). The teacher of the one-room school, or of classes consisting of more than one grade, must select activities which will appeal to all. If feasible, divide the class into groups as nearly as possible similar in size and play interest, and select reliable group leaders. G. References. 1. Theory. Angell, Play. Curtis, H., Education Through Play ; Play and Recreation ; Practical Conduct of Play. Groos, Play of Man. Johnson, Education by Plays and Games ; What to Do at Recess. Hall, Youth Its Education and Regime : Adolescence. Lee, J., Play in Education. Leland, Playground Technique and Playcraft. Playground and Recreation Association, Playground (Magazine), 34 Normal Course in Play, Course in Play for Grade Teachers, Institute Course in Play (Pamphlets). Rapeer, Educational Hygiene. Russell Sage Foundation, Sources of Information on Play and Recreation. Sperling, The Playground Book. Tyler, Growth in Education. Tanner, The Child. Wood, W., Children's Play and Its Place in Education. 2. Source Books. Angell, Play. Arnold, Gymnastic Games Classified. Bancroft, J., Games for the Playground, Gymnasium, etc. ; Handbook of Athletic Games. Benson, J., Book of Indoor Games. Brenner, K., Book of Song and Ball Games ; More Song Games. Brown, F., Old English and American Games. Clarke, L., Physical Training for the Elementary Schools. Crawford, Dramatic Games and Dances ; Folk Dances and Games. Crozier, Indoor Games for Children ; Outdoor Games for Children. Dawson, Game Book. Dowd, Playtime Games for Boys and Girls. Fletcher, Indian Games and Dances. Forrest, Teacher's Aid in Recreation Work. Grey, Two Hundred Indoor and Outdoor Gymnastic Games. Hoffer, Children's Singing Games ; Popular Folk Dances and Games. Hollister, Parlor Games. Hornby, Joyous Book of Singing Games. Johnson, G., Education by Plays and Games ; What to Do at Recess. Eastman, V. and K., Swedish Song Games. Lucas, E. V., Three Hundred Games and Pastimes. Moses, Rhythmic Action, Plays, and Dances. Newell, Games and Songs of American Children. Newton, Graded Games and Rhythmic Exercises. Palmer, Play Life in the First Eight Years. Parsons, Plays and Games for Indoors and Out. Perrin and others, One Hundred and Fifty Gymnastic Games. Perry, Community Center Activities. Schaefer, Games for Schools and Gymnasia. Smith, L. R., Sixty Musical Games and Recreations. Sperling, The Playground Book. Squareman, My Big Book of Games. Stecher, Games and Dances. U. S. Bureau of Indian Affairs (Washington, D. C.), Social Plays, Games, Marches, etc. Wrightson, Games and Exercises for Mental Defectives ATHLETICS. A. Introduction Athletic activities imiy take the form of competitive group contests, such as volley ball, baseball, basket ball, hockey, lacrosse, soccer, football, polo, or the more individual, specialized contests such as the so-called field and track events and aquatics. The field events usually include high jumps, broad jumps, pole vault, discus, hammer, javelin, baseball and basket ball throws, and the shot put. The track events include dashes, runs, relay races,' hurdling, walking, bicycling. Aquatics may include swimming, sailing, rowing, and the like. When rightly conducted these activities prove invaluable types of exercise. They help to produce organic vigor and general bodily endurance; they encourage habits of clean, healthful living; and they incite effort, courage, judgment, unselfishness, and loyalty. But in the hands of an unscientific and careless leader, they may be a source of serious physical injury and moral degradation. Careful super\ision ami regulations cannot be overemphasized. B. Special Suggestions. (New York Syllabus.) 1. Training for these athletic activities may take place after school hours, in the gymnasium or playroom, or in the school yard. Training for the individual badge tests (pages 35 and 38) might well take place during the usual recess periods. 2. Instruction should be in the hands of careful, forceful, and thoroughly interested leaders, who understand and sympathize with children, and who are familiar with the various athletic events and regulations governing them. 3. Provisions should be made for the girls as well as the boys. Instruction of the girls should be in the hands of competent women teachers, and that of the boys (specially of the grammar grades and high school) in the hands of men teachers. 4. It is recommended that the boys and girls be organized, with the approval of the local school authorities (wherever it is feasible), into clubs, associations, or leagues, and given reasonable initiative and independence in their athletic affairs. Representatives of the school faculty, the supervisor of physical education, play leaders, and possibly one or two business men (who are particularly interested in healthful, athletic contests) should hi- included in these organizations. 35 5. Emphasize competitions between classes and grades as well as between schools of the district. 6. Individual schools should be encouraged to hold annual field meets, while groups of schools may hold an inter-scholastic meet. 7. Strive to have the contests all-inclusive, making it possible and worth- while for a large number to participate. 8. To avoid specialization and to give every boy and girl a chance to attain a certain honorable standard, use athletic badge tests. 9. It will be found stimulating to keep individual and class records posted. C. Athletics for Boys.* 1. Eligibility The following statements cover points accepted by the Public Schools Athletic League. They may be modified to suit conditions. a. No boy is eligible who has ever taken part in professional athletics. b. A physician's certificate of physical fitness is necessary. Each pupil who desires to participate should be thoroughly examined by the school physician or other approved physicians at the beginning of each athletic season. c. No entry is accepted unless approved by the principal of the school. d. No boy is admitted into any contest who has not received a passing mark for the month previous in effort, proficiency, and deportment. e. No boy may represent his school unless he has been a member of the school for a certain length of time. (The time varies from three weeks to thirty weeks in different cities.) f. In some cities no boy is eligible without the written consent of his parents. g. An elementary school boy may enter one event only at any set of games. (Usually exception is made in the case of a relay.) 2. Individual Badge Test As has been stated, the purpose of this is to do away with specialization, and to give every boy an opportunity to win a badge upon an absolute basis and not upon the ability to beat someone else. There are three tests, each test consisting of three events. A boy qualifying in all three events, wins a badge for that particular test. a. First test: 60-yard dash, 83-5 seconds; standing broad jump, 5 feet, 9 inches; pull up (chinning), 4 times. b. Second test: 60-yard dash (indoors), 8 seconds; or 100-yard dash (outdoors), 14 seconds; standing broad jump, 6 feet, 6 inches; pull up (chinning). 6 times. c. Third test (High School) : 220-yard run, 28 seconds; running high jump, 4 feet, 9 inches; pull up (chinning), 9 times. (All age, weight, or height classifications are abolished in the Athletic Badge Test.) d. Contests The following general rules shall govern final competition: No boy is permitted to receive more than one badge for any grade in any one year. It is necessary to qualify in all three events in any one class in order to win a badge. There shall be but one trial in chinning, one in dashes, and three in the jumps. (1) Pull Up (Chinning) A portable chinning bar in a doorway, a hori- zontal bar in the gymnasium or the rungs of a ladder set at an angle against a building may serve the purpose. Each contestant begins with his hands on the bar. Then with his arms straightened at full length he pulls himself up without a kick, snap, jerk, or swing until his chin is above the bar. Lowering himself again until his arms are straight, he repeats the "Pull Up.'' (2) Standing Broad Jump Whenever possible it is best to prepare a jumping pit by digging up a piece of ground about 4 feet by 25 feet and have 'Reprinted largely from "The Playground," May, 1917, with the permission of the Playground and Recreation Association of America. 36 a wooden or metal strip two inches by four inches imbedded in the ground at one end of the pit flush with the surface, to serve as a "take off." It is also well to mark off 5 feet 9 inches and 6 feet 6 inches from the "take off.'' Each competitor is allowed three jumps, his best jump being taken as his record. "The feet of the competitor may be placed in any position, but shall leave the ground once only in making an attempt to jump. When the feet are lifted from the ground twice, or two springs are made in making the attempt, it shall count as a trial jump without result. A competitor may rock back and forward, lifting heels and toes alternately from the ground, but may not lift either foot clear of the ground, not slide either foot along the ground in any direction." (3) 6o-yard Dash, loo-yard Dash, and 220-yard Run A stop watch is necessary for timing the boys in this event. Under the direction of a starter each individual competitor takes his position on the starting mark. The starter gives the signal by saying: "On the mark," "Get set," "Go." At the word "Go," the timekeeper starts his watch. As the runner crosses the finish line (60 yards, 100 yards, or 220 yards from the starting line), the timekeeper stops his watch. The time indicated on the stop watch is the runner's time. "A false start is one where any part of the person of a competitor touches the ground in front of his mark before the starter purposely gives his signal. The third false start shall disqualify the offender. The competitor shall keep his hands behind the mark assigned to him." (4) Running High Jump "The bar shall be a thin stick and shall rest on pins which shall project not more than three inches from the uprights. When this bar is removed, it shall constitute a trial jump without result. The height shall be measured from the middle of the bar to the ground on a direct line. Each boy shall be allowed three trial jumps at each height. Running under the bar in making an attempt to jump shall be counted as a balk, and three successive balks shall constitute a trial jump." (Official Handbook of the Public Schools Athletic League.) The following order of events is suggested: Pull up (chinning), jumping, running. (5) Badges All the badges are in bronze. 3. Class Athletics The following classification of athletic events may be used for grammar and high school pupils. Opportunities are here given for a large number of participants, who may enjoy healthful exercise and at the same time contribute something toward a final score for their class or school. a. Scoring Table for Grades V-VIII. Weight Classes Honor Standard 60 TO 80 LB. CLASS Points 50 Joints* 100 l-'oints 50-yard Dash 10 ec. . 8 sec. 6 sec. Standing Broad Jump 3 ft. 5 in. 5 ft. 6 In. 7 ft. 7 In. Running Broad Jump 5 ft. 10 in. 10 ft. ' 14 ft. 2 in. Baseball Throw 70ft. . . 120ft. 170ft. 81 TO 95 I.E. CLASS 75-yard Dash 13 sec. - 1 1 sec. 9 sec. Standing Broad Jump 3 ft. 11 in. 6 'ft. S ft.- 1 in. Running Broad Jump 6 ft. 10 in. 11 ft. 15 ft. 2 in. Baseball Throw 100ft. 150ft. 200ft. 96 TO 110 I>B. CLASS 100-yard Dash 16 sec. 1 4 sec. 1 2 sec. Standing Broad Jump 4 ft. 5 in. 6 ft. 6 in. s ft. 7 in. Running Broad Jump 7 ft. 10 in. 12 ft. 16 ft. 2 in. Running High Jump 2 ft. S>/2 in. 3 ft. 9 in. 4 ft. 9V6 in. Baseball Throw . . 130 ft. ISO ft. 230 ft. 37. Weight Classes Honor Standard 111 TO 125 I.E. CLASS Points 50 Points 100 Points 1 00-yard Dash 15 sec. 1 3 sec. 1 1 sec. Standing Broad Jump 4 ft. 11 in. 7 ft. ! ft. 1 in. Running Broad Jump 8 ft. 10 in. 13 ft. 17 ft. 2 in. Running High Jump 2 ft. 11% in. 4 ft. ", ft. % in. Baseball Throw 145 ft. 195 ft. 245 ft. UNLIMITED CLASS (weighing over 125 Ihs. ) 1 00-yard Dash 14 sec. ] 2 sec. . 1 sec. Standing Broad Jump 5 ft. 5 in. 7 ft. 6 in. 9 ft. 7 in. Running Broad Jump 9 ft. 10 in. 14 ft. IS ft. 2 in. Running High Jump 3 ft. 3% in. 4 ft. 4 in. 5 ft. 4% in. Baseball Throw 160 ft. 210 ft. 260 ft. t b. Points are scored on the following basis: All dashes for every 1/5 sec. better than the minimum 5 points Standing Broad Jump for every half in. better than the minimum .... 1 point Running Broad Jump for every in. better than the minimum 1 point Running High Jump for every quarter in. better than the minimum. ... 1 point Baseball Throw for every foot better than the minimum 1 point c. Trials Each participant is allowed three trials. In the broad jump, the best one of the three is taken down as the boy's record. In the high jump, three trials are allowed for each height, should they be necessary. In the baseball throw, the best of the three trials is taken for the record. (1. For averages concerning weight, age. honor standards, etc.. see American Physical Education Review, May, 1017, pp. 286 and 287. e. Materials Needed Weigliing scales, 50-foot tape, stop watch, jumping standards, baseball. 4. Championship Meets, Inter-school Competitions. a. Events for Elementary Schools. ( 1 ) Indoor Track and Field Events '. 85-pound Class 50-yard dash, running high jump, standing broad jump, 360- ynrd relay race. 100-pound Class 60-yard dash, running high jump, standing broad jump 440-yard relay race. 115-pound Class 70-yard dash, S-pound shot put, standing broad jump, 440- yard relay race. Unlimited Weight Class 100-yard dash. 12-pound shot put, running high jump, 880-yard relay race. (2) Outdoor Track and Field Events: S5-pound Class 50-yagd dash, running high jump, running broad jump. 360- yard relay race. 100-pound Class 60-yard dash, running high jump, running broad jump. ! 10- yard relay race. 115-pound Class 70-yard dash, 8-pound shot put, running broad jump, 4-10- yard relay race. Unlimited Weight Class 100-yard dash, 12-pound shot put, running high jump, 880-yard relay race. (3) Basket Ball. (4) Indoor Swimming. (5) Outdoor Baseball. (6) Soccer Football. (7) Hand Ball. b. Events for High School. (1) Indoor Track and Field Games. (2) Outdoor Track and Field (James. ( 3 ) Soccer. ( 4 ) Cross Country. ( 5 ) Lacrosse. (6) Indoor Rifle Shooting. ( 7) Tennis. (S) Indoor Swimming. ( 9 ) Hockey. (10) Outdoor Rifle Shooting. (11) Basket Ball. (12) Baseball. (13) Football. 61178 38 .1. Novice Meets. In some cities novice meets are held. They are conducted in the same manner as championship meets. As the object of holding novice meets is to give boys of less athletic ability than those who engage in championship meets, a chance to have the benefits of athletic competition, every school is allowed to enter as many boys as desired in each event. Xo boys who have won, or been placed in a race or other event in a meet under the auspices of the Public Schools Athletic League -that is, no boy who has ever won a medal or bar other than a novice button in any previous meet is allowed to compete. I). Athletics for Girls.* 1 . Eligibility. a. A physician's certificate of physical fitness is necessary. b. She must have been in school one school month. c. She must have her principal's recommendation in regard to her standing in effort, deportment, efficiency, and posture. d. She must not play basket ball or take part in athletic competitions outside of school unless under the auspices of the league. 2. Individual Athletic Badge Test. a. First test: All-up Indian club race. 30 seconds; or potato race, 42 seconds; basket ball goal throwing, 2 goals, 6 trials; balancing, 24 feet, 2 trials. b. Second test: All-up Indian club race, 28 seconds; or potato race, 39 seconds; basket ball goal throwing, 3 goals, 6 trials; balancing (bean bag or book on head), 24 feet, 2 trials. c. Third test: Running and catching, 20 seconds; throwing for distance, basket ball 42 feet, or volley ball 44 feet; volley ball serving, 3 in 5 trials. d. Events There are no height, weight, or age limits in this test. The following rules shall govern the final tests: (1) Unless otherwise stated in these rules, there shall be but one trial in each event. (2) It is necessary to qualify in all three events in any class in order to win a badge. (3) Xo girl is permitted to receive more than one badge in any one year. (4) Xo girl is entitled to more than one first, second, or third test badge, even though a full year has elapsed since she last qualified for a badge. (5) If a girl has already qualified for a third test or a second test badge, she may qualify for and receive a badge for the lower test, provided a full year has elapsed. 3. All- Up Indian Club Race Draw two tangent circles, each three feet in diameter. In one of the circles place three one-pound Model BS Indian clubs. At a point distant from a line passed through the center of the circles, and parallel to it, draw a line to be used as a starting line. On the signal the girl nuis from the starting line, transfers the three clubs, one after the other, to the vacant circle so that they remain standing, and runs back to the starting line. The girl makes three such trips, finishing at the starting line. The girl is pennitted to use but one hand in transferring the clubs. The surface within the circles should be smooth and level. A wide board may be used when the test is made out of doors. To qualify in this event for a first test badge, a girl must make the three trips to the circles in 30 seconds. To qualify in this event for a second test badge, a girl must make the three trips to the circles in 28 seconds. 4. Potato Race On a direct line draw four circles, each twelve inches in for details see "The Playground," May, 1917. 39 diameter and five yards apart from center to center. Five yards back of the center of the first circle and at right angles to the direct line, draw a line to be used as a starting line. This is also the finish line. On the first circle place a basket or other receptacle not over two feet in height and with an opening not exceeding one foot in diameter. On the signal the girl runs from the starting line, takes one potato from the basket and places it in the first vacant circle (the one nearest the basket I. runs back to the basket, passes between it and the starting line, takes the second potato from the basket, places it in the second circle, returns to the basket, passes between it and the starting line, takes the third potato from the basket, places it in third circle and. runs back to the starting line. From the starting line she runs to the first circle, picks up the potato and replaces it in the basket, passes between the basket and the starting line, runs to the second circle, picks up the potato, replaces it in the basket, passes between the basket and the starting line, runs to the third circle, picks up the potato, replaces it in the basket, and runs across the finish line. If a potato is dropped anywhere but in the circle where it should be placed or in the basket, it must be picked up and properly placed before another is touched. To qualify in the event for a first test badge, a girl must cross the finish line within 42 seconds from the time the signal to start is given. To qualify in this event for a second test badge, a girl must cross the finish line within 39 seconds from the time the signal to start is given. Wooden blocks may be substituted for potatoes. 5. Basket Ball Goal Throwing The regular basket ball goal may be used or a ring 18 inches in diameter (inside). It should be placed 10 feet above the ground, and the inside rim should extend six inches from the surface to which it is attached. From a point directly Tinder the center of the goal draw a semi-circle within a radius of 15 feet, for a throwing line. The girl may stand at any point outside of but touching the throwing line. The basket ball used shall be of standard size and weight. The goal may be made either by a clear throw or by bouncing against the back-board. To qualify in this event for a first test badge, a girl must make two goals in six trials. To qualify in this event for a second test badge, a girl must make three goals in six trials. 6. Balancing A standard balance beam, twelve feet long and two inches wide, may be used, or a two by four-inch plank, set on the two-inch side. The length shall be 12 feet. There is no time limit in this event, but then- should be an endeavor to meet the requirements promptly, without haste, and with perfect poise. In the first test the girl starts from the center of beam, walks forward to the end, without turning, walks backward to center; turns and walks forward to other end; turns and walks forward to starting point. In the second test the girl starts from center of beam with a bean-bag or book balanced on her head and walks forward to the end; turns and walks forward the entire length of the balance beam; without turning, walks backward to starting point. Two trials are allowed in each test. 7. Running and Catching At a distance of 30 feet from the starting line and parallel to it. stretch a cord 10 feet from the ground. On the signal the girl runs from the starting line, tosses a basket ball or a volley ball over the cord, catches it. and runs back to the starting line. Three such trips are made, finishing at the starting line. In case of failure to catch the ball, it must be secured, tossed over the cord (either direction), and caught before continuing the run. The starting line and the cord should both be well away from any wall, backstop, or other object, so that neither the contestant nor the ball shall touch any obstruction during the run. To qualify for a badge in this event, the three trips must be made in 20 seconds. 8. Throwing for Distance A circle six feet in diameter shall be marked 40 on the floor or ground. In throwing, contestants shall not touch outside the circle with any part of the body until after the ball has struck the ground. If any part of the body touches outside the circle, the distance made shall not be recorded, but the throw shall count as one trial. Three trials are allowed and the best throw shall be taken as the record. The throw is to be made with one hand, and the distance required to qualify is 42 feet with a basket ball or 44 feet with a volley ball. If this test is made out of doors, it should be done on a day when the wind does not blow. !). Volley-ball Serving A volley-ball net or piece of cord shall be stretched at a center height eight feet across the playing space. Twenty-four feet distant a line shall be drawn on the floor or ground parallel to the net. The contestant with volley ball in hand shall stand facing the net and toeing the line with either foot. She tosses the ball with one hand as in tennis and strikes it with the other hand over the net so that it shall fall within a square 10 by 10 feet. This square shall be marked on the floor or ground 10 feet from the net and at right angles to it. Five trials are allowed to make three aces. If the contestant steps forward over the line before the ball strikes the ground, no score is allowed, but it counts as one trial. 10. Sanctioned Athletics. a. For the elementary school girl. (For special regulations, see "The Playground,'' May, 1917.) Walking, swimming, coasting, rope skipping, folk dancing, skating (ice and roller), relay races (shuttle, potato, all-up, hurdle, pass ball), basket-ball throw, team games (end ball, captain ball, basket. ball, punch ball). b. For high school girls. I. Walking. II. Swimming. III. Skating. 1, ice skating; 2, roller skating (out-of-doors). IV. Horseback-riding. V. Bicycling. VI. Golf. VII. Tennis. VIII. Dancing. 1, folk dancing; 2, gymnastic dancing. IX. Heavy gymnastics. X. Track and field athletics. 1, simple relay ; 2, shuttle relay ; 3, potato relay ; 4, hurdle relay ; 5, basket ball throw ; 6, baseball throw. XI. Team games. 1, indoor baseball ; 2, field hockey ; 3, basket ball ; 4, captain ball ; 5, volley ball ; 6, Newcomb ; 7, end ball ; 8, punch ball ; 9, pin ball. E. Inter-class Championship Games in High Schools. High school championships are decided within the school by a series of games whereby each team of the school plays each of the other teams entered in the school championships. The team winning the greatest number of games is the winner of the school championship. If more than four teams are entered, preliminary games are played to pick the four strongest teams. For the six games in which each of these four teams play each of the others, a referee is assigned. All games and contests are played in the school buildings or grounds, except where there is no suitable space under the direction of the instructor of physical education or some other instructor appointed by the principal. F. References rAmerican Physical Education Review, Testing Athletic Ability of Elementary School Boys (article). Bancroft & Pulvermacher, Handbook of Athletic Games. Beard, Outdoor Handibook. Bjurstedt, Tennis for Women. Clarke & Dawson, Baseball. Dier, The Book of Winter Sports. Dudley & Kellor, Athletic Games for Women. Graham & Clark, Practical Track and Field Athletics. McJLoughlin, Tennis as I Play It. Moore, Keeping in Condition. New York City, Rules of the Public Schools Athletic League. Playground and Recreation Association of America, 1 Madison avenue, New York City, Athletic Tests. Rath, Apparatus, Track and Field Work for Women. Reilly, Rational Athletics. Spaulding, A. G., Athletic Library Rule Books. Sterner. Guide to Track and Field Work. Withington, Book of Athletics. FESTIVALS AND PAGEANTS. A. Introduction Observance of the holidays and other special days should play an important part in the recreational life of .the school and community. Such days as Columbus Day. Hallowe'en, Thanksgiving, Christmas. Valentine's Day. Washington's and Lincoln's Hirt Inlays. Kaster, Arbor Day, May Day. Peace Day, etc., may be made so much more impressive when celebrated iti the form of a pageant or festival. In planning for .-such a celebration care invent be taken that the central thought or story is clear and vivid, and really central at all times; that the preparations are simple, consistent, and appropriate; and that the participants are as all-inclusive as possible. To be truly educa- tional and valuable as a social factor, group activities and not exhibitions of individual skill should make up the major part of the festival. For particular, authoritative advice and suggestions, see references below. B. References* Atlantic Educational Journal, Festivals. Bates, E., Pageants and Pageantry. Beegle and Crawford, Community Drama and Pageantry. Bjorkman, F., Nation Learning to Play A Summer of Patriotic Pageants (World's Work). Chubb, P., Festivals and Play. Corbin and Fisher, Making of a Festival (Playground, Vol. V, 1912). Davil, Handbook of American Pageantry. Emmanuel, The Antique Greek Dance. Gardiner, Greek Athletic Sports and Festivals. Hofer, M., Christmas in Merry England, Harvest Festival. Spring Pantomime. Keith, Historical Folk Dance Book. Kimmins, The Guild Play Book of Festival and Dance. Langdon, W. C., Celebrating the Fourth of July by Means of Pageantry, Pageant in America, Philadelphia Historical Pageant. Lincoln, J., Festival Book. Lord, K., 1'ageant of the Evolution of Industry (Playground, Vol. V, 1912). Mackey, Costumes and Scenery for Amateurs, How to Produce Children's Play, New Fourth of July, Patriotic Pageants and Plays for Young People, The Forest Prince and Other Masques. Merrington, Festival Plays. Needham, Folk Festivals Their Growth and How- to Give them. Oberholtzer, Historical Pageants in America and England, with Suggestions for Similar Spectacles. Schauffler, R., Our American Holidays. St. Nicholas, Our Holidays, Their Meaning and Spirit (Century, 1905). Stevens and Goodman, Pageant for Independence Day. Taintor. A Rural Pageant (Playground, Vol. VII, 1913). Wade, What the Pageant Does for Local History (Review of Reviews, September, 1913). See also, Department of Recreation, Russell Sage Foundation, New York City. Playground and Recreation Associa- tion of America. 'Taken largely from "Sources of Information on Recreation," Russell Sage Foundation. EXERCISE BY GRADES GRADE I. A. Gymnastics in the Form of Story Plays and Mimetic Exercises. 1. The Story Play. a. Composition The story play consists of exercises which are in imitation of some form of activity interesting to the child of six years, and which in most cases are so connected as to form a simple story. The exercises in general have the following progression: Running, breathing, shoulder blade exercises, trunk movements, jumping, running, breathing. b. Presentation To be highly successful, the story play needs a teacher who understands the interests of children, and who possesses a vivid imagina- tion and simple dramatic ability. But good results may be obtained if the following points are observed: Know the story play thoroughly; picture the exercises to the children with sympathy and vividness. Draw the story from the children. Make your directions simple, clear, and consistent. Don't say "aisle" when path or road would be more in keeping. Be quick to 'observe, to suggest, to enliven. Your own demeanor should be energetic and wideawake. Get as much action and interest out of the story play as possible. c. Subjects These are varied, and may fit the season of the year. Stories based upon outdoor life, such as that of the farmer or woodsman, or dra- matized tales, such as "Red Riding Hood,'' are always appealing. The follow- ing lists are suggestive: September-November 1. Squirrel's Breakfast. 2. In the Woods. 3. A Day on the Farm. 4. Playing with the Leaves. 5. Indians. 6. Gathering' J^uts. December-February 1. Snow Play. 2. Snowstorm and Jack Frost. 3. Get- ting Xmas Tree. 4. Winter Sports. 5. Christmas Day. March-April 1. Spring. 2. A Rainy Day. 3. Housecleaning. 4. Cutting the Grass. 5. Gardening. Other subjects 1. Forest Elves. 2. Little Mice. 3. Little Boy Blue. 4. Jack and the Beanstalk. 5. Countries. 6. At the Circus. 7. On the Playground. 8. Soldiers. 9. Sailors. 10. Playing Fire. 11. Building a House. 12. Fishing. 13. At the Seashore. d. Development The story play may be developed as follows: (The first two include detailed descriptions of the exercises and commands which may be used.) A Day on the Farm 1. Running or skipping over grass to fields. Running or skipping around the room, one row following the other. "Ready go!" 2. Blowing dandelion seeds. Hold imaginary flower in right hand. "Take a deep breath in ! Blow the seeds off blow .'" 3. Shaking fruit trees. Standing on tip-toes, arms stretched over head, shake high branches of tree, 5-10 times. "Ready begin!" 4. Picking up fruit and throwing into basket. "Stoop down to pick up fruit one! Stretch knees and throw fruit into basket on left side two! Keep it going ten times begin!" 5. Swimming in the pond. Feet apart, arms and hands in swimming position, in front of chest, elbows bent. "Shoot the arms forward one ! Spread apart two ! Back to chest three ! Repeat One.' Two! Three!" 6. Rowing. Sitting on desks, arms reaching out in front, grasping oars, trunk inclined forward. "Pull back one! Bend trunk forward again for another pull two!" Try in rhythm. 7. Running back to house, jumping over stone walls. Outline space on floor with chalk. Children, 4'i in circle formation, jump one at a time over designated space. X. Regaining breath. "Deep breathing with arm raising sideways In! Out!" Playing Fire 1. Driving horses to fire. Different flre apparatus for each row of children, who gallop around the room. "Ready go!" and back to seats. 2. Deep breathing to prepare for work. "In! Out!" 3. Playing water on flames. Feet apart, grasp hose in front, arms outstretched. "Move arms slowly to left side, twisting the body somewhat one! Sway over to right side two!" Repeat and try in rhythm. 4. Climbing ladder to window. Opposite hand and foot used. Left hand and right knee up. "Changing hand and knee Change! Again one! 7' too.' Keep it up begin!" ">. Chopping window open. Feet apart, hands over right shoulder grasping ax, body twisted somewhat. "Chop down one! Swing to other shoulder two! Keep it going 10 counts go!" 6. Throwing clothes out of window. "Stoop down, pick up armful of clothes, etc. one! Stretch up and throw out of window two!" Repeat. 7. Descend- ing ladder. (See Exercise 4 above.) 8. Driving horses home. Slow trotting around room, holding reins in front. 9. Getting rid of smoke in lungs. "In ' Out !" The Squirrel's Breakfast 1. Run to chestnut grove. 2. Smell chestnut.*. 3. Pick chestnuts. 4. Dig hole and bury nuts. 5. Jumning from tree to tree. 0. Run down tree and across ground to home. 7. Breathing. Playing with the Leaves 1. Run to the grove. 2. Breathe the strong wind. 3. Picking up leaves and throwing them to the winds. 4. Raking the leaves into a pile. 5. Jumping into pile. 6. Running home against the wind. 7. Deep breathing to regain breath. In the Woods 1. Running to the woods. 2. Wind blowing through the trees. 3. Birds fluttering among the branches. 4. Flowers nodding their heads. 5. Trees swaying in the breeze. 6. Squirrels hopping about. 7. Rabbits running swiftly over the ground. 8. Sighing of the wind. Indians 1. Walking like warriors to embark in canoe. 2. Paddling down the river to the dense woods. 3. Running through the woods, hunting for game. 4. Shooting with bow and arrow (kneeling). 5. Picking up game, and throwing over shoulder, and carrying back to canoe. 6. Paddling home. Gathering Nuts 1. Run to woods. 2. Deep breathing. 3. Reach up and shake branches of tree. 4. Stoop to pick up and throw into basket. '. Run home, jumping over brooks and stone walls. 6. Breathing to regain breath. Snow Play 1. Running out to big fields covered with snow. 2. Wind blowing and snowflakes falling. 3. Shoveling snow. 4. Making snowballs and putting them into pile ready to throw. 5. Throwing snowballs at snowman. 6. Run- ning back home, jumping over snowdrifts. 7. Blowing the snow off coats. Snowstwm and Jack Frost* I. Snow falling. 2. Wind blowing. 3. Jack Frost paints windows. 4. Jack Frost steps up on a fence. 5. Jack Frost jumps into snowdrift. 6. Jack Frost scampers home. 7. North wind blowing. Getting Xmas Tree 1. Run to woods with axes and saws. 2. Blowing the snow off trees: 3. Getting warmed up. 4. Chopping down tree. 5. Sawing the tree. 6. Run home, dragging tree. 7. Deep breathing. Winter Sports 1. Running to field, jumping over snowdrifts. 2. Regaining breath. 3. Warming up. 4. Shoveling snow, making a fort. 5. Making snow- balls. 6. Throwing snowballs' at enemy. 7. Jumping into snow over drift. 8. Run home. Christmas Day 1. Running about to get waked up. 2. Being balloons. 3. Jack-in-the-Box. 4. Snapping a whip. 5. Rocking horses. 6. Elephants. 7. Jumping Jack. S. Engines running around track. 9. Whistles. Spring* 1. Skipping to woods. 2. Smell flowers that are hidden under the leaves. 3. Picking flowers and putting into basket. 4. Looking for the birds. 5. Jumping over tree trunks. 6. Wind blowing through the trees. A Rainy Day* -1. The rain pattering down. 2. Wind blowing the clouds across the sky. 3. Lightning (quick arm bending and stretching). 4. Swaying of trees. 5. Jumping over mud puddles. 6. Trying to blow the clouds away. House Cleaning 1. Open windows. 2. Deep breathing Jiefore commencing work. 3. Rolling up the rugs. 4. Sweeping the room. .">. Dusting the top shelves. 6. Taking rugs out of doors. 7. Beating and shaking rugs. x. Rolling up rugs and bringing back to rooms. 9. Breathing to get dust out of lungs. Cutting the Grass* 1. Pushing the lawn mower around the yard. '2. Resting with deep breathing. 3. Raking the gtass into pile. 4. Picking up armfuls of grass and throwing into wheelbarrow. 5. Cutting the edge of the grass with shears. 6. Pushing wheelbarrow with grass to end of yard and dumping into box. 7. Smelling the grass. Gardening 1. Skipping to garden with bag of seeds, rake and spade. '2. Taking deep breaths before beginning work. , 3. Spading the ground. 4. J'ick- *See Grade I (pamphlet) Springfield. 44 ing up stones and throwing them into piles. 3. Raking the earth. 6. Planting seeds and smoothing over ground. 7. Skipping back to home. Forest Elves* Elves skip out to play at night. 2. They smell the flowers. 3. They pick grapes and berries. 4. They, chase the squirrels and rabbits. 5. They jump over the brooks and streams. 6. They blow out the stars and moon. Little Mice* 1. Mice run softly to pantry. 2. They smell th cheese on top shelf. 3. They climb up to shelf. 4. Cat awakes, stretches himself, and looks on top and lower shelf for mice. 5. Mice scamper home, jumping over bowl of milk. 6. Deep breathing. Little Boy Blue 1. Skip to the meadow. 2. Blowing horn. 3. Raking the hay. 4. Gathering armfuls of hay and throwing into mound. 5. Jumping into hay. 6. Skipping home. 7. Big blasts on horn. Jack and the Beanstalk 1. Jack skips to garden. 2. Takes deep breaths. 3. Climbs the beanstalk. 4. Runs to giant's house. 5. Picks up many bags of gold and runs back to beanstalk. 6. Climbs down beanstalk. 7. Chops down beanstalk. 8. Deep breathing after work. Countries^ 1. Scotchmen playing bag-pipes. (Walking around room, imitat- ing instrument.) 2. Swiss climbing the mountains. (Walk around with high steps, using mountain stick to help.) 3. Windmills in Holland. 4. Venetians poling their gondolas. (Children standing on chairs.) 5. Japanese walking around with short, quick steps. 6. Deep breathing. At the Circus 1. Parade at the beginning, each row representing a part. 2. Horses galloping around the ring over hurdle. 3. Elephants. 4. Dogs jump- ing through hoops. 5. Clown balancing a stick on his chin. 6. Walking the tight-rope. 7. Chariot race. On the Playground 1. Skipping to playground. 2. Deep breathing. 3. Throwing and catching balls. 4. Digging and shoveling in the sand-pile. 5. Pushing the swings. 6. See-sawing. 7. Jump rope. 8. Skipping home. Soldiers 1. Marching around with swords and guns. 2. Hoisting the Ameri- can flag. 3. Saluting the flag. 4. Exercises with the guns. 5. Target practice from kneeling position. 6. Blowing the bugle. 7. Marching back. Sailors* 1. Walking to wharf. 2. Breathing in the salt air. 3. Rowing to ship. 4. Climbing up rope ladder to deck. 5. Hoisting the sail. 6. Pulling up the anchor. 7. Blowing for the wind. Building a House 1. Running to vacant field. 2. Digging the cellar (break up ground with pick-ax). 3. Shoveling dirt. 4. Pounding in stakes with sledge hammer. 5. Lifting up boards and nailing. 6. Climbing up a ladder with a load of mortar or bricks. 7. Climbing down. 8. Lunch time resting. Fishing 1. Run out to garden to dig for bait. 2. Skipping to lake or river. 3. Rowing out to middle of lake. 4. Throwing line with bait into water. 5. Pulling in the fish. 6. Rowing back. 7. Running home with fish over shoulder. At the Seashore 1. Running along the beach. 2. Breathing the salt air. 3. Throwing stones into water. 4. Swimming in the water. 5. Diving. 6. Shoveling sand, making a big pile. 7. Jumping over pile. 8. Skipping home. 2. Mimetic Exercises These may be used for the relief period, the teacher .selecting an exercise from at least three groups, always from those marked warming-up, breathing, and compensatory. a. General Warming-up Exercises Marching, skipping, running, galloping, flying. These may be accompanied by music. / b. Breathing Exercises. (1) Blowing dandelion seeds. Hold flower in right hand. "Take a deep breath in .' Blow the seeds off blow .'" (2) Blowing up paper bag. Hold bag in right hand. "Take in a deep breath one! Blow up the bag two! Burst the bag three!" c. Compensatory Exercises In general, all-round trunk exercises involving the use of the legs, arms, and trunk.! (1) "Walk" (b) st. forward bending with hand clapping behind knee, alter- nating with hand clapping in front of face. Place the left foot forward. Bend forward, clapping hands behind knee of advanced foot ; raise the trunk and clap hands together in front of face. Do it in rhythm, first with the left foot forward and then with the right. (From 8 to 12 times on each side.) (2) Stride st. chopping wood. Jump with the feet apart Hands hold hatchet over left shoulder. Chop down and raise hatchet to other shoulder. Have children follow by imitation. Keep it up 10 times or more. "Ready begin '." Springfield. fDetroit. tExercises c-1, 2, 4, 6, 8, 9, 10, 11, 13, 15; cl-1, 2, 3, taken from "Health, Strength and Power" D. A. Sargent. 45 (3) Climbing ladder. Alternate arm flinging forward, upward with opposite alternate knee upward bending. (Demonstrate first.) Raise the left arm high, grasping side of ladder, also bend the right knee upward. Begin to climb slowly rungs far apart then increase in speed. (4) Stride st. scooping sand. Jump with feet apart. Stoop down to scoop up sand with both hands ; stand erect and raise arms above the head. Keep it up in rhythm from 8 to 12 times. Repeat. (5) Rowing, sitting on desks. Sitting on desks, facing back of room, feet under chair. Trunk bent forward, arms outstretched. Bend the arms and at the same time raise the trunk, leaning backward a little. Keep it going in rhythm. (6) Stride st. driving stakes with sledge hammer. Jump with feet apart. Swing hammer back to other shoulder. Demonstrate movement and start in rhythm. (7) Picking up stones and placing on one side, left and right. "Down one! Up and throw to left side two! Again one! Two! Now keep it up 10 times. Ready go!" Same on right side. (8) Locomotive. Left leg is drawn up; right arm extended; left arm drawn back. Change of arms and feet by alternate knee upward bending and arm stretching forward. In rhythm 10-15 times. (9) Rope-pulling horizontal. Left foot advanced in front of right. Trunk bent forward a little ; arms extended in front, grasping rope ; left knee is bent. Bend the arms, pulling rope back, straightening left knee and bending right. Keep it going in rhythm. Repeat with right foot advanced. (10) "Bend" st. chicken wings. (Arms bent, hands in front of shoulder.) Raising of elbows with alternate knee upward bending. Rhythm is vigorous. (11) Mowing with scythe. Jump with feet apart. Both arms extended downward on right side. Sweep the arms around to left, bending the knees slightly. Keep it going in rhythm. (12) Stride st. planting seed. "With a jump, feet sideways place!" Take seed or plant from desk on left side with left hand (right hand tm hip). Stoop down to plant with slight trunk twisting to right. Keep this up in rhythm. Repeat, planting with right hand, left on hip. (13) Pulling rope overhead. (Hoisting sail.) Feet slightly apart. Right arm extended, grasping rope above ; left hand grasping rope below waist. Pull rope down with right hand, bending both knees at same time. Repeat with left, etc. Keep it going in rhythm. (14) Stride st. shoveling (snow or coal). "Feet sideways place!" Both hands grasping handle of shovel, bend down and shovel ; then raise trunk, throwing contents of shovel over left shoulder. Keep it going in rhythm. Repeat, throwing over right shoulder. (15) Rowing. Left leg advanced, right knee bent, arms held bent at sides, weight on right leg. Reach well forward, bending and throwing weight on to left leg, and extending arms toward floor. Pull par back, returning to starting position. Keep it up in rhythm. Repeat with right foot advanced. d. Lateral Trunk Exercises. (1) Tree swaying from "cross (e)" stride position. Feet apart, arms stretched overhead, bent at elbows but not held rigid. Side bending of trunk, swaying from left to right in rhythm. Have class follow by imitation. (Movement slow and smooth.) (2) Weather-vane cross (c) stride st. trunk twisting. "Jump with feet apart. Arms sideways raise ! Bend, trunk twisting to left and right in slow, even time. Ready begin .' (3) Steamboat (Cross (c) stride st. side-and-knee bending). "Jump with feet apart. Arms sideways raise .' Bend over to left side, with left knee bending. Come to erect position and then bend to right, etc. Keep it going in rhythm. Ready begin !" e. Balance Exercises. (1) Shaking fruit from branches of tree. Standing on tip-toe, arms stretched high overhead. Shake fruit from branches of tree 8-10 times in quick rhythm. (2) Hip grasp walk (b) st. heel raising (weight on advanced foot). Imagine balancing object on head. (3) Hip grasp toe st. slow walk forward, as on rails of track. "Hands on hips place! Heels raise!" Walking forward slowly on toes (as if on rail of track). "Ready go! And stop!" (Informal facing.) Repeat, going back to places. f. Precipitant Exercises. (1) Jumping over stream. Circle formation. (Draw outline of stream on floor in front of seats.) One child at a time jumps. Be ready to receive Jumpers. (2) Jumping over ruler or pointer. Circle formation. One child at a time jumps. Two children (girl*) may hold ruler. Be ready to receive jumpers. (3) Running jump up and touch ruler or branches of tree. Circle formation. 46 Ruler held high. Try to touch ruler first with right hand, then with left. Stand in proper position to receive runners. (4) Climb over stone walls. (Seats.) Children climb over seats into opposite aisle on command, "Ready go!" (5) Foot placing sideways with hand slapping overhead (Jumping Jack). Demonstrate first. "Ready begin! Class, halt!" (6) Hip grasp st. jumping on toes 10 times. "Hands on hips place! Jump on toes 10 times. Ready begin!" (Rhythm fairly quick.) B. Games and Plays.* Playground Mr. Slap Jack. Teacher and Class. Drop the Handkerchief. Cat and Rat. Follow the Leader. Squirrel in Trees. Charlie Over the Water. Belled Cat. Railroad Train. Fox and Rabbit (Squirrel). Hands Up. Garden Scamp. I Spy. Skip Tag. This is the Lady (S. P. G. M.). Round and Round Went the Gallant Ship. Puss-in-the-Corner. Circle Game. Blind Man's Buff. Cat and Mice. Schoolroom Jack Be Nimble. I Saw. Squirrel and Nut. I Say Stoop. Changing Seats. Crossing the Brook. Bean Bag in the Circle. Prince Tiptoe. Ring Master. Ride the Thimble. Butterflies (Oregon). Rhythmic Plays King of France. Roman Soldiers. I Went to Visit a Friend. Muffin Man (on record). Looby Loo (on record). Did You Ever See a Lassie? (on record). Jolly Miller (on record). Ring Around a Rosey. London Bridge (on record). Ten Little Indians. Nurture Play** Dolls. House. Pets. Gardens. Constructive Plays** Sand Box. Clay Modeling. Folding. Cutting Out. Drawing. Weaving. Raffia. Bead Work. Sewing. Knitting. Whittling. Other Plays Skating. Sliding. Coasting. Wading. Swimming. Jumping Rope. Climbing Ladders, Ropes, Poles, Rings. Rolling Hoops. Roller Skating. i For descriptions see Bancroft and other references, pages 33-4. Reprinted from "The Playground" with permission of the Playground and Recreation Association of America. C. Dances.* Yankee Doodle (Ms. ).t Merry-Go-Round (Ms.). Goosey, Goosey Gander (Ms.). Lucy Locket (Ms.). Brownies and Fairies (Ms.). Tin Soldiers (Ms.). I See You (Bl. I & Cp. II). t Carousal (Bl. I & Cp. I). Danish Dance of Greet- ing (Bl. I & Cp. I). German Clap Dance (Cp. I). Seven Jumps (Bl. TI).t Gustaf Skoal (Bl. II). t Peer Spelman (Cp. II). This the Way Mv Dolly Walks (Cf. II). Pussy Cat, Pussy Cat (Ms.). Pop Goes the Weasel.'t Marusaki. I Should Like to Ride a Pony. Robin Red Breast. Hickory- Dickory-Dock. For explanations of abbreviations, see page 30. tOn talking machine records. GRADE II. A. Gymnastic Drills. [The following lessons include exercises progressively arranged, each having a particular purpose. In general the exercises are given in two parts: The first includes the name of the exercise, and describes concisely what is desired for complete execution. The second part, in quotations, suggests the commands to be used. The final command, the signal for execution, is printed in hrnry type. For detailed explanations of starting position* and movements see Chanter II "Exercise in Detail."'] Lesson I 1. Standing (on clapping of Ijaiids). Emphasize standing tall and still like a statue or soldier. 2. Running. One line at a time around room. Heads high, light, quick steps like spirited horses. 3. Hip grasp st. deep breathing. (Swelling and flattening of a balloon.) Hands placed on the hips. Deep breathing "In Out!" 4. "Walk (b)" st. forward bending, with hand clapping behind knee, alternating with hand clapping in front of face. (Sargent, Ex. 39.)* Place the left foot forward, ftend forward, clap- ping hands behind knee of advanced foot; raise the trunk and clap hands together in front of face. (Commands may be, "Down! Up!" or "One! Two!" Do it in rhythm, first with the left foot forward, and then with the right. (From 8 to 12 times on each side.) 5. Shaking fruit from branches of tree. Standing on tip-toe, arms stretched high overhead. Shake fruit from brandies Health, Strength and Power," by D. A. Sargent. 47 of tree 8-10 times in quick rhythm. 0. Running in place, like a sewing machine. (Demonstrate first.) Start slowly and lightly, then gradually increase in speed.. 7. Arm raising sideways with deep breathing. "Raise the arms sideways and take a long, deep breath one! Two! Again one! Two!'' Lesson II 1. Standing (on clapping of hands). Emphasize getting up quickly and quietly, and standing tall and still. 2. Marching. 3. Hip grasp st. backward moving of head with deep breathing (blowing of the wind). "Place the hands on the hips. Take in a long, deep breath in! Blow it out like the wind blow! Way up high one! Two!" 4. Stride st. chopping wood. (Sargent, Ex. 4.) Jump with the feet apart. Hands hold hatchet over left shoulder. Chop down and raise hatchet to other shoulder. Have children follow up by imitation. Keep it up 10 times or more. "Ready! begin!" 5. Climbing ladder; alternate arm flinging forward -upward, with opposite alternate knee upward bending. (Demonstrate first.) Raise the left arm high, grasping side of ladder; also bend the right knee upward. Begin to climb slowly rungs far apart then increase in speed. 6. Ann raising sideways (palms up) with deep breathing. "Raise the arms sideways with the palms turned up one! Two! Same with deep breathing one! Two!" Lesson III 1. Standing from sitting position. (Use in all following les- sons.) 2. Skipping. One line at a time around the room. Emphasize light- ness and vigor. 3. Turning of palms with deep breathing. "Turn the palms outward and take a deep breath one! Two! Again one! Two!" 4. Stride st. scooping sand. (Sargent, Ex. 9.) Jump with feet apart. Stoop down to scoop up sand with both hands; stand erect and raise arms above the head. Keep it up in rhythm from 8 to 12 times. 5. Hip grasp walk (b) st. heel raising (weight on advanced foot). Imagine balancing object on head. Hands placed on hips, left foot forward. Rise well upon the toes, keeping as still as possible so that basket or bundle will not fall from head. Repeat 2 or 3 times. Repeat with right foot forward. 6. Arm bending (in rhythm). Start immediately in rhythm, class imitating until all are executing movement together. 7. Hip grasp st. deep breathing. (Blowing soap bubbles up into air.) "Hands placed on hips. Take a deep breath. (Head bent back to blow bubbles up into air.) Blow! Again one! Two!" Lesson IV 1. "Attention!" and "In place rest!" (Use hereafter in all following lessons: "Class attention!" (Like soldiers.) "In place rest!" (Left foot to side.) 2. Jack-in-the-box. Moderate knee bending (with slight support of hands on knees) and quick return. Feet somewhat apart. "When I say one! bend the knees quickly one! Now stretch knees two! Repeat one! Two!" Try in rhythm. 3. Arm raising sideways, with backward mov- ing of head and deep breathing. "Arm raising sideways, with deep breath- ing one! Two! Some with head moving backward one! Two!" 4. Rowing, sitting on desks. Sitting on desks, facing back of room, feet under chair. Trunk bent 'forward, arms outstretched. Bend the arms and at the same time raise the trunk, leaning backward a little. Keep it going in rhythm. 5. Tree sw 7 aying from "cross (e)" stride position. (Sargent, Ex. 2.) Feet apart, arms stretched overhead, bent at elbows but not held rigid. Side bending of trunk, swaying from left to right in rhythm. Have class follow by imitation. (Move- ment slow and smooth.) 6. Jumping over stream. Circle formation. (Draw outline of stream on floor in front of seats.) One child at a time jumps. Be ready to receive jumpers. 7. Arm raising sideways with turning of palms and chest raising. "Arm raising sideways with turning of palms and chest raising one! Two! Again one! Two! Again, i 2." Lesson V (Review) 1. Running (Lesson 1, Ex. 4). 2. Turning of palms with deep breathing (Lesson 3, Ex. 3). 3. "Walk (b)" st. forward bending with hand clapping behind knee (Lesson 1, Ex. 4). 4. Arm bending in rhythm (Lesson 3, Ex. 4). 5. Climbing ladder (Lesson 2, Ex. 5). 6. Arm raising side- ways with deep breathing (Lesson 1, Ex. 7). 48 Lesson VI 1. Flying. One line at a time around room, arms waving like the wings of a bird. 2. Bend st. chest raising. "Arms bend! With deep breathing, chest raise! Sink! Again one! Two!" *3. Picking up stones and placing on one side, left and right. "Down one! Up and throw to left side two! Again one! Two! Now keep it up 10 times, ready- go!" Same on right side. *4. Stride st. driving stakes with sledge hammer. (Sargent, Ex. 37.) Jump with feet apart. Swing hammer back of shoulder, overhead, and down. Swing to other shoulder. Demonstrate movement and start in rhythm, 5. Hip grasp toe st. slow walk forward, as on rails of track. "Hands on hips place! Heels raise! Walking forward slowly on toes (as if on rails of track).'' Ready go! And stop! (Informal facing.) Repeat, going back to places. G. Hip grasp st. jumping on toes 10 times. "Hands on hips place! Jump on toes 10 times. Ready begin!" (Rhythm fairly quick.) 7. Turning of palms with backward moving of head and deep breathing. "Turning of palms with deep breathing one! Two! Same with backward moving of head one! Two!" May be alternated. Lesson VII *1. Running. (See Lesson 1, Exercise 2.) *2. Hip grasp st. heel raising (in rhythm). "Hands on hips place! Heel raising in this time (demonstrate): Ready begin! And stop!" 3. Arm raising forward, side- ways, and sinking downward (2 counts). "Sweep the arms forward and sideways (one movement) one! Sink downward two! Repeat one! Two!" 4. Locomotive. (Sargent, Ex. 21.) Left leg is drawn up; right arm extended, left arm drawn back. Change of arms and feet by alternate knee upward bending and arm stretching forward. In rhythm 10 to 15 times. 5. Weather-vane (Cross (c) stride st. trunk twisting). (Sargent, Ex. 20.) "Jump with feet apart. Arms sideways raise! (Trunk twisting to left and right in slow, even time.) Ready begin!" 6. Running jump up and touch ruler. Circle formation. Ruler held high. Try to touch ruler first with right hand, then with left. (Stand in proper position to receive runners.) 7. Cross (c) st. turning of palms with backward moving of head, with deep breathing. "Arms sideways raise! Turning of palms with backward moving of head one! Two! Same with deep breathing one! Two!" *May be alternated. Lesson VIII 1. Galloping. One line at a time around the room. 2. Arm raising sideways-upward with deep breathing. "Arm raising sideways- upward with deep breathing one! Two!" 3. Rope-pulling-horizontal. (Sar- gent, Ex. 10.) Left foot advanced in front of right. Trunk bent forward a little; arms extended in front, grasping rope; left knee is bent. Bend the arms, pulling rope back, straightening left knee and bending right. Keep it going in rhythm. Repeat with right foot advanced. 4. Hip grasp walk (b) toe st. position (change with a jump). "Hands on hips place! Left foot forward place! Heels raise! Sink! Again one! Two! With a jump feet change! Heel raising one! Two!" 5. Steamboat (Cross (c) stride st. side-and-knee bending). (Sargent, Ex. 15.) "Jump with feet apart. Arms sideways raise! Bend over to left side with left knee bending. Come to erect position and then bend to right, etc. Keep it going in rhythm, ready- begin!" t>. Climb over stone-wall. (Seats.) Children climb over seats into opposite aisle on command. "Ready go!" 7. Deep breathing with one hand on chest. Place right hand on chest. Deep breathing one! Two! Lesson IX 1. Running. One line at a time around room. (High stepping, trotting horses.) 2. Bend st. slow arm stretching \ipward witli chest raising. "Arms bend! Arm stretching upward, slowly, with chest raising -one! Two!" .'?. "Bend" st. chicken wings. (Sargent, Ex. 23.) (Arms bent, hands in front of shoulder.) Raising of elbows with alternate knee upward bending. Rhythm is vigorous. 4. Mowing with scythe. (Sargent, Ex. 25.) Jump with 40 feet apart. Both anus extended downward on right side. Sweep tlie arms around to left, bending the knees slightly. Keep it going in rhythm. r>. Neck grasp st. position. "Hands on neck place! Position! Again one! Two!" t5. Hip grasp st. jump on toes with foot placing sideways (10 counts). (Demonstrate before giving attention.) "Hands on hips' place! Jump on toes with foot placing sideways feet apart first, ready begin!'' 7. Arm rais- ing sideways with backward moving of head and deep breathing. "Arm rais- ing sideways with backward moving of head and deep breathing one! Two!" Lesson X (Mostly Review) 1. Marching. Circle formation. Try keeping time and halting. "Class forward march! Class, halt!'' 2. Arm raising forward, sideways, and sinking downward (Lesson 7). 3. Stride st. driving stakes with sledge hammer (Lesson 6. Ex. 4). or Locomotive (Lesson 7. Ex. 4i. 4. Hip grasp walk (b) toe st. position (change with a jump) (Lesson (J. Ex. 5). 5. Steamboat (cross (c) stride st. side and knee bending) (Lesson 8. Ex. 5). 6. Climb over stone-wall (seats) (Lesson 8, Ex. 6), or Running jump up to touch ruler (Lesson 7, Ex. 6). Lesson XI 1. Running and skipping. One line at a time around the room. (Try keeping time.) 2. Arm raising sideways, palms up. with backward mov- ing of head. "Arm raising sideways, palms up. with backward moving of head one! Two!'' 3. Stride st.. planting seed. "With a jump, feet side- ways place!" Take seed or plant from desk on left side with left hand (right hand on hip). Stoop down to plant with slight trunk twisting to right. Keep this up in rhythm. Repeat, planting with right hand, left on hip. *4. Arm bending and stretching downward (quick rhythm). "Arm bending and stretching downward in this time (demonstrate) : Ready begin! Stop!" *5. Pulling rope overhead. (Hoisting sail.) (Sargent. Ex. 16.) Feet slightly apart. Right arm extended grasping rope above, left hand grasping rope below waist. Pull rope down with right hand, bending botli knees, at same time. Repeat with left, etc. Keep it going in rhythm. 0. Jumping over ruler (or pointer). Circle formation. One child at a time jumps. Two children (girls) may hold ruler. Be ready to receive jumpers. 7. Grasp sitting, chest raising. Sitting erect in seats, grasping corners of desk. "\Yith a deep breath chest raise! Sink! Again one! Two!" *May be alternated. Lesson XII *1. Marching. (See Lesson 10.) *!. Hip grasp stride st. knee bending (in rhythm). "Hands on hips and feet sideways place! , Knee bend- ing in this time (demonstrate) : Ready begin! And, stop!" 3. Bend st. arm stretching sideways, palms up, with chest raising. "Arms bend! Slow arm stretching sideways, palms up. with chest raising one! Two!" 4. Stride st. shoveling (snow or coal). "Feet sideways place!" Botli hands grasping handle of shovel, bend down and shovel; then raise trunk, throwing contents of shovel over left shoulder. Keep it going in rhythm. Repeat, throwing over right shoulder. Keep it up in rhythm. 5. Arm bending and stretching upward (quick rhythm). "Arm bending and stretching upward in this time (demon- strate): .Ready begin! Stop!" |6. Hip grasp st. alternate knee upward bending (quick rhythm). "Hands on hips place! Alternate knee upward bending in this time (demonstrate) : Ready begin! Class, halt!" 7. Hip grasp st. jump on toes with foot placing forward-backward. (Demonstrate before commanding attention.) "Hands on hips place! Jump on toes with foot placing forward-backward: Ready begin! Class, halt!" (Stopping with feet together, on second count.) S. Backward moving of head with deep breathing. "Backward moving of head with deep breathing one! Two!" *May be alternated. fMay be alternated with 4. Lesson XIII *1. Hip grasp st. heel raising (r). "Hands on hips place! Heel raising in this time (demonstrate) : Ready begin! And, stop!'' *2. 50 Stride st. arm flinging sideways with knee bending (r). "Feet sideways place! Ann flinging sideways with knee bending in this time (demonstrate): Ready begin! Stop!" 3. Neck grasp st. chest raising. "Hands on neck place! With deep breathing chest raise! Sink! Again one! Two!" 4. Struje st. forward-downward bending of trunk with sweep of arms sideways- forward and on return sideways-downward, striking thighs. (Demonstrate before commanding attention.) "Feet sideways place! Downward bending, trying to touch floor (with sweep of arms) : Ready begin! Stop!" 5. Hip grasp stride st. side bending of trunk all the way from left to right and vice versa. "Hands on hips and feet sideways place!" Bend to the left, then all the way over to right. Then over to left. Keep it going in slow, even time. (i. Foot placing sideways with hand slapping overhead (Jumping Jack). (Demonstrate first.) "Ready begin! Class, halt!" 7. Turning of palms with backward moving of head and deep breathing. "Turning of palms with backward moving of head and deep breathing one! Two!" May be alternated. Lesson XIV *1. Marching and halt. Circle formation. Try keeping time and step. "Class forward march! Class, halt!" *2. Arm flinging forward with knee bending (heels off). "Arm flinging forward with knee bending, heels off, in this time (demonstrate): Ready go! Stop!'' 3. Arm circum- duction with deep breathing. "Arms forward-upward raise! Sideways- downward sink! Same with deep breathing one! Two!" 4. Rowing. (Sargent, Ex. 54.) Left leg advanced, right knee bent, arms held bent at sides, weight on right leg. Reach well forward, bending and throwing weight on to left leg, and extending arms toward floor. Pull oar back, returning to starting position. Keep it up in rhythm. Repeat with right foot advanced. t5. Arm bending and stretching sideways. "Arm bending and stretching side- ways in this time (demonstrate): Ready begin! And, stop!" 6. Hip grasp close one-half hook st. position. "Hands on hips and feet close! Left knee upward bend! Foot re-place! Same with right one! Two!" Repeat with left. 7. Steamboat (Cross (c) stride st. side-and-knee bending). (Sargent, Ex. 15.) (Demonstrate while class is at ease.) "Feet sideways place! Arms sideways raise! Ready (to the left) begin! And stop!" 8. Hip grasp st. hop on one foot four times and change without stopping. (Demonstrate first.) "Hands on hips place! Raise the right foot a little. Hop on the left foot four times, then change: Ready begin! Class, halt!" *May be alternated. IMay be omitted. Lesson XV (Review) 1. Stride st. arm flinging sideways with knee bending (Lesson 13, Ex. 2). Neck grasp st. chest raising (Lesson 13, Ex. 3). 3. Stride st. forward-downward bending of trunk with sweep of arms sideways-forward, and on return sideways-downward, striking thighs (Lesson 13, Ex. 4). 4. Arm bending and stretching upward (Lesson 12, Ex. 5). 5. Hip grasp st. jump on toes with foot placing forward-backward (Lesson 12, Ex. 7). 6. Grasp sitting chest raising (Lesson 11, Ex. 7). B. Suggestive Relief Periods. 1. Group I. a. Morning (1) Arm stretching down by side with chest expansion (feet a few inches apart). Position is somewhat exaggerated. Try later with heel raising. (2) Hip gra.sp stride standing deep breathing with backward moving of head. (Push chin well against neck.) (3) Arm flinging sideways (sharp and slow movements on command). b. Morning (1.) Marking time and marching (Lesson 10, Ex. 1). (2) Skipping (see Lesson 3. Ex. 2K (3) Arm raising sideways (palms up) with deep breathing (Lesson 2, Ex. 7). 51 c. Afternoon (1) Stride st., scooping sand (Lesson 3, Ex. 4). (2) Tree swaying (Lesson 4, Ex. 5). (3) Jumping on toes (Lesson (5, Ex. fi). From 10-20 times. 2. Group II. a. Morning (1) Arm raising sideways upward slowly, then stretching tall, eyes looking up at lingers. (2) Turning of palms with strong backward moving of head and deep breathing (Lesson 6, Ex. 7). (3) Hip grasp stand- ing; change to neck grasp standing; quick changes on command. b. Morning (1) Galloping (Lesson 8, Ex. 1). (2) Running jump over stream (Lesson 4, Ex. 6). (3) Deep breathing with one hand on chest (Les- son 8, Ex. 7). c. Afternoon (1) Chicken wings (Lesson 9. Ex. 3). (2) Hip grasp stride standing, side bending of trunk all the way from left to right (Lesson 13, Ex. 5). (3) Jumping Jack (Lesson 13, Ex. 6). 3. Group III. a. Morning (1) Neck grasp standing (feet a few inches apart). Spine stretching. "Stretch up tall!" (2) (Stride standing) arm circumduction with deep breathing and backward moving of head (Lesson 14, Ex. 3). (3) Hip grasp close one-half hook standing position (Lesson 14, Ex. 6). b. Morning (1) Marching (Lesson 10, Ex. 1). (2) Running (Lesson 9, Ex. 1). (3) Arm raising sideways upward with heel raising and backward moving of head. c. Afternoon (l)Arm bending and stretching sideways and upward (Les- sons 12 and 14, Ex. 5). (2) Locomotive (Lesson 7, Ex. 4). (3) Hip grasp standing, hop on one foot four times and change without stopping (Lesson 14, Ex. 8). C. Games and Plays.* Playground Review games of Grade I. Cat and Rat. Blind Man's Buff. Puss in the Circle. Jump the Shot. I Say Stoop. Ringmaster. Crossing the Brook. Follow the Leader. Squat Tag. Old Man in the Castle. Bull in the Ring. Fox and Squirrel. Squirrel Game. Little Johnnie Stoops. Catch the Wand or Cane. Tug-of-War. Catch Me (Stecher). Change Tag (Stecher). Bag in the Ring. Schoolroom Fire Engine. I Say Stoop. Fox and Squirrel. Simon Says. Eraser Game. Exchange Tag. Do This, Do That. Changing Seats. Huckle, Buckle Beanstalk. Rhythmic Plays Mulberry Bush (on record). Did You ever See a Lassie? (on record). Looby Loo (on record). Kittie White. Rabbit in the Hollow. Farmer in the Dell. Jolly Miller (on record). London Bridge (on record). Nurture PZoj/t Dolls. House. Pets. Gardens. Constructive P/oj/t (See Grade I.) Other Ptaj/st (See Grade I.) For descriptions see Bancroft and other references, pages 33-4. tReprinted from "The Playground" with permission. D. Dances4 Review dances under Grade I: Chimes of Dunkirk (Cp. I). English Har- vester Dance (Cp. I). Seven Jumps (Bl. II). t Our Little Girls (Bl. II). t Sleeping Beauty (Cf.). Nixie Polka (Cp. I).t Marusaki. The Sun Dance. (Clarke). Three Crows (Clarke). Ride a" Cock Horse (Clarke). Sing a Song of Sixpence (Ms.). The Swing Song. The Circus. Baa-Baa Black Sheep (Clarke). IFor explanation of abbreviations see page 30. tOii talking machine record. GRADE III. A. Gymnastic Drills. [The following lessons include exercises progressively arranged, each having a particular purpose. In general the exercises are given in two parts: The first includes the name of the exercise, and describes concisely what is desired for complete execution. The second part, in quotations, suggests the commands to be used. The final command, the signal for execution, is printed in heavy type. 52 For detailed explanations of starting positions and movements see Chapter II, Exercise in Detail."] Lesson I 1. Standing and sitting. 2. Marching in place and halt. March- ing and halt. "In place march! Class, halt!" Every other row face about. Every two rows march around one row of desks. When seat is reached, march in place until command "halt" is given. "Class forward march! Class, halt!" 3. Hip grasp st. heel raising rhythmic at once. "Hands on hips place!" Heel raising in this time (demonstrate): "Ready go!" 4. Arm raising sideways with backward moving of head. "Arm raising sideways with backward moving of head one! Two! Same with deep breathing one! Two!'' 5. Mimetic exercise picking up stones and placing on one side, left and right. "Down one! Up and throw to left side two! Again one! Two! Continue in this time (demonstrate): Ready go! Stop!" Same on right side. 6. Running leap over brook. Two parallel lines represent a brook. Class in circle formation. The jump is like a large step; spring from one foot and land on the other. Emphasize light jumping. Lesson II 1. Skipping. First row starts out alone and goes around twice. At beginning of second round, the second row immediately follows first, which returns to own seats, while second row continues on. Same with other rows. Try for uniform rhythm. 2. Quick arm flinging sideways with backward moving of head. "Arms sideways fling! Po-sition! Same with backward moving of head one! Two! In this time (demonstrate): Ready begin! Stop!'' 3. Mimetic exercise raising the flag. Stride st. pulling rope down with knee bending. "With a jump, feet sideways place!" Hands grasp rope high up. After a rapid demonstration, do one or two movements on command (One! Two!) Then: "Ready begin! And, stop!" 4. Bend st. position. "Arms bend! Po-sition! Again one! Two!" (Hold position while inspect- ing and correcting.) 5. Hip grasp st. jumping on toes (10 times). "Hands on hips place! Jump on toes 10 times: Ready go!" (Class count aloud; very slight knee bending; avoid too slow rhythm.) 6. Arm raising sideways with chest raising. "With deep breathing, arms sideways raise! Sink! Again one! Two!" (or "Arm raising sideways one! Two!") Lesson III *1. Running. One row at a time around the room.. Try, as soon as possible, for uniform rhythm, counting "one, two," to mark the time. *2. Hip grasp close st. heel raising. "Hands on hips and feet close! Heel raising one! Two! Keep it up ten counts: Ready go!" 3. St. turning of hands with backward moving of head. "Turning of hands with backward moving of head one! Two! Again one! Two!" 4. Climbing ladder rungs far apart. (Left or right hand high opposite knee bent upward in front.) "Changing arms and feet one! Two! Keep it up (10 counts): Ready begin!" 5. Quick changes from hip grasp to bend position and to fundamental position. "Hands on hips place! Arms bend! Change! Po-sition! Arms bend!" etc. 6. Running jump over fence (hurdling). Circle formation. Two girls holding ruler. Spring from one foot and land lightly on the other. 7. Ann raising sideways-upward with chest raising. (Turn palms at shoulder level.) "Arm raising sideways-upward with chest raising one! Two! Repeat May be alternated. Lesson IV 1. Placing of hands on hips with alternate foot placing side- ways. "Hands on hips and left foot sideways place! Po-sition! Same with right one! Two!" (Hold positions emphasize equal distribution of weight.) Try in rhythm. 2. Cross (c) st. turning of hands with chest raising. "Arms sideways raise ! Turning of hands with chest raising one! Two!" (Com- mands are slow.) 3. Hip grasp stride st. forward bending of trunk. "Hands on hips and feet sideways place! Trunk forward bend! Raise! Repeat one! Two!" 4. Swaying of bushes hip grasp stride st. side bending of trunk 53 all the way in one movement. "Hands on hips and feet sideways place! Swaying from one side to the other in slow time: Ready begin!" 5. Hij> grasp st. hopping on left and right foot 10 times. "Hands on hips place! Left foot raise! Hopping on right, 10 counts, ready begin! 1 ' Same on left foot. (5. Grasp sitting, backward moving of head with chest raising. Sitting erect in chairs, hands grasping the outer edges of the desk. "Backward mov- ing of head with chest raising one! Two!'' Lesson V (Review) Marching in place and halt, marching forward and halt (Lesson 1, Ex. 2)." 2. Hip grasp st. heel raising, rhythmic at once (Lesson 1. Ex. 3). 3. Arm raising sideways-upward with chest raising (Lesson 3, Ex. 7). 4. Climbing ladder rungs far apart (Lesson 3, Ex. 4). 5. (^uick changes from hip grasp to bend position and to the fundamental position (Lesson 3, Ex. 5). 0. Hip grasp st. jumping on toes (10-20 times) (Lesson 2, Ex. G). Lesson VI *1. Skipping (Lesson 2, Ex. 1). *2. Close st. arm bending with heel raising. "Feet close! Arm bending with heel raising in this time (slow, even time, but quick movements) : Ready go! Stop!" 3. Arm rais- ing sideways, palms up, with chest raising. "Arm raising sideways, palms up. with chest raising one! Two! Again one! Two!" 4. Hip grasp st. stooping. "Hands on hips place! Stoop down and touch floor one! Return two! Again one! Two! Keep it up in this time (demonstrate): Ready begin! And stop!" 5. Weather-vane Cross (c) stride st. trunk twisting. "Arms sideways fling and feet sideways place! Trunk twisting to the left one! All the way to right two! Keep it up. in slow, even time, from one side to the other: Ready begin!" 6. Cross (a) st. position. "Arms forward bend! Po-sition! Repeat one! Two!" (Not more than three repetitions.) (Hold position while inspecting and correcting.) 7. Running jump over the brook (Lesson 1, Ex. 6). 'May be alternated. Lesson VII 1. Running (Lesson 3, Ex. 1). *2. Placing of hands on hips with alternate foot placing outward (c and r). "Hands on hips and left foot outward place! Po-sition! Same with right foot one! Two!" (Hold posi- tions, note weight distribution.) Try rhythm. *3. Hip grasp st. heel raising and knee bending. "Hands on hips place! Heels raise! Knees bend! Stretch! Heels sink! Again one! Two! Three! Four!" (Try in rhythm .sharp, even time.) 4. Bend st. backward moving of head with chest raising. "Arms bend! Backward moving of head with chest raising one! Two! Repeat, 1 2." 5. Chopping wood stride st. position. "With a jump, feet sideways place!'' (Hands holding hatchet over left shoulder.) "Chop down one! Raise hands to other shoulder two! (Emphasize twisting.) Again one! Two! Continue in rhythm. Ready begin!" 6. Arm bending and stretching sideways. "Arm bending and stretching sideways one! Two! Keep it up in even time. Ready begin! And stop!" (Movements quick, positions held a moment.) 7. Hip grasp st. jumping on toes 10 times. "Hands on hips place! Jump on toes 10 times: Ready go!" (Very slight knee bending, rhythm not too slow.) 8. Grasp sitting-backward moving of head with chest raising. (See Lesson 4, Ex. 6). "Backward moving of head with chest raising one! Two!" *May be alternated. Lesson VIII 1. One or two march steps forward. "One step forward match! Two steps forward march!" 2. Arm flinging sideways with heel raising. "Arm flinging sideways with heel raising one! Two! Repeat, 1 2. Xow keep it up, sharp movements: Ready begin; Stop!" 3. Xeck grasp st. backward moving of head with chest raising. ''Hands on neck place! Backward moving of head with chest raising one! Two! Again, 1 2." 4. Scooping sand stride st. position. "Small step, feet sideways place! 54 Stoop down to scoop up sand one! Up and throw over head two! Keep it up in this time : Ready begin!" 5. Hip grasp stride st. side bending of trunk. "Hands on hips and feet sideways place! Trunk' bending to left one! Two! To right three! Four!" 6. Arm bending and stretching sideways and downward (r). "Arm bending and stretching sideways and downward in even time (demonstrate): Ready begin! And stop!" f7. Jumping from chair. Facing chairs "Step up one! Two! (approach v* ( ge) Jump down one! (raising one foot) two (jumping, light landing) three! (knee stretch- ing) Four!" (heel sinking). |8. Running jump over fence (Lesson 3, Ex. 6). tMay be alternated. Lesson IX *1. Facing right or left on two counts, stopping on the first. "Hands on hips place! Left face! (Ready) two!" *2. Hip grasp stride st. knee bending. "Hands on hips and feet sideways place! Quick knee bending one! Two! One! Two! Continue in this time, - : Ready begin! And stop!'' 3. Quick arm flinging sideways, palms up, with back- ward moving of head one! Two! Keep it up in this time, : Ready begin!" f4. Bend stride st. forward bending of trunk, alternating with arm stretching downward. "Arms bend and feet sideways place! Trunk for- ward bend! Raise! Arm stretching downward one! Two! Same on four counts (1 2 3 4 ). Keep it up in this time (demonstrate): Ready begin! Stop!' 5 f. Hip grasp st. alternate knee-upward-bending on com- mand. "Hands on hips place! Left knee upward bend! Re-place! Same with right one! Two! On four counts, left and right: 123 4 ." 6. Cross-cut sawing of log. Every two rows face each other. Opposite children work together. In rhythm, bending and stretching of arms with a little swaying and twisting. First with left foot forward and then right. 7. Hip grasp st. jump on toes with foot placing sideways. Demonstrate rhythmic movement. Then: "Hands on hips place! Jump on toes with feet apart and together, ready- go! Class, halt!" 8. Turning of hands with backward moving of head. "Turning of hands with backward moving of head one! Two!" *May be alternated. tMay be alternated. Lesson X (Review) 1. Running (Lesson 7. Ex. 1). 2. Arm flinging side- ways with heel raising (Lesson 8, Ex. 2). 3. Neck grasp st. backward moving of head with chest raising (Lesson 8, Ex. 3). 4. Hip grasp st. stooping (Lesson 6. Ex. 4). 5. Hip grasp st. side bending of trunk (Lesson 8, Ex. 5). ti. Arm bending and stretching sideways and downward (Lesson 8. Ex. G). 7. Hip grasp st. hopping on left (right) foot -10 times (Lesson 4, Ex. 6). Lesson XI *1. Placing of hands on hips with alternate foot placing for- ward. "Hands on hips and left foot forward place! Po-sition! Same with right one! Two! (Hold positions note weight distribution.) Repeat, 1 2 3 4. Keep it up in this time (demonstrate) : Ready begin! Stop!" *2. Arm bending with heel raising. "Arm bending with heel raising in this time : Ready begin! And stop!" 3. Neck grasp st. chest raising with backward moving of head. "Hands on neck- place! With backward moving of head, chest expansion one! Two! Again one! Two!'' 4. Rend st. stooping, alternating with arm stretching downward. "Arms bend! Stoop down and touch floor one! Up two! Arm stretching downward three! Four! Continue in this time (demonstrate): (Ready begin! Stop!" .">. Hip grasp stride st. side bending of trunk. "Hands on hips and feet side- ways- place! Trunk bending to left one! Two! To right three! Four! Xow continue, starting left in this rhythm (demonstrate): Ready begin!" (Even rhythm -slow movements.) 6. Cross (a) st. arm flinging sideways. "Arms forward bend! Arm flinging sideways one! Two! Again one! Two!" (Hold positions sharp movements.) 7. Running jump, touching 55 branches of tree. Circle formation. Ruler held high. Try to touch ruler first with right hand, then with left, then with both. May be alternated. Lesspn XII 1. About facings, right or left, on two counts, stopping on the first. "Right (left) about face! Ready two!" 2. Stride st. arm flinging sideways with knee bending. "Feet sideways place! Ann flinging sideways with quick knee bending one! Two! Continue in this time (demonstrate) : Ready begin! And stop!" 3. Cross (c) st. backward moving of head with chest raising. "Arms forward bend! Backward moving of head with chest expansion one! Two!'' *4. Hip grasp close st. knee-upward bending left and right, stopping at change. '"Hands on hips and feet close! Knee-upward bending with the left, in this time : Ready begin! And stop! Same with the right: Ready begin! And stop!'' *5. Mimetic exercises driving stakes with sledge hammer stride st. position. "Feet sideways place!" (Swing hammer back of shoulder, overhead and down, swing to other shoulder. Demonstrate movement and start in .rhythm ): "Ready begin!" fG. Jump from seat^both feet. "Facing chair step up one! Two! (Approach edge) Jump down one! Two! (knee stretching) Three!" (heel sinking). f7. Run- ning in place in rhythm. "Hands on hips place! Heels raise! Run in place: Ready begin!" (Demonstrate rhythm before giving attention.) 8. Turning of palms with deep breathing. "Turning of palms with deep breath- ingone! Two!'' *May be alternated. tMay be alternated. Lesson XIII *1. Arm bending with alternate foot placing sideways. "Anns bend and left foot sideways place! Po-sition! Same to the right one! Two! Keep it up in this time : Ready begin! And stop!" *2. Arm flinging sideways with knee bending (heels off). "Arm flinging sideways with knee bending, in this time (demonstrate): Ready begin! And stop!" (Trunk erect.) 3. Arm. circumduction with deep breathing. "With deep breathing arms forward upward raise! (Look up at hands.) Sideways downward sink! Again one! Two!" 4. Hip grasp stride st. forward- downward bending of trunk. "Hands on hips and feet sideways place! Trunk forward-downward bend! Raise! Again one! Two!" 5. Swaying of trees cross (e) stride st. (arms somewhat curved). "Feet sideways place! Arms bent overhead (swaying from side to side). (Demonstrate) starting left: Ready begin!" |6. Hip grasp close st. alternate leg raising forward on command.- "Hands on hips and feet close! Left leg forward - raise! Foot re -place! Same with right one! Two! Repeat all on four counts, 1 2 3 4. 7. Arm bending and stretching sideways and downward (even rhythm). "Arm bending and stretching sideways and downward in this time (demonstrate) : Ready begin! And stop!" 8. Hip grasp st. free jump in place (demonstrate). "Hands on hip place! Jump in place (on five counts) one! two! three! four! five!" May be alternated. tMay be alternated with 4. Lesson XIV 1. Placing of hands on hips with alternate foot placing side- ways and heel raising. "Hands on hips and left foot sideways place! Heel raising one! Two! Po-sition! Same to right on four counts one! Two! Three! Four! Keep it up in this time (demonstrate): Ready begin! And stop!" 2. Cross (d) st. arm raising with backward moving of head and chest expansion. "With palms up, arms sideways fling! Arm raising with back- ward moving of head and chest expansion one! Two!" 3. Hip grasp st. forward-downward bending of trunk, alternating with arm stretching down- ward. "Hands on hips and feet sideways place! Trunk forward-downward bend! Raise! Arm stretching downward one! Two! Repeat on four counts, 1 2 3 4. Keep it up in this time - : Ready begin! Stop!" 4. Stride st. picking fruit from overhead with trunk twisting (basket held in other hand). "Feet sideways place!" Holding basket in left arm, turn and pick fruit from overhead with right hand. "In this time : Ready- begin! And stop!'' Same on other side. *5. Hip grasp st. heel raising and knee bending in uneven rhythm. "Hands on hips place! Heels raise! Knees bend! Stretch! Heels sink! Keep it going in this time (1 2 3 4): Ready begin! And stop!" *6. Arm bending and stretching upward and downward in even rhythm. "Arm bending and stretching upward and downward in this time (demonstrate): Ready begin! And stop!" 7. Hip grasp st. jump on toes with foot placing forward-backward. (Demonstrate before giving attention.) "Hands on hips place! Jumping on toes with foot placing forward -backward, left foot forward first: Ready begin! Class, halt!" (On toes and heels together). May be alternated. Lesson XV (Review) 1. Arm bending with heel raising (Lesson 11, Ex. 2|. 2. Placing of hands on hips with alternate foot placing forward (Lesson 11. Ex. 1). 3. Arm circumduction with deep breathing (Lesson 13. Ex. 3). 4. Bend st. stooping, alternating with arm stretching downward (Lesson 11. Ex. 4). 5. Swaying of trees, cross (e) stride st. (arms somewhat curved i (Lesson 13, Ex. 5). 6. Hip grasp st. alternate knee upward bending on com- mand (Lesson 9, Ex. 5). 7. Running jump, touching branches of tree (Lesson 11, Ex. 7), or Running in place in rhythm (Lesson 12, Ex. 7). B. Suggestive Relief Periods. 1. Group I. a. Morning (1) Arm raising sideways upward slowly, then, stretching tall, eyes looking up at fingers. Try with heel raising. (2) Hip grasp stride standing backward moving of head with deep breathing (push chin well against neck). (3) Hip grasp one-half hook standing position (Grade II. Lesson 14, Ex. 6). b. Morning (1) Skipping (Lesson 2. Ex. 1). (2) Running leap over brook (Lesson 1, Ex. 6). (3) Grasp sitting, backward moving of head with chest raising (Lesson 4, Ex. 6). c. Afternoon (1) Clap under legs (Grade II, Lesson 1. Ex. 4). (2) Sway- ing of bushes (Lesson 4, Ex. 4). (3) Jumping Jack (Grade II, Lesson 1*3. Ex. 6). 2. Group II. a. Morning (1) Xeck grasp standing (feet a few inches apart), spine stretching stretching up tall. (2) Arm circumduction with deep breathing and backward moving of head (Lesson 13, Ex. 3). (3) Hip grasp stride standing forward bending of trunk (Lesson 4, Ex. 3). (4) Turning of palms with backward moving of head (Lesson 3, Ex. 3). b. Morning (1) Running (Lesson 3, Ex. 1). (2) Arm bending and stretch- ing sideways and downward (Lesson 8, Ex. 6). (3) Deep breathing with one hand on chest (Grade II, Lesson 8, Ex. 7). c. Afternoon (1) Chicken wings (Grade II, Lesson 9. Ex. 3). (2) Loco- motive (Grade II, Lesson 7, Ex. 4). (3) Rowing (Lesson 4, Ex. 4). (4) Run- ning in place in rhythm (Lesson 12, Ex. 7). 3. Group III. a. Morning (1) Bend standing slow arm stretching upward and bend- ing (eyes Ipok up at fingers). (2) Quick arm flinging sideways, palms up. with backward moving of head (Lesson 9, Ex. 3). (3) Bicycle (mimetic exercises, Xo. 8). b. Morning (1) Marching (Lesson 1, Ex. 2). (2) Running jump over fence (Lesson 3, Ex. Hi. (3) Rooster (mimetic exercises, Xo. 4). c. Afternoon (1) Rockets (mimetic exercises, Xo. 3). (2) Revolving light (weather-vane) (Lesson 6, Ex. ). (3) Pulling anchor (mimetic excr- 57 vises under Grade I, Xo. 0), or Hip grasp standing heel raising and knee bending (Lesson 14, Ex. 5). (4) Hip grasp standing jump on toes with foot placing forward-backward (Lesson 14, Ex. 7). C. Mimetic Exercises. Those which are ordinarily executed only on one side .should be executed also on the other side -not alternately, but from four to eight times on the right side, and then on the left side. Unless otherwise stated, they may be done to 2/4 or 4/4 time. 1. "Adoration (arm bending with heel raising instead of half -sideways bending of arms). 2. Looking over fence. Bend standing (palms turned forward, grasping fence, heel raising with spine stretching). 3. Rockets Quick arm bending and stretching upward (counts 1. 2i. Slow arm sinking sideways downward (counts 3, 4, 5, 6, 7, 8). 4. Rooster Bend st. elbow raising to shoulder height with heel raising and backward moving of head. 5. 'Throwing the lasso. ti. "Pulling anchor. Rope pulling. (Grade I Mimetic Exercises.) 7. "Rowing. 8. Bicycle Alternate knee upward bending with hands held in front as if grasping handle bars. !>. "Clap under legs. (Grade I Mimetic Exercises.) 10. Jumping Jack. (Grade I Mimetic Exercises. ) Descriptions may be found in "Health, Strength and Power" D. A. Sargent. ]). "Games and Plays. Playground Two Deep. Hide and Go Seek. Follow Chase. Bird Catcher, .^toop Tag. Third Slap. Lame Fox and Chickens. Puss in the Corner. Squat Tag. Wood Tag. Garden Scamp. Derby Jig ("150"). Hill Dill. Wind and Flowers. Animal Blind Man's Buff. Dodge Ball. Jump the Shot. Bean Bag Circle Toss. Feather Fly. Bounce Ball (Indianapolis). Throw Ball (India- napolis). Tug-of-War. Races (individual competition). Simple Relays (group competition). Walking Fast. Running. Skipping. Hopping on One Foot. Galloping. Schoolroom Going to Jerusalem. Simon Says. Blind Cat. Letting Out Dov^s. Schoolroom Tag. Kaleidoscope. Line Ball. Tag the Wall Relay. Neighbor, Neighbor ("150"). Kinging Games Round and Round the Village (on record). Farmer in the Dell. Nuts in May. Oats, Peas, Beans (on record). Constructive Plays** Clay Modeling. Weaving. Raffia. S.ewing. Car- pentry. Building Huts, Forts, Snowmen. Nurture Plays (See Grade I.) Other Plays** Skating. Coasting. Skiing. Snowshoeing. Swimming. Row- ing. Sailing. Tumbling. Gymnastic stunts. Marbles and tops. Jack-stones. Parcheesi. Dominoes. Collecting seeds, stones, llowers, and leaves. *For descriptions see Bancroft and other references, pages 33-4. **Reprinted from "The Playground" with permission. E. *Dances. Hopp Morr Annika (Cp. I).t Nest Making (Cp. 2). Lassie Dance (Cp. I).t Washing the Clothes (Cp. I & Bl. I). Tailor's Dance (Bl. I). First of May (Bl. l).t Ace of Diamonds ( Bl. 1 & Cp. I).t Seven Pretty Girls (Bl. 2).t Broom Dance ( Bl. 2). Bean Porridge Hot (Gl.). Washerwoman (Gl.)t Swiss May Dance (Cp. 2 & Hf. 3). Russian Snowstorm (Chalif. ). London Bridge.t Bohemian Strasak. Little Bo-Peep. Minuet (Clarke). See also dances for Grade II. *For explanations of abbreviations, see page 30. tOn talking machine record. GRADE IV. A. Gymnastic Drills. [The following lessons include exercises progressively arranged, each having a particular purpose. In general the exercises are given in two parts: The first includes the name of the exercise, and describes concisely what is desired for 58 complete execution. The second part, in quotations, suggests the commands to be used. The final command . the signal for execution, is printed in heavy type. For detailed explanations of starting positions and movements see Chapter II, 'Exercise in Detail."} . , Lesson I 1. Standing and sitting. 2. Marking time and inarching. "Mark time march! Class, halt!" Every other row about face. Every two row*, march around one row (of desks}-. "Class forward march! Class, halt!" 3. Arm raising sideways with backward moving of head. "Arm raising side- ways with backward moving of head one! Two!" 4. Hip grasp stride st. forward bending of tnink. "Hands on hips and feet sideways place! Trunk forward bend! Raise! Again one! Two!" 5. Hip grasp st. knee bending, heels off (r). "Hands on hips place! Knee bending (heels off) one! Two! Keep it up in this time (demonstrate): Ready' begin!" And stop!" f>. Arm bending and stretching downward. "Arm bending and stretching do'wnward one! Two! Continue in this time (demonstrate): Ready begin! And stop!" 7. Running jump over two lines. Circle formation. Spring from one foot, land on both. Lesson II *1. Running. One row at a time around the room. In uniform rhythm counting one, two. Later, use formation as described in Grade HI. Lesson 2, Ex. 1. *2. Facing right or left on two counts, stopping on the first. "Left face! (Ready) two!" 3. Bend st. backward moving of head. "Arms bend! With deep breathing backward moving of head one! Two! Again one! Two!" 4. Hip grasp st. knee upward bending left and right, stopping at change. "Hands on hips place! Knee upward bending with the left in this time (demonstrate): Ready begin! And stop! Saine with the right: Ready begin!.'' 5. Stride st. side bending of trunk with opposite arm raising sideways-upward (four counts). (Demonstrate before command- ing attention.) "Feet sideways place! Side bending first time to left with right arm overhead: Ready- begin! And stop!" 6. Hip grasp st. jumping on toes. "Hands on hips place! Jump on toes in this time (demonstrate) : Ready go! Class, halt!" 7. Turning of palms with backward moving of head. "Turning of palms with backward moving of head one! Two! Again one! Two!" 8. Cross (a) st. arm flinging sideways. "Arms forward bend! Quick arm flinging sideways one! Two! Again one! Two!'' * May be alternated. Lesson III *1. Placing of hands on hips with alternate foot placing side- ways. "Hands on hips and left foot sideways place! Po-sition! Same with the right one! Two! Keep it going in this time (demonstrate): To the left begin! And stop!" *2. Arm flinging sideways with knee bending, heels off (r). "Arm flinging sideways with knee bending (heels off) in this rhythm (demonstrate): Ready- begin! And stop!" 3. Turning of palms with back- ward moving of head and heel raising. "Turning of palms with backward moving of head and heel raising one! Two!" 4. Hip grasp stride st. forward- downward bending of trunk. "Hands on hips and feet sideways place! Trunk forward-downward bend! Raise! Again one! Two!" 5. Arm land- ing and stretching sideways and downward. "Anns bend! Sideways stretch! Bend! Downward stretch! Keep it up in this time (1 2 3 4i: Ready begin! And stop!" 6. Hip grasp stride st. sideways bending of trunk (c and r). "Hands on hips and feet sideways place! Trunk bending to left . Bend stride st. trunk twisting, alternating with arm stretching sideways. "Arms bend and feet sideways place! Trunk twisting to left one! Two! Arm stretching sideways three! Four! Same to right. 1 2 3 4. Continue in this time - : Ready begin!" |6. Hip grasp one-half st. (leg sideways), change of feet on one count. "Hands on hips place! Left leg sideways raise! With a jump feet change! Again- 73 one! Two!" 7. Arm bending and stretching upward (even rhythm). "Ann bending and stretching upward in this time (demonstrate): Ready begin! Stop!" 8. Jump in place witli arm Hinging sideways. (Heel raising) "One! (Knee bending) Two! (Jump up with arm flinging) Three! (Knee stretch- ing) Four! (Heel sinking) Five! Again, 1 2 3 4 5." *May be alternated. tMay be alternated. Lesson III *1. Ann bending with alternate foot placing forward. "Arms bend and left foot forward place! Po-sition! Same to right one! Two! Continue in this time (demonstrate) : Ready- begin! And stop!" *2. Stride st. arm flinging sideways with knee bending. "Feet sideways place! Ann flinging sideways with knee bending in this time (demonstrate) : Ready- begin!" 3. Neck grasp stride st. chest raising. "Hands on neck and feet sideways place! With deep breathing, backward moving of head one! Two! Again one! Two!'' 4. Hip grasp st. knee upward bending, left and right, without stopping at change. "Hands on hips place! Left knee upward bending in this time (demonstrate): Ready begin! And, right! LeftT Right! And stop!" 5. Hip grasp stride st. side bending of trunk (c and r). "Hands on hips and feet sideways place! Trunk bending to left one! Two! To right three! Four! Repeat, 1 2 3 4. Now keep it up in slow time : Ready begin! And stop!" f6- Arm bending and stretching upward and downward (even rhythm). "Arm bending and stretching upward and downward in this rhythm (demonstrate) : Ready begin! And stop!" t7. Cross (a) toe st. head twisting. "Arms forward bend! Heels raise! Head twisting, left one! Two! Right three! Four! Repeat, 1234. 8. Run- ning leap over two lines (hurdle jump). Circle formation. Rear leg well up behind. After first round, increase the distance between the two lines. *May be alternated. tMay be alternated. Lesson IV *1. Review facing right and left about on two counts, stopping on the first. "Left about face! Two!" Practice later without stopping. *2. Arm flinging sideways with knee bending (heels off). "Arm flinging side- ways with knee bending (heels off) in this rhythm (demonstrate) : Ready begin! Stop!" 3. Cross (a) walk (b) st. backward moving of head with chest raising. "Arms forward bend and left foot forward place ! Backward moving of head with chest raising one! Two! Again one! Two! Arms for- ward bend and feet change!" 4. Bend stride st. forward-downward bending of trunk, alternating with arm stretching downward. "Arms bend and feet sideways place! Forward-downward bending of trunk one! Two! Arm stretching downward three! Four! Continue in this time - : Ready begin!" 5. Neck grasp stride st. trunk twisting all the way in one movement. "Hands on neck and feet sideways place! Trunk to left twist! All the way to the right one! To left two! Again one! Two! Keep it up in rhythm: Ready begin! Stop!" 6. Hip grasp close one-half hook st. change of feet on one count. "Hands on hips and feet close! Left knee upward bend! With a jump, feet change! Again one! Two!" f7. Neck grasp st. side bending of trunk (c). "Hands on neck place! Trunk bending to left one! Two! To right three! Four! Repeat, 123 4." 8. Hip grasp st. jump on toes with foot placing forward-backward. "Hands on hips place! Jump on toes with foot placing forward -backward in this time (demon- strate): Ready begin! Class, halt!'' (on toes). *May be alternated. tMay be alternated with 5. Lesson V (Review) 1. Arm bending with alternate foot placing forward (Lesson 3, Ex. 1). 2. Arm flinging forward with knee bending (heels off) (Lesson 2, Ex. 2). 3. Neck grasp stride st. chest raising (Lesson 3, Ex. 3). 4. Hip grasp st. knee upward bending, left and right, without stopping at change (Lesson 3, Ex. 7). 5. Bend stride st. trunk twisting, alternating 74 with arm stretching sideways (Lesson 2. Ex. 5). 6. Cross (a) toe st. head twisting (Lesson 3, Ex. 7). 7. Hip grasp st. jump on toes with foot placing sideways (Lesson 1, Ex. 7). Lesson VI *1. Cross (a) st. arm flinging sideways with heel raising. "Arms forward bend! Arm flinging sideways with heel raising in sharp rhythm: Ready begin! And stop!" *2. Hip grasp stride st. alternate knee bending from one side to the other. "Hands on hips and (with a wide step) feet sideways place! Left knee bend! All the way over to the right one! To the left two! Repeat, 1 2. Keep it up in this time : Ready begin! And stop!" 3. Arm circumduction with backward moving of head. "Arm circumduction with backward moving of head one! Two! Again one! Two!" 4. Bend st. stooping, alternating with arm stretching downward. "Arms bend! Stoop down and touch floor one! Return two! Arm stretching downward three ! Four! Continue in this time (demonstrate): Ready begin!" |5. Hip grasp stride st. side bending of trunk all the way (c and r). "Hands on hips and feet sideways place! Trunk to left bend! All the way over to right one! To left two! Again one! Two! Keep it up in slow rhythm: To the right begin! And stop!" 6. Stretch walk (b) toe st. arm parting. "Arms bend. Arms upward stretch and left foot forward place! Heels raise! Arm parting one! Two! Heels sink! Arms upward stretch and feet change! Heels raise!" (Repeat arm parting.) 7. Arm bending with alternate foot placing sideways, and trunk twisting. "Arms bend and left foot sideways place! Trunk twisting to left one! Two! Po-sition! Same to right on four counts, 1 2 3 4. Continue in this time : Ready begin! And stop!" 8. St. jump forward. (Demonstrate on five counts): "Ready one! Two! Three! Four! Five!" Repeat twice. May be alternated. tMay be alternated with 7. Lesson VII 1. March steps forward or backward with facings. "One step forward and left face march! Right face and one step backward -march!" (Work for sharp rhythm and clean-cut movements.) *2. Arm bending and stretching sideways with alternate foot placing sideways and heel raising. "Arms bend and left foot sideways place! Arm stretching sideways with heel raising one! Two! Po-sition! Same to right on four counts. 1 2 3 4. Now keep it going in rhythm: Ready begin! Stop!" *3. Hip grasp st. heel raising and knee bending in even rhythm. "Hands on hips place! Heel raising and knee bending in this (even) time (demonstrate) : Ready begin! Stop!" 4. Neck grasp close st. chest raising with backward moving of head. "Hands on neck and feet close! With deep breathing, backward moving of head one! Two! Again one! Two!" 5. Hip grasp st. alternate knee xip- ward bending. "Hands on hips place! Alternate knee upward bending in this time (demonstrate) : Ready begin! Class, halt!" 6. Bend stride st. trunk twisting all the way, alternating with arm stretching sideways. "Arms bend and feet sideways place! Trunk to left twist! All the way to right one! Arm stretching sideways two! Three! Same to left one! Two! Three! Continue in this time - : To the right begin! Stop! Forward twist!" |7. Neck grasp st. forward bending of trunk (c). "Hands on neck place! Trunk forward bend! Raise! Again one! Two!" 8. Hip grasp st. cut step sideways. "Hands on hips place! Left leg sideways raise! Cut the right sideways one! Left sideways two! Keep it up in rhythm: Ready begin! Class, halt!" (on toes). May be alternated. tMay be alternated with 5. Lesson VIII *1. Bend st. arm stretching sideways with alternate foot placing forward. "Arms bend! Arms sideways stretch and left foot for- Avard place! Arms bend and foot re-place! ' Same to right one! Two! 75 Continue in this time - : With the left begin! And stop!'' *2. Placing of hands on neck with alternate foot placing sideways, and knee bending. "Hands on neck and left foot sideways place! Knee bending one! Two! Po-sition! Same to right on four counts, 1 2 3 4. Continue in this time: To the left begin! Stop!" 3. Reach st. arm parting (palms up) with backward moving of head. "Arms forward raise! Arm parting (palms up) with backward moving of head and deep breathing one! Two! Again one! Two! Po-sition!" 4. Placing of hands on hips with alternate foot placing sideways, and forward-downward bending of trunk. "Hands on hips and left foot sideways place! Forward-downward bending of trunk one! Two! Po-sition! Same to right on four counts, 1 2 3 4. Keep it up in this rhythm - : To the left begin! And stop!" 5. Bend walk (a) twist st. arm. stretching upward. "Arms bend and left foot out- ward place! Trunk to left twist! Slow (or quick) arm stretching upward one! Two! Again one! Two! Trunk forward twist! Arms bend and feet change!" (Repeat above.) 6. Hip grasp close one-half hook st. knee stretching forward. "Hands on hips and feet close! Left knee upward bend! Knee stretching forward one! Two! Again one! Two! With a jump, feet change!" Repeat knee stretching on other side. f7. Neck grasp stride st. side bending of trunk all the way from left to right. "Hands on reck and feet sideways place! Trunk bending to left one! All the way over to right two! Again one! Two! Keep it up in slow, even time: Ready begin!" 8. Standing high jump touching ruler (or pointer). (Have two circles and two pointers.) Regulate height of pointer to height of jumper. Pointer should not be within easy reach.) *May be alternated. tMay be alternated with 5. Lesson IX -*1. Forward bending of arms and arm flinging sideways with alternate foot placing forward and heel raising. "Arms forward bend and left foot forward place! Arm flinging sideways with heel raising one! Two! Po-sition! Same to right on four counts, 1 2 3 4. Continue in this time : With the left begin! And stop!" *2. Placing of hands on hips with side lunge (wide step). "Side lunge with placing of hands on hips: To the left one! Two! To the right three! Four! (Repeat on command if necessary.) Continue in this time (demonstrate): To the left begin! Stop!" 3. Cross (d) st. arm raising with backward moving of head. "With palms up, arms sideways fling! Arm raising with backward moving of head one! Two!" 4. Bend st. stooping, alternating with arm stretching sideways. "Arms bend! Stoop down one! Up two! Arm stretching sideways three! Four! Keep it up in rhythm: Ready go! Stop!" 5. Neck grasp close one-half st. (leg sideways), change of feet on one count. "Hands on neck and feet close! Left leg sideways raise! With a jump, feet change! Again one! Two!" 6. Arm bending with alternate foot placing sideways, and trunk twisting. "Arms bend and left foot sideways place! Trunk twisting -to left one! Two! Po-sition! Same to right on four counts, 1 2 3 4. Keep it up in this time : To the left begin!" t". Xeck grasp walk (b) st. forward bending of trunk. "Hands on neck and left foot forward place! Trunk forward bend! Raise! Again one! Two! Hands on neck and feet change!" 8. Vault over seats. (No preliminary prepara- tion. Jump through on the command go! Land on toes, knees bent.) "Vault over seats: Ready go! Two! Three! About face!" Repeat vault. ilay be alternated. tMay be alternated with 4. Lesson X (Review) 1. Bend st. arm stretching sideways with alternate foot placing forward (Lesson 8, Ex. 1). 2. Hip grasp st. heel raising and knee bending in even rhythm (Lesson 7, Ex. 3). 3 Reach st. arm parting (palms up) with backward moving of head (Lesson 8, Ex. 3). 4. Hip grasp st. alternate knee upward bending (Lesson 7, Ex. 5). 5. Bend stride st. trunk 76 twisting all the way. alternating with arm stretching sideways (Lesson 7, Ex. 0). 6. Hip grasp close one-half hook st. knee stretching forward (Lesson 8. Ex. 6), or Stretch walk (b) toe st. arm parting (Lesson 6, Ex. 6). 7. Hip grasp st. cut step sideways (Lesson 7, Ex. 8). Lesson XI *1. Bend st. arm stretching upward with heel raising. "Anns bend! Arm stretching upward with heel raising one! Two! Again 1 2. Keep it up in rhythm: Ready begin !" *2. Hip grasp st. knee bending (heels off). "Hands on hips place! Knee bending (heels off) in this rhythm 'demonstrate): Ready begin!" 3. Xeck grasp walk (b) st. chest raising with backward moving of head. "Hands on neck and left foot forward- place! With deep breathing, backward moving of head one! Two! Again one! Two! Hands on neck, and feet change!" 4. Arm bending with alternate foot placing sideways, and forward-downward bending of trunk. "Arms bend and left foot sideways place! Trunk bending forward-downward one! Two! Po-sition! Same to right on four counts, 1 2 3 4. Continue in this time : To the left begin! And stop!" |5. Stretch walk (a) twist st. arm parting. "Arms bend! Arms upward stretch and left foot outward- place! Trunk to left twist! Arm parting one! Two! One! Two! Trunk forward twist! Arms upward stretch and feet change!'' 6. Hip grasp close toe st. march steps forward and backward. "Hands on hips, and feet close! Heels raise! March steps forward: Left one! Two! Again one! Two! Backward: Right one! Two!" etc. 7. Bend stride st. sideways bend- ing of trunk, alternating with arm stretching sideways. "Arms bend and feet sideways place! Trunk bending to the left one! Two! Arm stretch- ing sideways three! Four! Same to right, 1 2 3 4. Continue in this time : To the left begin! And stop! 1 ' 8. Jump on toes with foot placing sideways and crossing of feet. "Hands on hips place! Jump with feet apart one! Jump with left foot crossed in front of right two! Feet apart three! Right foot crossed in front of left four! Keep it up in (moderately slow) rhythm, feet apart first: Ready begin! Class, halt!'' (On toes, with heels together.) May be alternated. tMay be alternated with 7. Lesson XII *1. Cross (a) st. arm flinging sideways with alternate foot placing forward. "Arm forward bend! Arm flinging sideways with left foot placing forward one! Two! Same with right three! Four! Continue in this time : With the left begin!" *2. Arm bending with side lunge. "Arm bending with side lunge: Left one! Two! Right three! Tour! Repeat, 1 2 3 4. Keep it up in slow rhythm: Left begin! And stop!" 3. Arm raising sideways-upward with backward moving of head and chest raising. "Arm raising sideways-upward with backward moving of head and. chest raising one! Two!" 4. Hip grasp toe st. alternate knee upward bending. "Hands on hips place! Heels raise! Alternate knee upward bending: With the left begin! Class, halt!'' 5. Placing of hands on neck with alternate foot placing sideways, and side bending of trunk. "Hands on neck and left foot sideways place! Trunk bending to left one! Two! Po-sition! Same to right on four counts. 1 2 3 4. Keep it up in this rhythm - : To the left begin! And stop!" 6. Hip grasp st. balance step (c). "Hands on hips place! Step forward with the left one! (Weight all on forward foot, trunk erect.) With the right two! Again- one! Two!" f7. Neck grasp sitting, trunk twisting all the way (c and r). "Hands on neck place! Trunk to left twist! All the way to the right- one! To left two! One! Two! Keep it up in slow even time: To the right begin! And stop!" 8. Hip grasp st. cut step backward-forward. "Hands on hips place! Left leg forward raise! Cut the right backward 77 one! Left forward two! Again one! Two! Now keep it going: Ready- begin! Class, halt!" (on toes). *May be alternated. tMay be alternated with 5. Lesson XIII 1. Hip grasp st. heel raising and knee bending in uneven ihythm. "Hands on hips place! Heel raising and knee bending in this time (1, 2 3, 4): Ready begin!" 2. Bend st. slow arm stretching sideways (palms up) with backward moving of head and chest raising. "Arms bend! Slow arm stretching sideways, palms up, with backward moving of head and chest raising one! Two! Again one! Two!" 3. Placing of hands on neck with alternate foot placing sideways, and forward-downward bending of trunk. "Hands on neck and left foot sideways place! Trunk bending forward- downward one! Two! Po-sition! Same to right on four counts, 1 2 3 4. Keep it up in rhythm: To the left begin! And stop!" 4. Bend walk (b) st. trunk twisting (c and r). "Arms bend and left foot f orward place ! Trunk twisting to left one! Two! Again one! Two! Continue in this time : Ready begin! Stop! Arms bend and feet change!" 5. Hip grasp close one-half st. (leg forward), change of feet on one count. "Hands on hips, and feet close! Left leg forward raise! With a jump, feet change! Again one! Two!" *6. Neck grasp stride st. side bending of trunk, alternating with arm stretching sideways. "Hands on neck and feet side- ways place! Trunk bending to left one! Two! Arm stretching sideways three! Four! Same to right, 1 2 3 4. Keep it up in this time (demon- strate) : To the left begin! And stop!" 7. Hip grasp st. jump in place with 90 turn left and right. ' "Hands on hips place ! Jump in place with turn to left one! Two! (Jump) three! Four! Five!" Repeat with turn to right, etc. *May be alternated with 4. Lesson XIV *1. Hip grasp st. alternate toe touching sideways with opposite knee bending. "Hands on hips place! Left toe touching sideways with right knee bending one! Two! Same on the other side three! Four! Keep it up in this time : To the left begin! "Stop!" *2. Close st. arm bending with heel raising. "Feet close! Arm bending with heel raising (in moderate rhythm) : Ready begin! And stop!" 3. Walk (b) st. arm circum- duction with backward moving of head and chest raising. "Left foot for- ward place! Arm circumduction with backward moving of head and chest raising one! Two!" Repeat, "Feet change!" etc. 4. Cross (a) st. stooping and return. "Arms forward bend! Stoop down and touch floor one! Up two! Keep it up in rhythm: Ready begin! And stop!" 5. Placing of hands on neck with alternate foot placing sideways, and trunk twisting. "Hands on neck and left foot sideways place! Trunk twisting to left one! Two! Po-sition! Same to right 011 four counts, 1 2 3 4. Continue in this time - : Ready begin!" 6. Hip grasp close st. march steps forward and backward (or review balance, step in rhythm) (Lesson 12, Ex. 6). "Hands on hips and feet close! Heels raise! March steps forward: Left one! Right two! Again one! Two! Backward: Right one! Two!" etc. f7. Arm bending with alternate foot placing sideways, and side bending of trunk. "Arms bend and left foot sideways place! Trunk bending to left one! Two! Po-sition! Same to right on four counts, 1 2 3 4. Continue in this time : To the left begin! Stop!" 8. Cut step backward, alternating with a hop and leg swinging forward. "Hands on hips place! Left leg forward raise! Cut right backward one! Hop on left and swing right forward two! Cut left backward one! Hop on right and swing left forward two! Keep it going in rhythm: Ready go! Class, halt!" (on toes). *May be alternated. tMay be alternated with 5. 78 Lesson XV (Review) 1. Bend st. arm stretching upward with heel raising (Lesson 11, Ex. 1). 2. Placing of hands on hips with side* lunge (Lesson 9, Ex. 2). 3. Neck grasp walk (b) st. chest raising with backward moving of head (Lesson 11, Ex. 3). 4. Arm bending with alternate foot placing side- ways, and forward bending of trunk (Lesson 11, Ex. 4). 5. Neck grasp sit- ting, trunk twisting all the way (Lesson 12, Ex. 7). 6. Hip grasp close one- half st. (leg forward), change of feet on one count (Lesson 13, Ex. 6). 7. Hip grasp st. jump on toes with foot placing sideways and crossing of feet (Lesson 11, Ex. 8). B. Suggestive Relief Periods. 1. Group I. a. Morning (1) Arm flinging forward, sideways (palms up), and down- ward (Grade V, Lesson 13, Ex. 3). (2) Bend st. slow arm stretching down- ward with backward moving of head and deep breathing. Try also with heel raising. (3) Hip grasp st. alternate knee upward bending. b. Morning (1) Marching (Lesson 1, Ex. 1). Tiptoe marching. (2) Boy Scout trot (Grade V relief period, Group III). (3) Arm circumduction with deep breathing (Lesson 6, Ex. 3). c. Afternoon (1) Bend st. arm stretching upward with heel raising (Lesson 11, Ex. 1). (2) Neck grasp stride st. alternate trunk bending side- ways all the way (Lesson 6, Ex. 5). (3) Bowling (mimetic exercise, No. 5). 2. Group II. a. Morning (1) Arm bending and stretching upward-downward (Lesson 3, Ex. 6). (2) Reach st, arm parting with backward moving of head (Lesson 8, Ex. 3). (3) Neck grasp stride st. forward bending of trunk, b. Morning (1) Running (Lesson 2, Ex. 1). (2) Running leap over two lines (Lesson 3, Ex. 8). (3) Grasp sitting, backward moving of head with chest expansion (Grade III, Lesson 4, Ex. 6). c. Afternoon (1) Basket ball free throw (mimetic exercise, No. 8). (2) Diving (mimetic exercises, No. 2). (3) Standing start (Grade V, mimetic exercise, No. 8). 3. Group III. a. Morning (1) Arm flinging forward-sideways (one movemerft) and sinking downward (Grade II, Lesson 7, Ex. 3). Try in rhythm. (2) Neck grasp walk (b) st. chest expansion with backward moving of head (Lesson 11. Ex. 3). (3) Power hammer (mimetic exercise, No. 4). b. Morning (1) Marching. (2) Balance marching (Lesson 12, Ex. 6). (3) Vault over seats (Lesson 9, Ex. 8). c. Afternoon (1) Infielder's catch and throw. (2) Swimming (Grade V, mimetic exercise, No. 2). (3) Hip grasp st. jump on toes with foot placing forward-backward (Lesson 4, Ex. 8). C. Mimetic Exercises. 1. *Paddling. (Grade V.) 2. Diving. 3. "Mowing. 4. Power hammer Bend st. stooping, touching floor, alternately with arms stretching downward. 5. *Bowling Three short running steps forward, right, left, right (counts 1, 2). Forward charge left, shoot right arm forward, left hand on left knee (counts 3, 4). Hold (counts 5, 6). Position (counts 7, 8). 6. Standing start. (Grade V, No. 8.) 7. 'Archery. 8. Basket ball free throw, for foul. Alternate foot placing sideways witli arm raising forward, holding ball and looking up at basket (counts 1, 2). Descriptions may be found in "Health, Strength and Power." D. A. Sargent. 79 Knee bending with slight forward bending of trunk, arms swinging down between knees (counts 3, 4). Stretch the knees and swing the arms straight up, toward basket (counts 5, 6). Position (counts 7, 8). 9. Infielder's catch and throw. "Stooping position, hands in front of feet in act of catching grounder one! Rise to upright position, knees slightly bent, left foot advanced in front, the right hand back of right shoulder holding ball, the left arm stretched diagonally forward two! Throw ball to first baseman three ! Position four ! " 10. Catching a fly and throwing to third. Right foot placing backward with arms overhead catching the ball (counts 1, 2). Arms come back to throw, all weight back on right foot (counts 3, 4). Throw and shift weight forward to left foot (5, 6). Position (7, 8). D. *Games. Playground (See games for Grade V.) Hop-Scotch Three Deep. Vis-a- Vis. Baste the Bear. Duck on the Rock. Poison Snake./ Center Base. Snatch. Spud. Progressive Dodge Ball. Pig in the Hole. Shuttle Relay. Ten Trips. All-up Relay. Corner Spry. Indian Club Race. Shuttle Basket Ball. Throw Ball Relay. Handkerchief Relay. Baseball Relay./ Jump Rope Relay. Prison- ers' Base. Baseball. Boston Ball. Volley Ball. Playground Ball. Tennis. (Games after "Poison Snake" require apparatus. Games after "Jump Rope Relay" are team games.) Classroom Home Run. Zigzag I. Numbers Change. Round Ball. Jump the Bean Bag. Hands Up, Hands Down. Circle Ball. Jumping Relay. Beast, Bird, Fish. Catch Basket. Other Plays Skating, coasting, swimming, rowing, sailing, stunts, boxing, wrestling, building, carpenter, collecting, pets, gardens, checkers, marbles. For descriptions see Bancroft and other references, pages 33-4. E. fDances. Reap the Flax (Bl. 1 & Cp. 1)4 Lautlnum Bunches (Bl. 1)4 Bobbing Joe (Bl. 2). Ribbon Dance (Bl. 2)4 Old Maid (Bl. 3). Martin Wappu (Bl. 3). Crested Hen (Bl. 2)4 Gathering Peascods (Sh.)4 Blue-Eyed Stranger (Sh.)4 Oxdansen (Bl. 1)4 Athletic Pageant (Caskey).i Clown Dance (Caskey). Sailor's Hornpipe (Bl. 2)4. Flemish Folk Dance (Chalif). Csehbogar.t Troika (Chalif). Baborak (Chalif). Cola Serbianka (Chalif). tFor explanations of abbreviations see page 30. JOn talking machine record. Suitable also for boys. GRADE VII. A. Gymnastic Drills. [The following lessons include exercises progressively arranged, each having a particular purpose. In general the exercises are given in two parts: The first includes the name of the exercise, and describes concisely what is desired for complete execution. The second part, in quotations, suggests the commands to be used. The final command, the signal for execution, is printed in heavy type. For detailed explanations of starting positions and movements see Chapter II, "Exercise in Detail."'] Lesson I 1. Marking time and marching. "Mark time march! Class, halt! (Every other row about face. Every two rows march around one row of desks.) Class forward march! Class, halt!" 2. Stride st. arm bending with knee bending. "Feet sideways place! Arm bending with knee bend- ing one! Two! Again one! Two! Continue in this time : Ready- begin! And stop!" 3. Heel raising with turning of palms and chest raising. "Heel raising with turning of palms and chest raising one! Two!" *4. Hip grasp stride st. forward-downward bending of trunk. "Hands on hips and feet sideways place! Trunk forward-downward bend! Raise! Again one! Two!" *o. Stride st. chopping wood. "With a jump, feet sideways place! (Hands holding axe over left shoulder), chopping in this time (demon- strate) : Ready begin! Stop!" 6. Arm bending and stretching sideways and downward in even and broken rhythm. "Arm bending and stretching sideways and downward in this (even) time (demonstrate): Ready begin! Stop!" Try also in broken rhythm (1, 2 3, 4). 7. Hip grasp st. jump on 80 toes with foot placing sideways. "Hands on hips place! Jump on toes with foot placing sideways in this time : Ready go! Class, halt!" (on toes, with heels together). May be alternated. Lesson II *1. Running. (Circle formation.) "Class forward march! On toes march! Quick time march! (1, 2, 3, 4). Common tune march!" *2. Facings right and left, and about facings. Practice facings on two counts, first with stop on first count, and later without. 3. Arm raising sideways, palms up, with backward moving of head. "Arm raising sideways, palms up, with backward moving of head one! Two!" 4. Bend st. stooping, alternating with arm stretching downward. "Arms bend! Stoop down and return, alternating with arm stretching downward in this time (demonstrate) : Ready begin! And stop!" 5. Hip grasp stride st. side bending of trunk (c and r). "Hands on hips and feet sideways place! Trunk bending to left one! Two! To right three! Four! Again, 1 2 3 4. Continue in this time (demonstrate): Ready begin! Stop!" 6. Arm bending and stretching upward (even rhythm). "Arm bending and stretching upward in this time (demonstrate): Ready begin! And stop!" f7. Hip grasp st. knee upward bending left and right with and without stop at change. "Hands on hips place! Left knee upward bending begin!" (See Grade VI, Lessons 1 and 3.) 8. Jump in place with side flinging of arms. Demonstrate the movement on five counts: (Heel raising on One! Knee bending on Two! Jump on Three! Knee stretching on Four! Heel sinking on Five!) Then: "Class attention! Ready One! Two! Three! Four! Five!" May be alternated. fMay be alternated with 4. Lesson III *1. About facings and half facings, left and right. Practice on two counts. "In this time (one, two), left about face!" *2. Arm fling- ing sideways with knee bending (heels oft"). "Arm flinging sideways with knee bending (heels off) in this rhythm (demonstrate): Ready begin! And stop!" 3. Bend st. backward moving of head with chest raising. "Arms bend! Backward moving of head with chest facing one! Two!'' 4. Neck grasp stride st. forward-downward bending of trunk. "Hands on neck and feet sideways place ! Trunk forward-downward bend! Raise! Again one! Two!" f5- Hip grasp close one-half st. (leg sideways), change of feet on one count. "Hands on hips and feet close! Left leg sideways raise! With a jump, feet change! Again one! Two!" t6. Neck grasp stride st. trunk twisting (c and r). "Hands on neck and feet sideways place! Trunk twisting to left one! Two! To right three! Four! Repeat, 1 2 3 4. Keep it up in rhythm: To the left begin!" 7. Arm bending and stretching upward and downward in uneven rhythm. "Arm bending and stretching upward and downward in this time (demonstrate) : Ready begin! And stop!" 8. Hip grasp st. jump on toes with foot placing forward-backward. "Hands on hips place! Jumping on toes with foot placing forward-backward in this time (demonstrate): Ready go! Class, halt!" (on toes). May be alternated. tMay be alternated. Lesson IV *1. Arm bending with alternate foot placing diagonally outward. "Arms bend and left foot diagonally outward place! Po-sition! Same to right one! Two! Continue in this time : To the left begin! And stop!" *2. Stride st. arm flinging sideways with knee bending. "Feet side- ways place! Arm flinging sideways with knee bending in sharp rhythm: Ready begin! And stop!" 3. Neck grasp st. backward moving of head with chest raising. "Hands on neck place! Backward moving of head with chest raising one! Two!" 4. Hip grasp close st. forward-downward bending of trunk. "Hands on hips and feet close! Trunk forward-downward bend! Raise! Repeat one! Two!" 5. Bend stride st. trunk twisting, alternating 81 with arm stretching sideways. "Arms bend and feet sideways place! Trunk twisting to left one! Two! Arm stretching sideways three! Four! Satnr- to right, 1 2 3 4. Keep it going in even rhythm: To the left begin!" 6. Hip grasp st. alternate knee upward bending. "Hands on hips place! Alternate knee upward bending in this time (demonstrate) : With the Left begin! Class, halt!" f7. Cross (a) stride st. side bending of trunk (c and r). "Arms forward bend and feet sideways place! Trunk bending to the left one! Two! Right three! Four! Repeat, 1 2 3 4. Keep it up in this time : To the Left begin!" 8. Hip grasp st. jump on toes with foot placing sideways and crossing of feet. "Hands on hips place! Jump with feet apart one! Jump with left foot crossed in front of right two! Feet apart three! Right foot crossed in front of left four! Keep it going in rhythm, feet apart first, ready go! Class, halt!" (on toes and with heels together) . *May be alternated. tMay be alternated with 5. Lesson V (Review) 1. Running (Lesson 2, Ex. 1). 2. Arm flinging sideways with knee bending (heels off) (Lesson 3, Ex. 2). 3. Heel raising with turning of palm and chest raising (Lesson 1, Ex. 3). 4. Hip grasp st. knee upward bending left and right, with and without stop at change (Lesson 2, Ex. 7). 5. Neck grasp stride st. trunk twisting (Lesson 3, Ex. 6). 6. Arm bending and stretching upward and downward in uneven rhythm (Lesson 3, Ex. 7). 7. Hip grasp st. jump on toes with foot placing forward-backward (Lesson 3, Ex. 8), or Jump in place with side flinging of arms (Lesson 2, Ex. 8). Lesson VI *1. Facings with march steps forward, backward or sideways. "Left face and one step to the left march! Right face and one step for- ward march!" etc. *2. Placing of hands on neck with alternate foot placing sideways, and heel raising. "Hands on neck and left foot sideways place! Heel raising one! Two! Po-sition! Same to right on four counts, 1 2 , 3-^-4. Keep it up in this rhythm - : To the left begin!" 3. Cross (a) st. backward moving of head with chest raising. "Arms forward bend! Backward moving of head with chest raising one! Two!" 4. Bend st. stoop- ing, alternating with arm stretching sideways. "Arms bend! Stooping down, touch floor, alternating with arm stretching sideways in this time (demonstrate): Ready begin! And stop!" f5. Stride st. side bending of trunk with opposite arm flinging sideways-upward (four counts). "Feet side- ways place! Side bending of trunk with opposite arm flinging sideways upward in this rhythm (demonstrate) : Right arm goes up first, to the left begin!" 6. Hip grasp st. toe touching forward, and follow step (c and r). "Hands on hips place! Touch left toe forward one! Small step forward with the left (body erect) two! Bring the right to the left three! Same with the right, 1 2 3." Try in rhythm. 7. Bend walk (a) twist st. arm stretching upward. "Arms bend and left foot diagonally outward place! Trunk to left twist! Arm stretching upward one! Two! Trunk forward twist! Anns bend and feet change!" 8. Vault over seats, ready go! Two! Three! About face!" Repeat. *May be alternated. tMay be alternated with 7. Lesson VII *1. Arm bending with heel raising. "Arm bending with heel raising in this time (demonstrate): Ready begin! Stop!'' *2. Hip grasp stride st. alternate knee bending all the way. "Hands on hips and feet sideways place! Left knee bend! All the way over to right one! Two! Again one! Two! Continue in this time - : To the right begin! Stop!" 3. Arm circumduction with backward moving of head (three counts in rhythm). "Arm circumduction in this time (demonstrate). Quick move- ments. Head moves backward on one! Hold in position on two! Release on three! Ready begin!" 4. Placing of hands on hips with alternate foot 82 placing sideways, and forward -downward bending of trunk. "Hands on hips and left foot sideways place! Forward-downward bending of trunk one! Two! Po-sition! Same to fight on four counts, 1 2 3 4. Continue in this rhythm - : To the left begin! And stop!" 5. Bend walk (b) st. trunk twisting (r). "Arms bend and left foot forward place! Trunk twisting to left in this time (demonstrate) : Ready begin! And Stop! Arms bend and feet change!" 6. Hip grasp close one-half st. (leg forward) change of feet on one count. "Hands on hips and feet close! Left leg for- ward raise! With a jump, feet change! Again one! Two!" |7. Neck grasp stride st. side bending of trunk. "Hands on neck and feet sideways place! Trunk bending to left one! Two! To right three! Four! Now keep it up in slow rhythm: To the left begin! And stop!" 8. Hip grasp st. jump in place, turning 90 left and right. "Hands on hips place! Jump in place with turn to left one! Two! (Jump) three! Four! Five!" *May be alternated. tMay be alternated with 5. Lesson VIII *1. Arm bending with alternate foot placing forward and heel raising. "Arms bend and left foot f orward place ! Heel raising one! Two! Po-sition! Same to right on four counts: 1 23 4. Continue in this time : With the left begin!" *2. Placing of hands on hips with side lunge. "Placing of hands on hips with side lunge: To left one! Two ! To right three! Four! Continue in this time : To the left begin!" 3. Neck grasp close st. backward moving of head with chest raising. "Hands on neck and feet close! Backward moving of head with chest raising one! Two!" 4. Bend st. stooping, alternating with arm stretching upward. "Arms bend! Stooping, touching floor, alternating with arm stretching upward in this time (demonstrate) : Ready begin! And stop!" t5- Neck grasp sitting, trunk twisting all the way. (Sitting on desks.) "Hands on neck place! Trunk to the left twist! All the way to right one! To left two! Again one! Two! Keep it up in slow, even time: To the right begin!" 6. Hip grasp close toe st. march steps forward and back- ward. "Hands on hips and feet close! Heels raise! March steps forward: With the left one! Right two! Again one! Two! Backward with the right one! Two!" 7. Bend stride st. side bending of trunk, alternating with arm stretching sideways. "Arms bend and feet sideways place! Trunk bending o left one! Two! Arm stretching sideways three! Four! Repeat to right, 1 2 3 4. Continue in this time (demonstrate) : To the left begin!" 8. Hip grasp st. cut step backward-forward. (Try break on seventh and eighth counts.) (Demonstrate before commanding attention.) Start with left leg raised in front. On seventh count, jump with feet apart; on eighth count, hop on left and swing right forward. (Then ready to repeat cut step.) Commands are: Ready begin! Class, halt!" May be alternated. tMay be alternated with 7. Lesson IX *1. Bend st. arm stretching upward with heel raising. "Arms bend! Arm stretching upward with heel raising one! Two! Now keep it up in rhythm: Ready begin! Stop!" *2. Placing of hands on hips with alternate foot placing sideways, and knee bending. "Hands on hips and left foot sideways place! Knee bending one! Two! Po-sition! Same to right on four counts, 1 2 3 4. Continue in this time : To the left begin! And stop!" 3. Bend walk (b) st. backward moving of head with chest raising. "Arms bend and left foot forward place! Backward moving of head with chest raising one! Two! Arms bend and feet change!" 4. Placing of hands on neck with alternate foot placing sideways, and forward-downward bending of trunk. "Hands on neck and left foot side- ways place! Trunk bending forward-downward one! Two! Po-sition! Same to right on four counts, 1 2 3 4. Keep it up in rhythm: To the left begin! And stop!" f5- Cross (a) walk (a) twist st. arm flinging ' 83 sideways. "Arms forward bend arid left foot outward place! Trunk to left twist! Arm flinging sideways one! Two! Repeat, 1 2. Trunk for- ward twist! Arms forward bend and feet change!" 6. Hip grasp toe st. alternate knee upward bending. "Hands on hips place! Heels raise! Alternate knee upward bending: With the left begin! Class, halt!" (on toes). 7. One-half hip, one-half neck grasp stride st. side bending of trunk (c). "Feet sideways place! Left hand on hip, right hand on neck place! Trunk to left bend! Raise! Again one! Two! Arms change! To right bend!" etc. 8. Free jump forward. (Demonstrate): (Heel raising on one! Knee bending on two! Jump forward (with arm flinging forward) on three! Stretch knees on four! Heel sinking on Five!) "Ready one! Two! Three! Four! Five!" *May be alternated. fMay be alternated with 7. Lesson X (Review) 1. Facings with march steps, etc. (Lesson 6, Ex. 1). 2. Placing of hands on neck with alternate foot placing sideways, and heel xaising (Lesson 6, Ex. 2). 3. Arm circumduction with backward moving of head (three counts, in rhythm) (Lesson 7, Ex. 3). 4. Bend st. stooping, alternating with arm stretching upward (Lesson 8, Ex. 4). 5. Stride st. side bending of trunk with opposite arm flinging sideways-upward (Lesson 6, Ex. 5), or Cross (a) stride st. side bending of trunk (Lesson 4, Ex. 7). 6. Hip grasp close one-half st. (leg forward) change of feet on one count (Lesson 7, Ex. 6). 7. Hip grasp st. jump on toes with foot placing sideways and crossing of feet (Lesson 4, Ex. 8), or Hip grasp st. jump in place, turning 90 left and right (Lesson 7, Ex. 8). Lesson XI *1. Arm bending with alternate foot placing sideways, and arm stretching sideways with heel raising. "Arms bend and left foot sideways place! Arm stretching sideways with heel raising one! Two! Po-sition! Same to right on four counts, 1 2 3 4. Keep it up in rhythm: To the left begin! Stop!" *2. Neck grasp stride st. alternate knee bending all the way. "Hands on neck and feet sideways place! Left knee bend! All the way to right one ! To left two ! Again one ! Two ! Keep it up in rhythm : To the right begin! And stop!" 3. Arm flinging forward, sideways (palms up), and downward with backward moving of head. "Arm flinging forward- sideways one! (Let the head go back a little.) Downward two! Keep it up in rhythm: Ready begin! And stop!" (Sharp movements.) 4. Bend wide stride st. forward-downward bending of trunk, touching floor, alternating with arm stretching downward. "Arms bend and feet sideways place! Forward-downward bending of trunk, touching floor one! Return two! Ann stretching downward three! Four! Continue in rhythm: Ready begin!" f5. Neck grasp sitting, trunk twisting. "Hands on neck place! Trunk twisting to left one! Two! To right three! Four! Keep it up in even rhythm: To the left begin!" 6. Hip grasp st. balance step forward (c and r). "Hands on hips place! Balance step forward: With the left one! (weight well forward, body erect). With the right two! Again one! Two! Continue in this time (demonstrate) : With the left begin! Stop!" 7. Bend stride st. side bending of trunk, alternating with arm stretching upward. "Arms bend and feet sideways place! Trunk bending to left one! Two! Arm stretching upward three! Four! Same to right, 1 2 3 4. Keep it up in rhythm: To the left begin! And stop!" 8. Hip grasp st. jump on toes with foot placing forward and backward, passing through toe st. position, each time. "Hands on hips place! Jump with left foot for- ward one! Feet together two! Right foot forward three! Feet together four! Continue in rhythm: Ready go! Class, halt!" (on toes). *May be alternated. tMay be alternated with 7. Lesson XII 1. Hip grasp st. toe touching sideways with opposite knee bending. "Hands on hips place! Left toe touching sideways with right knee 84 bending one! Two! Same on the other side three! Four! Keep it up in rhythm: With the left begin!" 2. Neck grasp walk (b) st, backward moving of head with chest raising. "Hands on neck and left foot forward- place! Backward moving of head with chest raising one! Two! Again one! Two! Hands on neck, and feet change !" 3. Bend st. stooping, alter- nating with arm stretching upward. "Arms bend! Stoop down one! Return two! Arm stretching upward three ! Four! Keep it up in this ti me : Ready begin!" 4. Forward bending of arms with alternate foot placing forward and trunk twisting. "Arms forward bend and left foot forward place ! Trunk twisting to left one! Two! Po-sition! Same to right on four counts, 1 2 3 4. Keep it up in even rhythm: To the left- begin! And stop!" 5. Arm bending and stretching, one sideways, the other downward (uneven rhythm). "Arms bend! Left arm sideways, right arm downward stretch! Change of arms on two counts one! Two! Continue in this time (demonstrate): Ready begin !" *6. Hip grasp st. oblique charge. (Demonstrate before commanding attention.) "Half right face! Hands on hips place! Oblique charge, left one! Two! Repeat, 12. Left face! Oblique charge, right one! Two!" 7. Hip grasp one-half st. (leg sideways), cut step sideways and hop. "Hands on hips place! Left leg sideways raise! Cut right sideways one! Hop on right two! Keep it going in rhythm : Ready go! Class, halt!" May be alternated with 4. Lesson XIII *1. Placing of hands on neck with heel raising (r). "Heel raising with (placing of) hands on neck: Ready begin! Stop!" *2. Arm bending and stretching sideways with alternate foot placing sideways and knee bending. "Arms bend and left foot sideways place! Arm stretching sideways with quick knee bending one! Two! Po-sition! Same to right on four counts, 1 2 3 4. Keep it up in rhythm: To the left begin! And stop!" 3. Bend st. arm stretching upward with backward moving of head and chest raising. "Arms bend! Arm stretching upward with backward moving of head and chest raising one! Two!" 4. Hip grasp toe st. alternate knee upward bending. "Hands on hips place! Heels raise! Alternate knee upward bending: With the left begin! Class, halt!" 5. Cross (a) stride st. side bending of trunk, alternating with arm flinging sideways. "Arms forward bend and feet sideways place! Trunk bending sideways, left one! Two! Arm flinging sideways three! Four! Same to right on four counts, 1 2 3 4. Continue in this time : To the left begin! And stop!" t6. Placing of hands on hips with alternate foot placing forward, and forward bending of trunk. "Hands on hips and left foot for- ward place! Trunk bending forward one! Two! Po-sition! Same to right on four counts, 1 2 3 4. Kee it up in rhythm: To the left begin! And stop!" 7. Arm bending and stretching, one upward, the other downward. "Arms bend! Left arm upward, right arm downward stretch ! Change of arms on two counts one! Two! Again one! Two! Keep it up in uneven time: Ready begin!" 8. Hip grasp st. jump on toes with crossing of feet. (Demonstrate first.) "Hands on hips place! Jump on toes with crossing of feet, left in front first: Ready go! Class, halt!" (on toes, heels together). May be alternated. tMay be alternated with 4. Lesson XIV 1. Cross (a) st. arm flinging with knee bending (heels off). "Arms forward bend! Arm flinging sideways with knee bending (heels off) in this time (demonstrate) : Ready begin! Stop!" 2. Neck grasp walk (b) st. backward moving of head with chest raising. "Hands on neck and left foot forward^ place! Backward moving of head with chest raising one! Two! Hands on neck and feet change!" 3. Bend stride st. forward-down- ward bending of trunk, alternating with arm stretching upward. "Arms bend and feet sideways place! Forward-downward bending of trunk one! Two! 85 Arm stretching upward three! Four! Continue in this rhythm: - Ready begin! And stop!" 4. Placing of hands on neck with alternate foot placing outward, and trunk twisting. "Hands on neck and left foot outward place! Trunk twisting to left one! Two! Po-sition! Same to right on four counts, 1 2 3 4. Keep it up in even rhythm: To the left begin! And stop!" *5. Hip grasp st. balance steps with knee upward bending and stretching downward. "Hands on hip'; place! Knee upward bending with the left one! Stretching downward two! Step forward three! (and hold).'' Repeat above with the right. Try later in rhythm. f6. Placing of hands on hips with alternate foot placing sideways, and side bending of trunk. "Hands on hips and left foot sideways place! Trunk bending to 'left one! Two! Po-sition! Same to right on four counts, 1 2 3 4. Continue in this time (demonstrate): To the left begin!" 7. Arm bending with oblique charge. (See Lesson 12.) "Half right face! Arm bending with oblique charge: Left one! Two!" Repeat: "Left face!" Repeat charge on other side. 8. Hip grasp st. cut step backward, alternating with a hop and leg swinging forward. "Hands on hips place! Left leg forward raise! Cut right back- ward one! Hop on left and swing right forward two! Cut left backward one . Hop on right and swing left forward two! Keep it up in this rhythm-. : Ready begin! Class, halt!" *May be alternated with 3. fMay be alternated with 4. Lesson XV (Review) 1. Placing of hands on neck with heel raising (Lesson 13, Ex. 1), or Arm bending with alternate foot placing sideways, and arm stretching sideways with heel raising (Lesson 11, Ex. 1). 2. Arm flinging forward, sideways (palms up), and downward with backward moving of head (Lesson 11, Ex. 3). 3. Bend st. stooping, alternating with arm stretching tipward (Lesson 12, Ex. 3). 4. One-half hip, one-half neck grasp stride st. side bending of trunk (Lesson 9, Ex. 7). or forward bending of arms with alternate foot placing forward, and trunk twisting (Lesson 12, Ex. 4). 5. Hip grasp toe st. alternate knee upward bending (Lesson 9, Ex. 6). 6. Hip grasp st. jump on toes with crossing of feet (Lesson 13, Ex. 8), or Hip grasp st. jump on toes with foot placing forward and backward, passing through toe st. position each time (Lesson 11, Ex. 8). B. Suggestive Relief Periods. 1. Group I. a. Morning (l)Bend st. slow- arm stretching upward (resisting). (2) Heel raising with turning of palms and chest raising (Lesson 1, Ex. 3). (3) Hip (neck) grasp close st. forward bending of trunk (Lesson 4, Ex. 4). b. Morning (1) Marching (Lesson 1, Ex. 1). (2) Boy Scout trot (Grade V, relief periods. Group III). (3) Grasp sitting, backward moving head with chest expansion (Grade III, Lesson 4, Ex. 6). c. Afternoon (1) Diving mimetic exercise (Grade VI, Xo. 2). (2) Bowl- ing mimetic exercises (Grade VI. Xo. 5). (3) Broad jump (mimetic exercise. Xo. 9). 2. Group II. a. Morning (1) Walk (b) st. arm flinging forward-sideways (one move- ment) and sinking downward (Grade II, Lesson 7, Ex. 3). Try in rhythm. (2) Cross (d) st. arm and heel raising, with backward moving of head, and deep breathing. (3) Hip grasp st. alternate knee upward bending (Lesson 4. Ex. 6). c. Morning (1) Running (Lesson 2, Ex. 1). (2) Jump on toes with foot placing sideways and hand clapping (Grade II, Lesson 13, Ex. 6). (3) Deep breathing with backward moving of head. c. Afternoon (1) Fencing (mimetic exercise. Xo. 8). (2) Pitcher's throw 86 (Grade V, mimetic exercises, No. 9). (3) Hip grasp one-half st. (leg side- ways), cut step and hop (Lesson 12, Ex. 7). 3. Group III. a. Morning (1) Stride st. arm circumduction in rhythm (three counts)* arm raising forward-upward (count 1), sideways to shoulder height (count 2). Down to sides (count 3). (2) Walk (b) st. turning of palms with raising and deep breathing. (3) Hip grasp st. stooping to touch floor, alternating with change of hands to neck grasp and return. b. Morning (1) Marching (Lesson 1, Ex. 1). (2) Running (Lesson 2, Ex. 1). (3) Balance marching (Lesson 11, No. 6). c. Afternoon (1) Basket ball throw (mimetic exercise, No. 4). (2) Golf (mimetic exercise, No. 6). (3) Crouching start (mimetic exercise, No. 10). C. Mimetic Exercises. 1. 'Archery. 2. *Bowling. (Grade VI, mimetic exercises, No. 5). 3. Pitcher's throw. (Grade V, mimetic exercises, No. 9.) 4. Basket ball throw overhead "Bend down and pick up basket ball onef Bring the ball to the chest two! Throw the ball in direction of basket, extending both arms diagonally forward-upward, and springing slightly into the air to give "push" to the throw three! Position four!" 5. Infielder's catch and throw. (Grade VI, No. 9.) 6. Golf Stride st. grasping club firmly and looking at ball (counts 1, 2). Address the ball, making a short preliminary swing (counts 3, 4). Swing up on right side, keeping eye on ball (counts 5, 6). Drive and follow through to same position on left side, watching the ball in its flight (counts 7. 8). Return to starting position. 7. Twister. 8. 'Fencing. 9. Standing broad jump "Raise the arms forward to shoulder height (palms down) one! Swing arms upward two! Swing arms forward-down- ward and backward, at the same time bending both knees (heels off and weight of body inclined forward three! Jump forward, landing on toes, heela together, knees bent, and arms stretched forward shoulder height four! Position five ! " 10. Crouching start "On your mark!" (Draw definite starting line. Hands should be placed on this line about 14 inches apart, and about 4 inches in front of the left foot which is flat on the floor pointing directly ahead. Both knees are bent, the right knee touching the floor a little bit to one side and back of the great toe of the left foot. The toe of the right' foot points directly ahead, pressing hard on the floor.) "Get set!" (Stretch and raise the right knee from the floor about four inches and incline the weight forward, well over the hands back almost horizontal, eyes looking well ahead.) "Go!"^ (Give a quick push forward with the rear foot, and advance four or five strides. The first step is taken with the rear or right foot.) Repeat the first two parts a number of times before giving the signal for advance. Descriptions may be found in "Health, Strength and Power" D. A. Sargent. D. *Games and Plays. (Boys and girls segregated.) . Playground Three Deep. Vis-a-Vis. Fox and Geese. Last Couple Out. Jacob and Rachael. Cockfight (Boys). Chicken Market. Maze Tag. Center Catch Ball. Wand Tug-of-War. Line Club Bowls. Stool Ball. Zigzag Over- head Toss. Over and Under (Boys). Circle Relay Pass Ball. Handkerchief Relay. Baseball Relay. Jump Rope Relay. Throw and Catch Relay. Jump Rope Shuttle. Battle Ball. Corner Ball. End Ball. Long Base. German Bat Ball. Volley Ball. Punch Ball. Pin Ball. Baseball. Soccer Football. Classroom Last Man. Corner Spry. Prince of Paris. Overtake. Circle- For descriptions see Bancroft and other references, pages 33-4. 87 Seat Relay. Hop and Pull. Black and White. All-up Relay. (Games after "Maze Tag" require apparatus. Games from "Over and Under" to "Jump Rope Shuttle," relays. Games after "Jump Rope Shuttle" are team games.) 'Constructive Plays Sewing, clay modeling, carpenter (boats, carts, houses, tc. ) . Nurture Plays Gardens, pets, farming. **Othcr Plays Collecting, hunting, hikes, nature excursions, cooking and fishing, gymnastic stunts, field and track athletics, wrestling and boxing, out- door sports, such as hockey, tennis, skating, etc., quoits, chess, checkers, pho- tography, bicycling. * 'Reprinted from "The Playground" with permission. E. Dances.t .Three Dance (Bl. 2)4 Crested Hen (Bl. 2)4 Bobbing Joe (-B1. 2). Sailor's Hornpipe (Bl. 1)4 Irish Lilt (Cp. T)4 Highland Schottische (Cp. 1)4 Swedish Polka (Bl. 1)4 The Hatter (Bl. 4)4 The Tinker's Dance (Bl. 4)4 Rufty Tufty (Shp.)4 Clown Dance (Caskey) Virginia Reel. Slovak Polk Dance (Chalif). Normandische Dance (Chalif). Wooden Shoes (Chalif). Yankee Caprice. Utushka. tFor abbreviations see page 30. $On talking machine record. Suitable for boys. GRADE VIII. A. Gymnastic Drills. [The following lessons include exercises progressively arranged, each having a particular purpose. In general the exercises are .given in two parts: The first includes the name of the exercise, and describes concisely what is desired for complete execution. The second part, in quotations, suggests the commands to "be used. The final command, the signal for execution, is printed in heavy type. For detailed explanations of starting positions and movements see Chapter II, "Exercise in Detail."] Lesson I Standing and sitting on one command. "Ready stand! Ready sit!'' *1. Marking time and marching. "Mark time march! Class, halt! Every other row about face! (Every two rows march around one row of desks.) Class forward march! Class, halt!" *2. Arm flinging sideways with heel raising. "Arm flinging sideways with heel raising (in rhythm) begin! Stop!" 3. Turning 'of hands with backward moving of head and chest raising. "Turn- ing of hands with backward moving of head and chest raising one! Two!'' 4. Bend st. stooping, alternating with arm stretching downward. "Arms bend! Stoop down and return one! Two! Arm stretching downward three! Four! Keep it up in this rhythm (demonstrate) : Ready begin! And stop!" 5. Stride st. sideways bending of trunk with opposite arm flinging sideways-upward (other hand slides down leg). "Feet sideways place! Side bending of trunk to left with right arm flinging sideways-upward one! Two! Same to right three! Four! Keep it up in fairly slow rhythm: To the left begin! And stop!" 6. Arm bending and stretching sideways and down- ward in uneven rhythm. "Arm bending and stretching sideways and down- ward in this time (demonstrate) : Ready begin!" 7. Hip grasp st. jump on toes with foot placing sideways. "Hands on hips place! Jumping on toes Avith foot placing sideways: Ready begin! Class, halt!" (on toes). *May be alternated. Lesson II *1. Running. Circle formation. "Class forward march! On toes march! Quick time march! Common time march!" (one, two, three, four). *2. Placing of hand on hips with alternate foot placing sideways, and lieel raising. "Hands on hips and left foot sideways place! Heel raising one! Two! Po-sition! Same to right on four counts, 1 2 3 4. Keep it up in rhythm: To the left begin! And stop!" 3. Bend st. backward moving of head with chest raising. "Arms bend! Backward moving of head with chest raising one! Two!" 4. Hip grasp st. knee upward bending left and right without stopping at change. "Hands on hips place! Left knee upward bending begin! And right! Left! Right! And stop!" 5. Bend stride st. side bending of trunk. "Arms bend and feet sideways place! Trunk bend- ing to left one! Two! Right three Four! Keep it up in slow rhythm: To the left begin! Stop!" 6. Hip grasp st. heel raising and knee bending (uneven rhythm). "Hands on hips place! Heels raise! Knees bend! Stretch! Heels sink! Continue in this time (demonstrate) (1, 2 3, 4), Ready begin! Stop!" |7. Cross (a) stride st. trunk twisting, alternating with arm flinging sideways. "Arms forward bend and feet sideways place! Tnmk twisting to left one! two! Arm flinging sideways three! Four! Same to right, 1 2 3 4. Keep it up in rhythm: To the left begin! And stop!" 8. Free jump forward. (Demonstrate on five counts; (1) heel raising; (2) knee bending; (3) jump forward with arm flinging (backward) forward- backward; (4) knee stretching; (5) heel sinking): "Ready one! Two! Three! Four! Five!" May be alternated. tMay be alternated with 5. Lesson III 1. Arm flinging sideways with knee bending (heels off). "Arm flinging sideways with knee bending one! Two! Xow keep it up in rhythm: Ready begin! And stop!" 2. Xeck 1 grasp st. backward moving of head with chest raising. "Hands on neck place! Backward moving of head with chest raising one! Two!" 3. Hip grasp stride st. forward-downward bending of trunk (c). "Hands on hips and feet sideways place! Trunk forward- downward bend! Raise! Again one! Two!" *4. Arm bending with alter- nate foot placing sideways, and trunk twisting. "Arms bend and left foot sideways place! Trunk twisting to left one! Two! Po-sition! Same to right on four counts, 1 2 3 4. Keep it up in even rhythm: To the left begin!" -[5. Arm bending and stretching upward and downward in uneven rhythm. "Arm bending and stretching upward and downward in this time (demonstrate): Ready begin! And stop!" i6. Hip grasp toe st. march steps forward and backward. "Hands on hips place! Heels raise! March steps forward with the left-^-one! Right two! Repeat: 1 2. Stepping backward: Right one! Two!" 7. Hip grasp stride st. side bending of trunk, alternating with arm flinging sideways. "Hands on hips and feet sideways place! Trunk bending to left one! Two! Arm flinging sideways three! Four! Repeat to right: 1 2 3 1. Continue in this time (demonstrate): To the left begin! And stop!" 8. Hip grasp st. jump on toes with foot placing forward-backward. "Hands on hips place! Jump on toes with foot placing forward-backward (left foot forward first): Ready go! Class, halt!" (on toes, with heels together). May be alternated with 7. tMay be alternated. Lesson IV *1. Bend st. arm stretching sideways with heel raising. "Arms bend! Arm stretching sideways with heel raising in sharp, quick rhythm: Ready begin! Stop!" *2. Placing of hands on hips with alternate foot placing sideways, and knee bending. "Hands on hips and left foot sideways place! Knee bending one! Two! Po-sition! Same to right on four counts: 1 2 3 4. Keep it up in rhythm : To the left begin! And stop!" 3. Arm flinging forward-sideways (palms up) with backward moving of head, and downward (r). "Arm flinging forward one! Sideways, palms up (head moves backward) two! Downward three! Keep it up in uneven rhythm, sharp movements (demonstrate): Ready begin! Stop!" 4. Bend close st. forward bending of trunk. "Arms bend and feet close! Trunk forward bend! Raise! Again one! Two!" 5. Xeck grasp stride st. trunk twisting all the way in one movement. "Hands on neck and feet sideways place! Trunk to left twist! All the way to right---one! To left two! Keep it up in this slow, even time : To the right begin! And stop!'' 0. Hip grasp close one-half hook st. change of feet on one count. "Hands on hips 89 and feet close! Left knee upward bend! With a jump, feet change! Again one! Two!" |7. Bend stride st. side bending of trunk, alternating with arm stretching sideways. "Arms bend and feet sideways place ! Trunk bending to left one! Two! Arm stretching sideways three! Four! Same to right: 1 2 3 4. Continue in this time (demonstrate): To the left begin! And stop!" 8. St. free jump sideways. (Demonstrate: (1) heel raising; (2) knee bending; (3) jump to left with arm flinging (right) left to side; (4) knee stretching! (5) heel sinking). "Jump to left: One! Two! Three! Four! Five!"' Same to right. May be alternated. tMay be alternated with 5. Lesson V (Review) 1. Running (Lesson 2, Ex. 1). 2. Arm flinging side- ways with knee bending (Lesson 3, Ex. 1). 3. Neck grasp st. backward moving of head with chest raising (Lesson 3, Ex. 2). 4. Hip grasp st. knee upward bending left and right without stopping at change (Lesson 2, Ex. 4). 5. Stride st. sideways bending of trunk with opposite arm flinging sideways- upward (Lesson 1, Ex. 5), or Cross (a) stride st. trunk twisting, alternating with arm flinging sideways (Lesson 2, Ex. 7). 6. Hip grasp st. heel raising and knee bending (uneven rhythm) (Lesson 2, Ex. 6). 7. Hip grasp st. jump on toes with foot placing forward-backward (Lesson 3, Ex. 8), or Hip grasp st. jump on toes with foot placing sideways (Lesson 1, Ex. 7). Lesson VI *1. Arm bending with alternate foot placing forward, and arm stretching sideways with heel raising. "Arms bend and left foot forward place! Arm stretching sideways with heel raising one! Two! Po-sition! Same to right on four counts: 1 2 3 4. Keep that up in rhythm: To the left begin!" *2. Hip grasp stride st. alternate knee bending all the way, in one movement. "Hands on hips and feet sideways place! Left knee bend! All the way over to right one! To left two! Repeat: 1 2. Continue in this time (demonstrate): To the right begin! And stop!" 3. Bend st. slow arm stretching upward with backward moving of head and chest raising. "Arms bend! Arm stretching upward with backward moving of head and chest raising one! Two!" 4. Cross (a) st. stooping and return (r). "Arms forward bend! Stoop down and touch floor one! Two! Keep it up in rhythm: Ready begin! And stop!" 5. Placing of hands on neck with alternate foot placing sideways, and trunk twisting. "Hands on neck and left foot sideways place! Trunk twisting to left one! Two! Po- sition! Same to right on four counts: 1 2 3 4. In rhythm: To the left begin!'' 6. Hip grasp close one-half standing (leg sideways), change of feet on one count. "Hands on hips and feet close! Left leg sideways raise! With a jump, feet change! Again one! Two!" f7. Neck grasp stride st. forward bending of trunk, alternating with placing of hands on hips. "Hands on neck and feet sideways place! Trunk bending forward one! Two! Placing hands on hips and return three! Four! Keep it up in rhythm: Ready begin! And stop!'' 8. Hip grasp st. jump in place, turning 90. "Hands on hips place! Jump in place with 90 turn to left one! Two! Three! Four! Five!" *May be alternated. tMay be alternated with 4. Lesson VII *1. One or two march steps and facings left or right, on one count. "One step forward and left face march! Right face and two steps forward march!" *2. Bend stride st. arm stretching sideways with knee bending. "Arms bend and feet sideways place! Arm stretching sideways with knee bending one! Two! Keep it up in rhythm: Ready begin!'' 3. Hip grasp walk (b) st. backward moving of head with chest raising. "Hands on hips and left foot forward place! Backward moving of head with chest raising one! Two! Again one! Two! Hands on hips and feet change!" 4. Placing of hands on hips with alternate foot placing sideways, and forward- 90 downward bending of trunk. "Hands on hips and left foot sideways place f Forward-downward bending of trunk one! Two! Po-sition! Same to right on four counts: 1 2 34. Keep it up in rhythm: To the left begin!" 5. Bend stride st. trunk twisting all the way, alternating with arm stretching sideways. "Arms bend and feet sideways place! Trunk to left twist! All the way to right one! Arm stretching sidew r ays two! Three! Same to left on three counts: 1 2 3. Keep it up; To the right begin! And stop!'' f6. Hip grasp st. alternate knee upward bending and stretching downward, and balance steps. "Hands on hips place! Knee upward bending with the left one! Stretching downward two! Step forward three! (and hold). Repeat with the right: 12 3" (and hold). Try in rhythm. 7. Hip grasp walk (b) st. side bending of trunk (c). "Hands on hips and left foot for- ward place! Trunk to the left bend! Raise! Again one! Two! Hands on hips and feet change!" 8. Hip grasp st. cut step backward -forward with break on seventh and eighth counts. Demonstrate before commanding atten- tion. Start with left leg raised in front. On seventh count jump witli feet apart; on eighth count hop on left and swing right forward. Repeat from beginning. *May be alternated. tMay be alternated with 4. Lesson VIII *1. Bend st. arm stretching upward with heel raising. "Arms bend! Arm stretching upward with heel raising one! Two! Now keep it up: Ready begin! And stop!" *2. Placing of hands on hips with side lunge. "Placing hands on hips with side lunge: To left one! Two! To right three! Four! Repeat: 1 2 3 4. Continue in slow rhythm: To the left begin!" 3. Cross (c) st. turning of hands with backward moving of head. "Arms sideways fling! Turning of hands with backward moving of head one! Two!" 4. Hip grasp st. alternate knee upward bending. "Hands on hips place! Alternate knee upward bending: With the left begin! Class, halt!" 5. One-half hip, one-half neck grasp stride st. side bending of trunk (three counts). "Left hand on hip, right hand on neck and feet side- ways place! Trunk bending to left one! Two! Quick change of hands three! Same to right: 1 2 3. Keep it up in this time (demonstrate) : To the left begin!" 6. Cross (a) walk (b) toe st. arm flinging. "Arms for- ward and left foot forward place! Heels raise! Arm flinging sideways one! Two! Again one! Two! Heels sink! Arms forward bend and feet change!" t7. Arm bending with alternate foot placing outward, and trunk twisting. "Arms bend and left foot outward place! Trunk twisting to left one! Two! Po-sition! Same to right on four counts: 1 23 1. Keep it up in rhythm: To the left begin! And stop!" 8. Hip grasp st. jump on toes with foot placing sideways, and crossing of feet. (Demonstrate first.) "Hands on hips place! Jump on toes with foot placing sideways and crossing of feet: Ready begin! Class, halt!" (on toes and with heels together). May be alternated. tMay be alternated with 5. Lesson IX *1. Cross (a) st. arm flinging sideways with alternate foot placing forward. "Arms forward bend! /Arm flinging sideways witli alter- nate foot placing forward: Left one! Two! Right three! Four! Keep it up in rhythm: With the left begin! Stop!" *2. Placing of hands on neck with alternate toe touching sideways and opposite knee bending. "Hands on neck with left toe touching sideways and right knee bending one! Two! Same on other side three! Four! In rhythm: With the left- begin! Stop!'' 3. Cross (d) st. arm raising with backward moving of head. "With palms up, arms sideways fling! Arm raising with backward moving of head one! Two!" 4. Arm bending with alternate foot placing sideways, and for- ward-downward bending of trunk. "Arms bend and left foot sideways place! Forward-downward bending of trunk one! Two! Po-sition! Same to right 91 on four counts: 1 2 3 4. Continue in rhythm: To the left begin!'' 5. Neck grasp sitting, trunk twisting all the way. "Hands on neck place! Trunk to left twist! All the way to right one! To left two! Keep it going in slow, even time: To the right begin!" f6. Placing of hands on hips" with oblique charge (c and r). "Half right face! Oblique charge with (placing of) hands on hips: To the left one! Two!" Repeat on command one or two times. Then try in rhythm, holding positions well. Repeat above on right sfcle. |7. One-half hip, one-half neck grasp stride st. side bending of trunk, alternating with arm bending and change of hands (four counts). Try rhythmic repetition. "Arms bend! Left hand on hip, right hand on neck and feet sideways place! Trunk bending to left one! Two! Arm bending and change of hands three! Four! Trunk bending to right one! Two! Three! Four! Keep it up in this time (demonstrate) : Ready begin!" 8. Hip grasp st. jump on toes forward and backward, feet together. (Demon- strate before commanding attention.) "Hands on hips place! Jump on toes forward and backward: Ready begin! Class, halt!" *May be alternated. tMay be alternated. Lesson X (Review) 1. Arm bending with alternate foot placing forward and arm stretching sideways with heel raising (Lesson 6, Ex. 1). 2. Placing of hands on hips with side lunge (Lesson 8, Ex. 2). 3. Hip grasp walk (b) st. backward moving of head (Lesson 7, Ex. 3). 4. Cross (a) st. stooping and return (Lesson 6, Ex. 4). 5. Bend stride st. trunk twisting all the way, alternating with arm stretching sideways (Lesson 7, Ex. 5), or Hip grasp walk (b) st. side bending of trunk (Lesson 7, Ex. 7). 6. Hip grasp at. alter- nate knee upward bending and stretching downward, and balance steps (Lesson 7, Ex. 6). 7. Hip grasp st. cut step backward-forward with break on seventh and eighth counts (Lesson 7, Ex. 8), or Hip grasp st. jump on toes with foot placing sideways, and crossing of feet (Lesson 8, Ex. 8). Lesson XI 1. Hip grasp st. heel raising and knee bending (even and uneven rhythm). "Hands on hips place! Heel raising and knee bending in this time (1234): Ready begin! Stop! Repeat in this rhythm (1, 2 3, 4): Ready begin!" 2. Bend st. slow arm stretching sideways, palms up, with backward moving of head. "Arms bend! Arm stretching sideways, palms up, with backward moving of head one! Two!" 3. Hip grasp toe st. alternate knee upward bending. "Hands on hips place! Heels raise! Alternate knee upward bending: With the left begin! Class, halt!" 4. Arm bending with alternate foot placing sideways, and side bending of trunk. "Arms bend and left foot sideways place! Trunk bending to left one! Two! Po-sition! Same to right on four counts: 1 2 3 4. Keep it up in this rhythm - : To the left begin! And stop!" *5. Arm bending and stretching, one sideways, the other downward (rhythm). "Arms bend! Left arm sideways, right arm downward stretch! Change of arms one! Two! Continue in this time (1, 2 5 1, 2): Ready begin!" f6. Placing of hands on neck with alternate foot placing forward, and trunk twisting. "Hands on neck and left foot forward place! Trunk twisting to left one! Two! Po-sition! Same to right on four counts: 1 2 3 4. Now keep it up in rhythm: With the left begin! Stop!" 7. Hip grasp, toe support, charge position. "Feet close! Toe support, charge position: With hands on hips and left foot back one! Two! With right foot back three! Four! Repeat: Left one! Two! Right three! Four! 8. Hip grasp st. jump on toes with foot placing sideways, alternating with foot placing forward-back- ward. "Hands on hips place! Jump with feet apart one! Feet together two! Jump with left foot forward and right backward three! Feet together four! Keep it up in rhythm: Ready begin! Class, halt!" (on toes). *May be alternated with 7. tMay be alternated with 4. 92 Lesson XII 1. Arm bending with alternate foot placing sideways, and arm stretching sideways with knee bending. "Anns bend and left foot sideways place! Arm stretching sideways with knee bending one! Two! Po-sition! Same to right on four counts: 1 2 3 4. Now keep it up: To the left- begin!" 2. Neck grasp walk (b) st. backward moving of head with chest raising. "Hands on neck and left foot forward place! Backward moving of head with chest raising one ! Two ! Repeat 1 2. Hands on neck and feet- change!" 3. Bend (wide) stride st. downward bending, touching floor, alter- nating with arm stretching downward. "Anns bend and feet sideways place ! Downward bending, touching floor one! Two! Arm stretching downward three! Four! Continue in rhythm: Ready begin! Stop!" 4. Placing of hands on hips with forward charge. "Placing of hands on hips with forward charge. Left one Two! Right three! Four!" *5. Arm bending and stretch- ing upward, sideways, and downward in uneven rhythm. "Ann bending and stretching upward, sideways, and downward in this time : Ready begin! And stop!" *6. Hip grasp close one-half st. (leg forward) bending of opposite knee. "Hands on hips and feet close! Left leg forward raise! Right knee bend! Stretch! Again one! Two! With a jump, feet change!" Repeat knee bending. |7. One-half hip, one-half stretch stride st. side bending of trunk, alternating with arm bending and change of hands. "Anns bend! Left hand on hip, right hand overhead and feet sideways place! Trunk bending to left one! Two! Arm bending and change of hands three! Four! Trunk bending to right one! Two! Change of arms: Three! Four! Con- tinue in this time : To the left begin!" 8. Hip grasp st. jumping on toes with crossing of feet (each time). "Hands on hips place! Jump on toes with crossing of feet: Ready begin! Class, halt!" (on toes). *May be alternated. tMay be alternated with 4. Lesson XIII *1. Reach st. arm flinging upward with heel raising. "Anns, forward raise! Arm flinging upward with heel raising one! Two! Now keep it going: Ready begin! Stop!" *2. Placing of hands on neck with side lunge. "Side lunge with hands on neck: To left one! Two! Right three! Four! Keep it up in this rhythm - : Ready begin! And stop!" 3. Walk (b) st. arm raising sideways, palms up, with backward moving of head. "Left foot forward place ! Arm raising sideways, palms up, with backward moving of head one! Two! Repeat: 1 2. Feet change!" 4. Hip grasp close st. forward-downward bending of trunk (c). "Hands on hips and feet close! Trunk forward-downward bend! Raise! Again one! Two!" |5. Cross (a) stride st. trunk twisting all the way left and right, alternating with arm flinging sideways. "Arms forward bend and feet sideways place! Trunk twisting to left one! Arm flinging sideways two! Three! Same to right one! Two! Three! Keep it up in rhythm: To the left begin!" f6. Arm bending with oblique charge*. "Half right face! Arm bending with left oblique charge one! Two! Keep it up in this time : Ready begin! And stop! Left face!" Repeat above on other side. 7. Hip grasp sitting, backward leaning of trunk. "Hands on hips place! Backward leaning of tnmk one! Two! Again one! Two! Again one! Two!" 8. Hip grasp st. jumping on toes with foot placing alternately left and right (feet together). "Hands on hips place! Jump on toes with foot placing left and right: Ready begin! Class, halt!'' May be alternated. TMay be alternated. Lesson XIV *1. Arm bending with alternate foot placing sideways, and arm stretching \ipward with heel raising. "Arms bend and left foot side- ways place! Arm stretching upward with heel raising one! Two! Po- sition! Same to right on four counts: 1 2 3 I. Keep it up in rhythm: To the left begin!" *2. Placing of hands on hips with side lunge, and alternate knee bending (four counts). "Side lunge with hands on hips: Left 93 one! Alternate knee bending two! three! Position! Same to right: 1 2 3 4. Keep it up in this time : To the left begin! And stop!" 3. Arm circumduction with backward moving of head and chest raising. "Arm circumduction with backward moving of head and chest raising one! Two!" 4. Hip grasp toe st. alternate knee upward bending. "Hands on hips place! Heels raise! Alternate knee upward bending: With the left begin! Class, halt!" f5. Cross (a) walk (a) twist st. arm flinging sideways (e). "Arms forward bend and left foot outward place! Trunk to left twist! Arm flinging sideways one! Two! Repeat: 1 2. Trunk forward twist! Arms forward bend and feet change! To right twist!" etc. f6. Placing of hands on neck with alternate foot placing sideways and side bending of trunk. "Hands on neck and left foot sideways place! Trunk bending to left one! Two! Po-sition! Same to right on four counts : 1 2 3 4. Keep it up in this time - : To left begin! Stop!" 7. Arm bending and stretching, one upward, the other downward (uneven rhythm). "Arms bend! Left arm upward, right arm downward stretch ! Change of arms on two counts one! Two! Keep it up in this time - : Ready begin!" 8. Arm bending with forward charge. "Arm bending with forward^ charge: Left one Two! Right three! Four! Keep it up in this rhythm : With the left begin! Stop!" *May be alternated. fMay be alternated. Lesson XV (Review) 1. Reach st. 'arm flinging upward with heel raising (Lesson 13, Ex. 1). 2. Arm bending with alternate foot placing sideways, arm stretching sideways with knee bending (Lesson 12, Ex. 1). 3. Neck grasp walk (b) st. backward moving of head with chest raising (Lesson 12, Ex. 2). 4. Bend (wide) stride st. downward bending of trunk to touch floor, alter- nating with arm stretching downward (Lesson 12, Ex. 3). 5. Placing of hands on neck with alternate foot placing forward, and trunk twisting (Lesson 11, Ex. 6), or Neck grasp sitting, trunk twisting all the way (Lesson 9, Ex. 5). 6. Arm bending with oblique charge (Lesson 13, Ex. 6), or Hip grasp toe support charge position (Lesson 11, Ex. 7). 7. Hip grasp st. jumping on toes forward and backward (feet together) (Lesson 9, Ex. 8), or Hip grasp st. jumping on toes with foot placing sideways, alternating left and right (feet together) (Lesson 13, Ex. 8). B. Suggestive Relief Periods. 1. Group I. a. Morning (1) Walk (b) st. arm flinging forward-sideways (one move- ment) and sinking downward (Grade II, Lesson 7, Ex. 3). (2) Cross (d) st. arm and heel raising with backward moving of head and deep breathing. (3) Bend st. stooping to touch floor, alternating with change of hands to hip grasp and back to bend position. b. Morning (1) Zigzag marching marking time, halting, toe marching, etc. (2) Arm bending and stretching upward and downward (uneven rhythm) (Lesson 3, Ex. 5). (3) Bend sitting slow arm stretching downward with backward moving of head with deep breathing. c. Afternoon (1) Fencing (mimetic exercise, No. 5). (2) Batting (mimetic exercise, Grade V. No. 10). (3) Crouching start (mimetic exercise, Grade VIL No. 10). 2. Group II. a. Morning (1) (Stride) st. arm circumduction in rhythm (three counts). (Grade VII, Relief Period, III.) (2) Walk (b) st. tiirning of palms with heel raising and deep breathing. (3) Hip grasp (toe) st. alternate knee upward bending (Lesson 8-4, 11-3). b. Morning (1) Running (Lesson 2, Ex. 1). (2) Balance marching (Grade 94 VI, Lesson 12, Ex. 6). (3) Hip grasp st. jumping on toes with crossing of feet each time (Lesson 12, Ex. 8). c. Afternoon (1) Diving (mimetic exercise, No. 8). (2) Wig-wag (mimetic