Course of Study in HEALTH and PHYSICAL EDUCATION Arranged by NELLIE W. JORDAN Gorham State Normal School and PAUL A. THOMAS Physical Education John Harris High School Harrisburg, Pa. PRESS OF CHARLES E. NASH & SON AUGUSTA, MAINE“Physical exercises that are not enjoyed by children are relatively unprofitable.” Bobbitt.3*15,6)3 FOREWORD Good living has become an incident in life to most of us rather than life’s chief concern. We violate the simplest rules of health until the violation rather than the observance becomes the rule. Most of us are governed by reflex action or habit and the habit is fixed by following the lines of least resistance, rather than through the direction of the will backed by what we know to be right. It may be we shall not be able to do a great deal with the adults living in the present day, but we shall sin if we do not somehow cultivate into the rising generation a more definite regard for the underlying principles of human happiness through good living. The school age is the years of the formation of habit. For a hundred years the school has dealt with the intellectual child, feeling the necessity of having the body present in school as an evil to be endured. If the teacher could have segregated the mind from the body and could have had before her only the intellectual aspect, the schoolroom would have been a heaven; but we have now discovered that the schoolroom is just as much a place for the body and for its education as for the mind and its education. Aye, more, we know that morality is affected by both mind and body; hence, the school is the place to cultivate knowledge and habit which will increase human dynamic power through the symmetric development of body, mind and soul. Let us sin no longer through neglect of duty. Let us prepare our teachers for an intelligent threefold education and let us work at it courageously until we have accomplished what we know should be accomplished. The parent who permits his child to grow up handicapped in life on account of a physical condition which a slight attention will remedy is derelict in his duties and in justice should feel the censure, in later years, of his own child. Nor has the state a right to let avoidable conditions exist. The following pages set up three phases for the teaching of better living for the children who are preparing themselves in the schools of our State for life’s duties and responsibilities: First, a knowledge of the fundamental principles of hygiene or the simple laws of health. Second, the knowledge applied in practice of principles learned. Third, recreation and exercises essential to the well keeping of the body and its proper functioning.4 STATE OF MAINE—DEPARTMENT OF EDUCATION The Physical Education Program includes these three phases, thinking to build a civilization which is mentally, physically and morally fit to cope with the complexities of tomorrow and ‘‘to carry on” the world’s work to a higher degree of satisfaction than those who have preceded. It is not the purpose to set a day by day program, but to meet the needs of the teachers so far as possible by suggesting programs, types of activities, grades for which they are suitable, dosage, and where material may be secured. AUGUSTUS 0. THOMAS, Commissioner of Education.ACKNOWLEDGMENT Detailed acknowledgment of material used in compiling this course of study has been made throughout the book. Commissioner Kendall of New Jersey, Mr. L. N. Hines, State Superintendent of Public Instruction in Indiana, Mr. Floyd A. Row, Director of Physical Education in Michigan, Mr. A. T. Allan, State Superintendent of Public Instruction for North Carolina, and Mr. Ernst Hermann, Director of Physical Education, Somerville, Mass., have generously given permission to use material from their publications and outlines. Appreciation is hereby expressed to A. S. Barnes & Co., The Macmillan Co., D. C. Heath & Co., W. B. Saunders Co., and Benj. H. Sanborn Co., for the use of various extracts from books which they have copyrighted. The Playground and Recreation Association of America has kindly cooperated in the use of the Athletic Badge Tests and the section of Skating Tests, and Mr. William T. Mansfield of Vassal-boro contributed a number of games. Gratitude is also expressed for helpful suggestions from Miss Flora Ricker, instructor in physical education, Woman’s College, Brown University and Mr. Bertram E. Packard, Mr. Josiah W. Taylor and Mr. R. J. Libby, of the State Department of Education. PAUL A. THOMAS.TABLE OF CONTENTS Page Foreword................................................ 3 Introduction............................................ 7 Laws and Requirements................................... 9 Parti. Health Service................................. 13 Health Inspection.................................... 13 Health Examination................................... 14 Posture.............................................. 20 Sanitation of the School Plant....................... 23 Part II. Physical Education............................ 24 Winter Sports........................................ 24 Rural Schools........................................ 26 Grades I-II-III...................................... 30 Grades IV-V-VI....................................... 50 Grades VII-VIII-IX. . ............................... 68 Grades X-XI-XII...................................... 88 Formal Gymnastics................................... 105 Part III. Health Education............................ 122 Grades I-II-III..................................... 122 Grades IV-V-VI...................................... 130 Grades VII-VIII-IX.................................. 136 Group IV—Grades X-XI-XII............................. 139 The Health Project.................................. 145INTRODUCTION The destiny of the individual, the home, the community, the nation, of humanity; the future of science, invention, industry and institutions; the direction of human progress; are in the hands of the teachers of physical education as well as those teachers of other subjects. “Division of labor among teachers brings with it a mutual responsibility for each to help the other teachers and above all to help the child along all significant lines. . . . Morals for instance is so bound up with all life as to be a universal teaching duty.”1 The aim of physical education is far beyond just bodily development. The instructor of physical education has as much or more opportunity for character training and training for citizenship than any classroom teacher. His obligation then is to create right opportunity for the child. “Physical education should aim to provide opportunity for the individual to act in situations that are physically wholesome, mentally stimulating and satisfying, and socially sound.”2 We are happy to be able to approach this aim by carrying out the following objectives: 1. Correction of defects: Authorities say that ninety per cent of our children become defective by the time they arrive at school age. The condition may be met by a preventive and corrective program which includes the yearly health examination with follow ups, daily inspection, weight records, posture tests, health projects, the hygiene course and individual exercises. Not only health habits but also desirable mental attitudes must be developed. 2. Improved neuro-muscular coordination: Most activities arise from instincts and urges which are the result of nature. The instinct mechanism readily provides satisfaction and hence favors learning. A program of activities based on the natural skills, running, jumping, climbing and throwing and in accord with modern educational procedure will best utilize the instinct equipment and accomplish this end. iKilpatrick, W. H. What Range of Objectives for Physical Education. Teachers College Record, Sept. 1925. 2Williams, J. F. Organization and Administration of Physical Education. Macmillan Co., New York, 1922. P. 18. 78 STATE OF MAINE—DEPARTMENT OF EDUCATION 3. Social services Not all urges are wholesome socially, hence in respect to the needs of society, leadership is important to influence what results will come from these urges. Opportunity for this is created by proper organization, by the use of plays, games and contests with competent officials and by the sportsman’s code. 4. Proper functioning of vital organs: The heart, like any other muscle, can only be kept in tone by performing a certain amount of work. Vigorous exercise stimulates the digestive organs, improves circulation and assures efficient secretion and excretion. Suitable activities are stunts, wrestling, self testing activities, active games, tumbling and apparatus work. 5. Recreations Health cannot be stored up in a short time to last one through life. An interest and ability must be fostered for later life. A continued habit and desire for recreational activities which are physically active in character must be developed. Children of rural districts are especially in need of recreational types. The program must be composed of activities suitable to the age of the child; it must be composed of activities which afford the child opportunity for the measurement of improvement or for satisfaction in a work well done; it must contain activities practicable to later life, types not too highly organized, some not too vigorous, some for small spaces indoor or outdoor, some not needing elaborate equipment, some for only one or two participants. The following program has been arranged with these objectives in view.LAWS and REQUIREMENTS An Act to Provide for Physical Education in the Public Schools (Chap. 73, P. L. 1919) Section 1. In order to more thoroughly prepare the youth of the state for the duties and obligations of citizenship and to provide for their future well-being and comfort, it shall be the duty of the superintending school committees of the several towns of the state, beginning not later than September first, nineteen hundred and twenty, to make provision for instruction to be given to pupils in all public schools in personal hygiene, community sanitation and physical education, including recreational exercises in accordance with a course of study and plans of lessons and instruction prepared by the state commissioner of education, who shall prescribe such rules and regulations as may be necessary to carry out in successful manner said program of physical education and he may require such reports from superintendents as he may deem necessary. Section 2. Towns may employ supervisors or directors of physical education who shall meet such standards of preparation and certification as the state commissioner of education may determine. It shall be the duty of the superintendent of schools in which directors or supervisors of physical education are employed to report to the state commissioner of education, on blank forms prepared by him, the number of pupils receiving instruction, the number of directors or supervisors, and such other information as may be required. Requirements s The time required for health and physical education in elementary schools is a minimum of twenty minutes daily exclusive of recesses. It is best distributed between the longest sitting periods. Recess is considered part of the program. Note: See following bulletins, State of Maine, Department of Education, “Laws of Maine relating to Public Schools” 1925. P. 78, Sec. 3 and 4. “A Program of Physical Education,” 1920. “The State Certification of Teachers” Manual of Information, 1924. P. 8, Special Certificates and P. 21, Physical Education. Per day 20 Recess 20 Per week 100 100 40 200 910 STATE OF MAINE—DEPARTMENT OF EDUCATION A minimum of ninety minutes per week is required for high schools exclusive of relief drills and health instruction. Relief exercises should include at least two three-minute relaxation drills given at mid-periods during the session. Health instruction should occupy not less than fifteen minutes per week. If possible, the time total, should be increased to forty minutes per day. To a limited extent, directed recreational activities may be substituted. Credits:1 All pupils should be required to take the work in physical education. The health examination will determine the nature and extent of the activities which may be undertaken. The health program is as essential to the welfare of the pupil as his course in English or attendance at school and is a part of his school program. Pupils should be rated for work in Health as in other phases of their school work. In making up the standing of the pupil, his progress as shown in all items of the health program should be considered. It is recommended that sufficient work be required to bring the total credit to two points on a sixteen unit basis. (This would represent the equivalent of an academic subject carried for one-half year for each of the four years of the course.) iln rural sections where boys and girls must assist with the chores at home, credit may be given if work is reported upon forms prepared by the teacher or superintendent and signed by the parents. If necessary for them to walk long distances between home and school, they should receive credit.Farmington Normal School—Building Health in Maine’s Great Out of DoorPart I HEALTH SERVICE It is coming in as the function of compulsory education to give examinations to determine the health status of the child. However, the only justification of the examination is correction of the remediable defects. There are, then, three phases of this program, the health inspection, the health examination and correction of defects. The agencies which should cooperate toward this end are the school physician and nurses, the teacher and the parent. In the rural school where there is only the teacher, much may be done. 1. Health Inspection: This is given daily, usually the first thing in the morning, to prevent and control contagious diseases or temporary illness. Health habits may also be included at this inspection, having a captain responsible for the inspection of each row while the teacher glances over the room to note any colds, rash, feverishness or other signs. Do not overdo this, such as having each pupil throw back the head and stick out the tongue. The personality of the child should not be violated. He is not always responsible for a dirty shirt. Give opportunity for the children to wash, shine their shoes and carry out other health habits. Have a system of merits rather than a system of demerits. Signs of disorder which call for immediate attention1 Disorders of nose, throat and ear: Sore throat, earache, ear discharge, running nose. Eye disorders and defects: Sore eyes of any kind, styes, congested eyes (red or bloodshot), dizziness. Contagious diseases: Flushed face, chill, headache, eruptions, nausea, vomiting, running nose, congested eyes, cough. Nervous disorders: Fits, fainting. Nutritional and general disturbances: Enlarged glands in neck, puffmess of face and eyes, shortness of breath, unusual pain anywhere, rash, fever, nausea. Williams, J. F. “Organization and Administration of Physical Education.” Macmillan Co., N. Y., 1922. By Dr. F. D. Wood. 1314 STATE OF MAINE—DEPARTMENT OF EDUCATION 2. Health Examination: A health examination should be made early in the fall term and cases in which special conditions appear should be examined subsequently at the discretion of the physician. Pupils who participate in physical activities without the examination are liable to permanent injury. Instructors should follow explicitly the advice of the examiners. Mental and physical examinations should be correlated and should serve as an aid in properly grading the health activities of the child and his general program. The examination should include eyesight, hearing, bodily strength, lung capacity and cardiac efficiency.1 The Examiner: If medical inspection is already installed the health examination will be simple to arrange. If it is necessary to secure voluntary service, the plan should be placed before local physicians and an effort made to arouse their interest and cooperation. If possible the services of a woman physician should be secured for the girls, or a trained nurse working under the direction of the examiner. The examiner should make a report which will serve as a record for the school and which will be followed in making a statement to the parents. Nutrition: During early adolescence, there is a decided tendency to underweight. This is due to rapid growth of the body in length, without a corresponding growth of girth and increase of the functional capacities of the vital organs. Increasing social activities add to the underweight problem. Related to the underweight problem is the prevalence of defective teeth at this period which demand special attention from the inspector. The heart and lungs are particularly handicapped at this time because of their retarded development. The health examination should then include a study of the growth record of each child. To do this the child should be measured for height each three months and weighed once each month. The pupils may chart their own height-weight records. The weight should show a gradual increase. Prolonged interruptions in the normal curve will bear further investigation. *For complete scope of examination see: Report of the N. E. A. Committee on Physical Education. Bulletin, 1917, No. 50, Bureau of Education, Washington, D. C. Also, Medical Inspection card, D. E. Form 4, P. E. State Dept, of Education, Augusta.HEALTH SERVICE 15 CONTINENTAL SCALE WORKS CHICAGO, ILL. PERSONAL WEIGHT TABLES IS YOUR GIRL UNDERWEIGHT? RIGHT HEIGHT AND WEIGHT FOR GIRLS Height inches 5 yrs. 6 yrs. 7 yrs. 8 yrs. 9 yrs. 10 yrs. 11 yrs. 12 yrs. 13 yrs. 14 yrs. 15 yrs. 16 yrs. 17 yrs. 18 yrs. 39 34 35 36 40 36 37 38 41 38 39 40 42 40 41 42 43 43 42 42 43 44 44 44 45 45 46 45 46 47 47 48 49 46 48 48 49 50 51 47 49 50 51 52 53 48 51 52 53 54 55 56 49 53 54 55 56 57 58 50 56 57 58 59 60 61 51 59 60 61 62 63 64 52 62 63 64 65 66 67 53 66 67 68 68 69 70 54 68 69 70 71 72 73 55 72 73 74 75 76 77 56 76 77 78 79 80 81 57 81 82 83 84 85 86 58 85 86 87 88 89 90 91 59 89 90 91 93 94 95 96 98 60 94 95 97 99 100 102 104 106 61 99 101 102 104 106 108 109 111 62 104 106 107 109 111 113 114 115 63 109 111 112 113 115 117 118 119 64 115 117 118 119 120 121 122 65 117 119 120 122 123 124 125 66 119 121 122 124 126 127 128 67 124 126 127 128 129 130 68 126 128 130 132 133 134 69 129 131 133 135 136 137 70 134 136 138 139 140 71 138 140 142 143 144 72 145 147 148 149 ABOUT WHAT A GIRL SHOULD GAIN EACH MONTH Age 5 to 8 8 to 11 11 to 14 Age 14 to 16 16 to 18 6 oz. 8 oz. 12 oz. 8 oz. 4 oz.16 STATE OF MAINE—DEPARTMENT OF EDUCATION IS YOUR BOY UNDERWEIGHT? RIGHT HEIGHT AND WEIGHT FOR BOYS Height inches 5 yrs. 6 yrs. 7 yrs. 8 yrs. 9 yrs. 10 yrs. 11 yrs. 12 yrs. 13 yrs. 14 yrs. 15 yrs. 16 yrs. 17 yrs. 18 yrs. 39 35 36 37 40 37 38 39 41 39 40 41 42 41 42 43 44 43 43 44 45 46 44 45 46 46 47 45 47 47 48 48 49 46 48 49 50 50 51 47 51 52 52 53 54 48 53 54 55 55 56 57 49 55 56 57 58 58 59 50 58 59 60 60 61 62 51 60 61 62 63 64 65 52 62 63 64 65 67 68 53 66 67 68 69 70 71 54 69 70 71 72 73 74 55 73 74 75 76 77 78 56 77 78 79 80 81 82 57 81 82 83 84 85 86 58 84 85 86 87 88 90 91 59 87 88 89 90 92 94 96 97 60 91 92 93 94 97 99 101 102 61 95 97 99 102 104 106 108 110 62 100 102 104 106 109 111 113 116 63 105 107 109 111 114 115 117 119 64 113 115 117 118 119 120 122 65 120 122 123 124 125 126 66 125 126 127 128 129 130 67 130 131 132 133 134 135 68 134 135 136 137 138 139 69 138 139 140 141 142 143 70 142 144 145 146 147 71 147 149 150 151 152 72 152 154 155 156 157 '73 157 159 160 161 162 74 162 164 165 166 167 75 169 170 171 172 76 174 175 176 177 ABOUT WHAT A BOY SHOULD GAIN EACH MONTH Age Age 5 to 8................... 6 oz. 12 to 16................16 oz. 8 to 12.................. 8 oz. 16 to 18................ 8 oz. Above table prepared by Dr. Thomas D. Wood, Committee on Health Problems of National Council of Education.HEALTH SERVICE 17 1. Note: The following forms should be obtained application to the Department of Education, State of Maine, Augusta. Medical Inspection—Record Card. D. E. Form 4, P. E. Notice to Parent or Guardian—from Teacher, D. E. Form 2, M. I. Notice to Parent or Guardian—from physician. D. E. Form 1, M. I. Report of Sight and Hearing Tests—from teacher to superintendent, D. E. Form 3, M. I. Report of Supt. of Schools—to State Commissioner of Ed. D. E. Form 9, M. I. Directions for Testing Sight and Hearing. D. E. Form 6, M. I. 2. Manufacturers of scales with or without measuring device attached: A. G. Spaulding Co., Chicopee, Mass. Narragansett Machine Co., Providence, R. I. Mason Davis & Co., Inc., Chicago, 111. Continental Scale Works, Chicago, 111. Directions for Testing Sight and Hearing: To Test the Eyesight: Hang the Snellen test letters in a good clear light (side light preferred) on a level with the head.1 Place the child twenty feet from the letters, one eye being covered with a card held firmly against the nose, without pressing on the covered eye, and have him read aloud, from left to right, the smallest letters he can see on the card. Make a record of the result. Children who have not learned their letters, obviously, cannot be given this eyesight test until after they have learned them. To Record the Acuteness of Eyesight: There is a number over each line of the test letters, which shows the distance in feet at which these letters should be read by the normal eye. From top to bottom, the lines on the card are numbered respectively, 50, 40, 30, 20. At a distance of 20 feet, the average normal eye should read the letters on the 20-foot line, and if this is done correctly, or with a mistake of one or two letters, the vision may be noted as 20/20 or normal. In this fraction, the numerator is 1(When not in use, the chart of test letters should be placed in an envelope to keep it from becoming soiled and illegible. When it is damaged, a requisition should be made on the State Commissioner of Education for a new chart.) 218 STATE OF MAINE—DEPARTMENT OF EDUCATION the distance- in feet at which the letters are read, and the denominator is the number over the smallest line of letters read. If the smallest letters which can be read are on the 30-foot line, the vision will be noted as 20/30; if the letters on the 40-foot line are the smallest that can be read, the record will be 20/40; if the letters on the 50-foot line are the smallest that can be read, the record will be 20/50. If the child cannot see the largest letters, the 50-foot line, have him approach slowly until a distance is found where they can be seen. If five feet is the greatest distance at which they can be read, the record will be 5/50 (1 /10 of normal). Test the second eye, the first being covered with the card, and note the result, as before. With the second eye, have the child read the letters from right to left to avoid memorizing. To prevent reading from memory, a hole 1J inches square may be cut in a piece of cardboard, which may be held against the test letters, so as to show only one letter at a time, and may be moved about so as to show the letters in irregular order. A mistake of two letters on the 20 or on the 30-foot lines, and of one letter on the 40 or the 50-foot lines may be allowed. To Test the Hearings If it is possible, one person should make the examination for an entire school in order to insure an even method. The person selected should be one possessed of normal hearing, and preferably one who is acquainted with all of the children, the announcement of an examination often tending to inspire fear. The examinations should be conducted in a room not less than 25 or 30 feet long, and situated in as quiet a place as possible. In the one room rural school the examination may be given at recess or before or after the school session, each child taken individually. The floor should be marked off with parallel lines one foot apart. The child should sit in a chair on the first space. The examination should be made with the whispered or spoken voice; the child should repeat what he hears, and the distances at which words can be heard distinctly should be noted. The examiner should attempt to form standards by testing persons of normal hearing at normal distances. In a still room the standard whisper can be heard easily at 25 feet; the whisper of a low voice can be heard from 35 to 45 feet, and of a loud voice from 45 to 60 feet. The two ears should be tested separately. The test words should consist of numbers, 1 to 100, and short sentences. It is best that but one pupil at a time be allowed inHEALTH SERVICE 19 the room, to avoid imitation. For very young children, a fair idea of the hearing may be obtained by picking out the backward or inattentive pupils and those that seem to watch the teacher’s lips, placing them with their backs to the examiner, and asking them to perform some unusual movement of the hand, or other act. Notification of Parents: The teacher will notify the parent or guardian on one of the notice cards, as required by law, whenever the vision in either eye falls below 20/30. No notice will be sent when the vision is 20/20 in one eye and 20/30 in the other, or 20/30 in both eyes. A notice card will also be sent when the teacher finds that the eyes and eyelids are habitually red and inflamed; when there is complaint of pain in the eyes or head after reading or writing, especially toward the end of school hours; when one or both eyes deviate from the normal position, squinting; when the book is habitually held at less than one foot from the eyes, and there is scowling and evident effort in using the eyes. Similar notification should be sent parents whenever hearing test records any deficiency. Drag Net Examination:1 To eliminate possibilities of over-exertion. This is an ingenious method of handling large numbers quickly, to discover the most seriously defective the first of each school year. Sus- Correct sitting and standing position picious cases should be checked against the pupil’s age and height-weight record and marked for first examination by the school physician. This examination is practicable for high schools only.20 STATE OF MAINE—DEPARTMENT OF EDUCATION It consists of three tests—breath holding, pulse taking and running a half mile (boys) and a quarter mile or less (girls). Arrange the class in open order, standing. Have a chart of the class on a blackboard with a boy to record. 1. Breath holding: Explain the test carefully with a short trial showing how it is to be carried out. At the word “go”, class inspires deeply and holds the breath while the instructor counts seconds from a watch out loud. Each pupil notes the time which he was able to hold. Call the roll and record. A glance at the chart will show pupils lower than the class average in this test. 2. Pulse taking: Have each pupil find his own pulse, using tips of the fingers not the thumb. Using the signals “go” and “stop” have the pupils count their pulse for 30 seconds. Call roll and record. Have class touch the floor with their hands 20 times from hands over head position, taking pulse immediately for 30 seconds. Call roll and record. Have the class sit down for 2\ minutes then take the pulse standing for 30 seconds and record. Pulse should be approximately normal. 3. Running (no timing): The instructor must be very careful in giving the directions and cautions concerning this test. Groups as large as twenty can run at a time. Impress upon the children that there must be no race and that if any become tired they are to walk a way. The idea is to run the distance if possible but without undue fatigue. Observe each carefully at the finish for abnormal conditions of fatigue, pallor and dizziness. 3. Posture: “The correct upright position of the body does not call for an erectness that is sometimes asked for in gymnastics. It calls for an erectness in which the general line of the body is straight, the head poised on top of the chest, the abdomen flat and contracted and the weight placed so that the body can be moved readily in any direction.”2 Good posture includes a feeling of elevation, buoyancy, optimism and happiness. It means a body within which its organs are properly suspended; it means personal attractiveness; it means mental energy and alertness. TJsed successfully by Jay B. Nash, Director of Physical Education, Oakland Public Schools, California. There will be inaccuracies but in general the examination will serve its purpose. 2Williams, J. F. “Personal and General Hygiene.” W. B. Saunders Co., Philadelphia, 1922. P. 146.HEALTH SERVICE 21 It includes four important positions which influence our health; sitting, lying, standing and walking. If these are done badly, the result is frequently ill health. The first step in the correction of bad posture is the removal of the cause; then exercises are given to stretch the contracted chest tissues and to tighten the relaxed muscles of shoulders, neck and abdomen. Good recitation position Correct sitting position Some of the causes of round shoulders and hollow back are as follows: (1) Malnutrition, its consequences of weakness and poor muscle tone; the relaxed fatigue position becomes chronic, (2) Prolonged sitting position causing cramp and fatigue. (3) Ill-fitting school desks and seats. (4) Improper clothing; pockets in bad places, dresses pulling down on the shoulders, shoes too narrow, too short, with high heels. (5) Unhygienic daily routine— insufficient sleep, lack of vigorous play. (6) Defective sight or hearing. (7) Carrying of heavy objects—book bags.22 STATE OF MAINE—DEPARTMENT OF EDUCATION Guides for Corrections Nagging the child io “hold your shoulders back” is unjust. Such orders result in a chin drawn back in an unnatural position with the neck still out of line, shoulders thrust backward and the weight on the heels-— the result being a backward displacement of the trunk and an increased hollow in the back. Pupils usually endeavor to correct themselves by thrusting their shoulders too far back and their chests unnecessarily high, but do nothing to bring their necks into line, to decrease the hollow in their backs, to correct the position of their feet or to alter their faulty weight bearing. I Ience, it is best at first to ignore the parts which are liable to overcorrection and to give orders in a way that will give the students a different point of view. Correcting the position of the feet, swaying the body slightly forward from the heels up, stretching the spine and pulling the abdomen in will in most cases correct the hollow back. Bringing the neck back in line witli the spine and pushing up with the head will bring up the breast bone and so “raise the chest” without the backward swaying of the trunk or the thrusting backward of the shoulders. Tendency to stiffen the knees should be guarded against as it increases the hollow back. They should be held in an easy position and should be watched also to see that there is no inward rotation.1 Suggestions to give tlie pupil: 1. General correction—Make yourself tall. Hold the weight over toes. lLippitt. Louise C. “Manual of Corrective Gymnastics.”' PP. (H>-(>9. Correct posture Macmillan Co., N. Y., 1923. Correct postureHEALTH SERVICE 23 2. Waist forward—Balance on toes, stretch up. 3. Flexed hips—Carry weight back, stretch up. 4. Flat chest—Child place hand on chest and raise hand by lifting chest up. 5. Head forward—Push back of neck against collar. 6. Hollow back—Waist in, stretch up. 7. Round shoulders—Broaden chest.1 Use o£ the Feet: Improper mechanical use of the feet causes much of the postural trouble. In standing the position of the feet should be parallel. “In action, the foot should be placed on the ground with the line of direction parallel to the line of movement. The toes should point forward then, and neither be turned outward nor inward. The weight of the body should be carried forward from the heel to the ball of the foot with its disposition always to the outer part of the foot. In walking, the heel should strike the ground first and the weight then be transferred to the toes. Every step should produce elevation of the body on the ball of the foot.”2 The Posturometer, an instrument for measuring the bodily shape, may be secured from F. M. Walters, Warrensburg, Mo. The triple posture test as given in “The Posture of the School Child” (Jessie H. Bancroft, Macmillan Co., N. Y.) is a good incentive for the children. Information may be secured concerning good posture pins, tests, posters and other material by application to American Posture League, 1 Madison Avenue, New York City. For corrective exercises and details concerning lateral curves of the spine, see Individual Gymnastics, Lilian Curtis Drew, Publisher Lea and Febiger, N. Y. Sanitation of the School Plant It is essential for the success of any health program that the environment of the pupils be in all respects physically wholesome. Buildings and appurtenances must be up to modern standards in matters of lighting, ventilation and sanitation. In the older type of buildings every effort should be made to approximate these standards. Cleanliness must be insisted upon throughout the buildings and toilets. Dust should be eliminated. The temperature should be carefully regulated and constant attention given to ventilation. With humidity between 40 and 60 per cent the temperature of the school room should be kept at 66 to 68 degrees. Worth Carolina, P. E. for Elementary Grades. P. 10. 2Williams, J. F. Personal & General Hygiene. W. B. Saunders Co., Philadelphia, 1922, P. 151.Part II PHYSICAL EDUCATION Winter Sports Due to increasing numbers of summer visitors, Maine has become one of the great playground states. It is for us to better utilize some of the by-products of this great industry. One of these is the “spirit of the great outdoors.” We have more outdoor space per capita and fresher air than any other state, yet we find schools without sufficient playground and some without any. Another by-product which we have ignored is the “play spirit.” Witness the growing popularity of the winter carnival idea, yet while the frozen ponds and snow clad hills were becoming deserted of children, it remained for community organizations rather than school organizations to bring back to them a taste of the exhilaration which comes from participation in outdoor winter sports. We urge every teacher to incorporate snowshoeing, skating, skiing, tobogganing and snow games as a part of the physical education program lest this opportunity slip from our grasp as the Playground and Recreation movement and the Boy Scout movement have already done. It lies with us to show youth how to maintain health, but even more so to instill a desire to continue on. If we spend less time wishing for better equipment and facilities and more time in making the best of what we have, perhaps we shall find that in this state, we are after all, carrying on the real physical education. Make a skating pond on your playground. Encourage groups to go sliding after school, if there is a near place, do so at regular physical training periods. A small ski jump may be fixed at the bottom of some slope. Contests in winter sports may be arranged and enjoyed as much as the track and field meets in the spring. 24These are great possibilities in Winter Sports26 STATE OF MAINE—DEPARTMENT OF EDUCATION Skating tests1 (Group children by size and age) : 1. Skate 100 yards in — seconds....................100 points 2. Skate circle to left............................100 points 3. Skate circle to right..........................100 points 4. Skate circle back to left.......................100 points 5. Skate circle back to right......................100 points 6. Skate Figure 8, one foot to each loop...........100 points 7. Skate and broad jump............................100 points 8. Skate and high jump.............................100 points 9. Spread eagle...................................100 points 10. Free event, one of their own choice Suggested Snow Events: 1. 100 yd. dash, snowshoe 2. 200 yd. dash, ski 3. Obstacle race, ski or snowshoe 4. Barrel race, ski or snowshoe 5. 880 yd. ski 6. Ski hike 7. Mile, snowshoe 8. Ski-snowshoe race 9. Ski sliding or jumping 10. 880 relay, snowshoe Rural Schools It is the impression many times that children of rural districts get enough physical exercise around the farm, the boys sawing up the wood pile and milking cows, the girls doing house work. Though the situation appears unpromising to a certain extent, there is no better opportunity of correlating the health program with the other subjects than where all are taught by the same teacher. The teaching of music in singing games, history in folk dances, literature and language in the dramatization of the “Hammer of Thor” and the “Landing of the Pilgrims,” with other correlations which may be worked out, form a cooperative program vital and satisfying to the children. The University of Wisconsin has sent to the rural center a play “Learning to Eat Potatoes.” Suggestions for combining academic subjects with motor activity. Pageant of the Months, Patriotic Pageant, Pageant of Spring. ^‘Recreative Athletics.” Playground and Recreation Association of America, 315 Fourth Avenue, New York, N. Y. With permission. 2See Dier in “Selected Bibliography,” Grades X-XI-XII.PHYSICAL EDUCATION 27 A history review in tableau and pantomime. Norsemen......................Skeleton in Armor Indians.....................Hiawatha’s Wooing Pilgrims.................Landing of the Pilgrims Revolution.............Training the Minute Men Civil War................The Blue and the Gray Present Day.................................. Motor Campers—Tenting on the Old Camp Ground It is suggested that an alternation be made so that the lower grades may all participate in the teaching one day, the upper grades the next. Plan to use activities which both younger and older pupils will enjoy, and in which they can take part together. Three-legged race in a rural school Twenty games adapted to mixed groups of varying ages and which may be played at the rural home. Those unfamiliar are found in Bancroft’s “Games for the Playground, School, Home and Gymnasium,” Macmillan Company, New York. 1. Follow the Leader ii. Quoits 2. Jump the Shot 12. Shinny 3. Pussy Wants Corner 13. Wicket 4. Three Deep 14. End Ball 5. Bean Bag Target Toss 15. Long Ball 6. Pullaway 16. Playground Ball 7. Fox and Hounds 17. Volley Ball 8. Hop Scotch 18. Soccer 9. Black and White 19. Tag Games 10. Dodge Ball 20. Relays28 STATE OF MAINE—DEPARTMENT OF EDUCATION Other Activities The competitive idea must necessarily be more limited in the rural school than in the larger graded schools. Interschool contests may be held without leaving the home grounds, the events being held by two or more schools the same day and the results exchanged and compared by letter or telephone. The idea should be carried out for both girls and boys and with winter sports the same as with the fall and spring activities. Folk dances are well adapted because of lack of technique and thus require little teaching. See course for graded schools for rhythmic plays, games for smaller children and athletics.PHYSICAL EDUCATION 29 Equipment The children will be glad to clear the ground of stumps, stones and sticks with a little encouragement from the teacher. A sanded ground is best but may be done without if the expense cannot be met. Four sets of quoits or horse shoes cost nothing. Bean bags can be made at home or at school. Rope rings for the ring-toss may be made by the boys from old rope. For an eight pound shot the boys will find lead and melt and mould it. Little trouble and no expense is necessary to obtain jumping standards and pits. Swings, merry-go-rounds and teeters may be made by the school but are the least necessary equipment. Many a playground has been ruined by too much equipment improperly placed. More important are playground balls and bats, soccer foot-balls, cost $3.00 to $6.00, volley-balls $1.75 to $4.00, a sand box and if possible basket ball equipment and a tennis net. Hitching railings at three heights 3' 5", 4' 5", and 5' 5" will receive as much attention from the children as any piece of apparatus. A slide should be not more than 8' high with a 16' headway. A hand ball court might be improvised against the side of the building. Include a box for balls and equipment and a safe corner for the small children. Bibliography Brown, John R., “Outdoor Athletic Tests for Boys” (Designed especially for rural schools). Association Press, N. Y., 124 East 28th Street. Hale, Florence M. “Suggestions for the Play Hour.” Department of Education, State of Maine, Augusta, Maine. Ross, “Graded Games for Rural Schools.” A. S. Barnes & Co., N. Y., 7 West 45th Street. Spauldings Athletic Library, No. 117R. “Official Athletic Rules (A. A. U.).” (For Decathlon scoring tables) American Sports Pqblishing Co., 45 Rose St., N. Y.30 STATE OF MAINE—DEPARTMENT OF EDUCATION Sample Weekly Program Monday Tuesday Wednesday Thursday Friday II Rhythms Story Play Singing Games Games Health Lesson Rhythms Singing Games Marching Games V Marching Games Stunts Health Lesson Posture Tests Rhythmic Marching Plays and Dances Badge Tests VII G Marching Folk Dance Stunts Contests Games Health Lesson Feet and Shoes Playground Ball Badge or Posture Tests VII B Marching Stunts Apparatus Contests Games Health Lesson Feet and Shoes Soccer Motor Tests Badge or Posture Tests Based on program from North Carolina Course in Phys. Ed. for Elementary Grades. GRADES I-II-III Suggestions: 1. Do not be too serious. 2. Know your material. 3. Have all equipment on the spot. 4. Choose games suitable to the age, number and space. 5. If a game does not go, try to find the difficulty. 6. Make activities true to life. 7. Don’t give exercises by count but be sure pupils understand what they are to do. 8. Complete your story plays. 9. Enter into the spirit of the play yourself. 10. Progress the games and plays.1 Standards of attainment: 1. Marching—quick time, double time, halt, variations of step and maze running. 2. Story Plays—fifteen. 3. Rhythmic Plays—fifteen. 4. Games—fifteen. 3 or 4 at beginning of year and one every 2 or 3 weeks. 5. Stunts—ten to twenty—perfect five; i. e., animal imita- tions, etc. 6. Posture training. Worth Carolina, Phys. Ed. for Elem. Grades. PP. 12 and 13.PHYSICAL EDUCATION 31 Marching Marching should be given from the first grade up. It is useful in organization and in moving classes outdoors and indoors. Music is necessary to make this more enjoyable. Have the children stand and listen carefully to the music or cadence then mark time and march lightly with a snappy rhythm. Have them keep good position; emphasize correct carriage, good spacing, good time and turn square corners. Vary with running, skipping or hopping in the same rhythm. To bring the class back to normal marching from double time, give the command, “Quick time, March”, counting 1-2-3-4 and resume quick time on the first count of the next measure. Imitate parade band, soldier boys, tin soldier circus clown. “Maze Running:” Have class in single file run in a circle around the room. Form an X. Run zig-zag. Run around room, at each corner circling outward, each child passing behind sixth one back of himself in making loop before starting across new side. Run in spiral until center is reached and double back.1 Story Plays Suggestions s These are stories which the children act out. Have the desks cleared, open windows and doors or take material to the playground if possible to go out. 1. The child loves to imitate activity, the movements of animals, the windmill, see-saw, the swaying of trees. Later he will desire to represent a series of connected movements wherein the story play is used in acting out the every-day occupations and activities of life. 2. Begin with slow movements, work up to vigorous ones and back to slow. 3. Movements should be large and free. 4. Secure maximum action time for each pupil. 5. Carefully teach e.ach story play. It is better that the children should be familiar with a few than that they should know many superficially. 6. The teacher should tell original stories, being careful not to make action formal. Snow Play 1. All are sleepy. Heads on desks. 2. Wake up and sit straight, stretching arms as though just waking. What shall we do to make us lively? Go out in the snow and play. aFor other figures and steps. Staley and Lowery, “Gymnastic Dancing,” Association Press, 347 Madison Ave., N. Y., 1920.32 STATE OF MAINE—DEPARTMENT OF EDUCATION 3. Hurry to best standing position. 4. Pull on rubber boots, first right, then left. 5. Pull caps over ears. (Elbows kept out and back) 6. Very cold day. Arms must be warmed. Arms out at sides. Fling them across chest and slap opposite shoulders. 7. Stoop far down and pick up handful of snow; make snowball while standing erect; throw snowball at some spot in room with right arm. Repeat and throw with left arm. 8. Walk through snow drift with hands on hips, lifting feet and knees high with each step. 9. Run home. Surested Plan for Working out the Above1 “How many would like to go out and play in the snow today? Let’s pretend we all are sleepy. Put your heads down on the desk and go fast asleep. When I clap my hands, all wake up and sit up very straight.” (Clap hands) “What do you do when you have just waked up? That’s right, stretch and yawn. Now let’s go out to play.” (Stand up in the best position) “What shall we do to keep our feet dry? All right; pull on your rubber boots. First the right one; pull hard! Tug away at it, and pull it away up to your hips, the way (John) is doing. Now the left one. Now let’s pull our caps down over our ears, and help each other with our coats. When someone has helped you, turn around and help him with his coat. Now are we all ready? Then let’s run out doors.” “How cold it feels. Let’s get warm first before we start to play.” (Teamsters warming up) “Now shall we.make some snowballs? Scoop up a big handful and pack it down hard. Harder, (Grace)! See who can hit the fence.” (The blackboard to the right.) “Pretty good! Try again!” (Repeat four or five times). “Who can throw left handed?” (Repeat with left hand to the left). “Here is a big drift. Suppose we wade through it. Lift your feet high up so you will not get your clothes wet.” (Wade around room). “There is Mother calling, so we will all run home” iFrom N. J. Phys. Training Manual for Grades I-VI, P. 40, with permission.PHYSICAL EDUCATION 33 A Birthday Party1 1. Run to trolley car. Each two rows run around one row of desks. 2. Reach high up with both hands and pull the doorbell. 3. Peanut hunt. Each two rows run around one row of desks. After every five or six steps stoop to get some peanuts and put in basket hanging on left arm. 4. Pull molasses candy. Take candy from high shelf, pull hard, spreading arms far apart. 5. Blow out candles on birthday cake. Take deep breaths before each blow. 6. Play game. Let children choose game. Suggestion: I Saw. Puss in the Corner. 7. Run home. Soldiers1 1. Marching with guns. Boys whistling “Marching through Georgia” and the leader in each row drumming. Captain stands on a chair in front of room and as each one goes by they salute him. 2. Target practice. Cock guns over knees. First shoot from the standing position, then kneeling on one knee. Say “Bang” as trigger is pulled. 3. Hoist the American flag. Reach up high with one hand and as it is pulled down the other hand goes up. At each pull bend the knees. 4. All give the flag salute. Bring the right hand on the first word, “I”, straight up so that the forefinger touches the right eyebrow, thumb held to shoulder level. On the last word, “all”, the hand is lowered. “I pledge allegiance to my flag and to the Republic for which it stands, one nation indivisible, with liberty and justice for all.” 5. Blow bugle. Both hands held to mouth as if holding a bugle. Take deep breath and give some bugle call. Goin¿ for Christmas Trees1 1. Put on coats and hats. 2. Run to barn for sled and hatchet. Two rows around one row of desks. When teacher claps hands, they stop. Second clap, they run on to places or woods. 3. Chop down tree. One foot forward, swing axe over other shoulder. Chop and stoop forward one side and then the other. 4. Drag sled home. Hands behind as if holding ropes. TYom the Michigan Course of Study. With permission.34 STATE OF MAINE—DEPARTMENT OF EDUCATION Kites1 1. Running with the Kite. (Bring hands to right shoulder, holding kite string. Each two rows run once around one row of seats, turning head, looking over right shoulder and stretching arms upward right.) 2. Letting out the string. (Knees bent to squatting position. Hold this position and unwind ball of string by putting right hand up from left, full arms length, several times). 3. Looking at Kites. High up in the air. (Bend head backward looking up. Turn head right, look up. Same left.) 4. Kite caught in tree. (Place right hand forward. Stretch arms high overhead, stand on toes. Pull kite string vigorously, at same time bending knees slightly). 5. Run and pick kite from ground. (Run two or three steps, bend body forward, pick up kite. Repeat the running and bending until each two rows have been once around one row of seats.) 6. Kites floating in the air. (Arms sideward, bend body right and left.) 7. Wind blowing the kite. (Wave hands interpreting motion of the breeze.) Suggested story plays: Automobile, The Playground, Thanksgiving Pies, Santa Claus’ Visit, Christmas Toys, Going Swimming, Coasting, Snow Fort, Newsboy, The Sailor, Circus. Bibliography Clark, Lydia, “Physical Training for the Elementary Schools,” —Benjamin H. Sanborn & Co., N. Y., 1917. Halsey and Skarstrom, “Story Plays and Rhythm Exercises for Grade I,” —Department of Hygiene, Wellesley College, 1919. Parsons, Belle Ragnar, “Plays and Games for Indoors and Out,” —A. S. Barnes Co., N. Y. Stoneroad, Rebecca, “Gymnastic Stories and Plays for Primary Schools,” —D. C. Heath & Co., 50 Beacon Street, Boston. Wright, Louise C., “Story Plays,”—A. S. Barnes & Co., N. Y. ^Wright, Louise C. “Story Plays.” A. S. Barnes & Co., N. Y.PHYSICAL COLLATION 35 Rhythmic Plays Ain): To strengthen the sense of rhythm; to help the child acquire freedom of movement, poise and grace. Suggestions: These plays may be correlated with rote songs in the music period. If a piano or victrola is not available, have the children hum or sing. Avoid singing if exercise is very active. Teach words carefully. Encourage children to invent motions. A First Grade Orchestra Rhythms Have pupils clap rhythm, loud, soft; play band instruments, slide trombone, drum; touch palms, hands moving up and down; touch palms, hands sliding past each other forward and back. Victor records 185-18, 18253, 17368, or 35397. Imitations: Hocking horses Bees and flowers Horses Frog Dancing hear Dog with bone Kitty and ball Robins Rhythms for special days: Piaster: Rabbits, eggs, May Day: Butterfly, game idea. Shoemaker Farmer Conductor Tight rope walker little chickens, children hunting, bumble bee, Miss Springtime, tag Valentine’s Day: King of Hearts, Queen of Hearts, Fairies, Brownies, Brownies stealing little red hearts but King of Hearts drives them away and Fairies bring them to the children. Thanksgiving: Act out. a Thanksgiving Day song.Shoemaker’s DancePHYSICAL EDUCATION 37 RAIN Class Formation: Point R forward, side, forward and return to place. Point L forward, side, forward and return to place. Two step forward R. Two step forward L, Walk forward four steps R, L, R, L. Repeat, going backward instead of forward. “The rain is raining all around It rains on field and tree; It rains on the umbrdias here And on the ships at sea. The children sing in far Japan The children sing in Spain, The organ with the organ man Is singing in the rain.” Music RAIN38 STATE OF MAINE—DEPARTMENT OF EDUCATION Rhythmic Plays BABY’S BOAT Class Formation: 1. Point L foot forward, side, forward, and step. Point R foot forward, side, forward, and step. Repeat. Chorus Balance step to side (L) Chorus Balance step to side (R) Chorus Balance step backward (L) Chorus Balance step backward (R) Repeat-Repeat whole. 1. Baby’s boat’s the silver moon, Sailing in the sky, Sailing over the sea of sleep While the clouds float by. Chorus Sail, baby, sail, Out upon that sea, Only don’t forget to sail Back again to me. 2. Baby’s fishing for a dream, Fishing near and far, His line a silver moonbeam is His bait a silver star. Music BABY’S BOAT Chorus IT. v ij.lt Mi#* 'TTT"h~ Sl i i rn . b --f- 7 -=-< * 1*^11 i r- ir i=*=hPHYSICAL EDUCATION 39 HOW D’YE DO MY PARTNER? Victor Record 17568 Formation: Double circle, partners facing each other. Verse Line 1. Children in the outside circle make a low curtsey to partners. Line 2. Children in the inside circle return the curtsey. Line 3 and 4. Partners join crossed hands and turn in order to skip side by side. Chorus Couples skip in a circle. At the close, children in the outside ring step forward and face a new partner and the game is repeated. Music HOW D’YE DO MY PARTNER? 1 y j m \ \ V 1 /in 1 / * I * 1 r 1 * I • i 1 * vU fl é ? 1 J J « * ? J I t 4 m m m -f Jm 1 k ^ H ♦ j ] * —r~ 1 I < J-ALL* ! 9 A 1 v -r ^ _*> : ? ê pHI m —p. x From Crampton & Wollaston. The Song Play Book. A. S. Barnes & Co., N. Y., 1917.40 STATE OF MAINE—DEPARTMENT OF EDUCATION THE CHIMES OF DUNKIRK Victor Record 17327-Columbia A-3061 Formation: Single circle. Partners face each other, hands on hips. Meas. 1-2. Stamp three times,—right, left, right. Meas. 3-4. Clap three times. Meas. 5-8. Joins hands with partner and turn around in place with eight running steps starting with left foot. Meas. 9-16. Sixteen running steps. All join hands and run in circle to left. Repeat from beginning. Music THE CHIMES OF DUNKIRK From Crampton. The Folk Dance Book. A. S. Barnes & Co., N. Y., 1909.PHYSICAL EDUCATION 41 HIPPITY HOP TO THE BARBER SHOP Formation: Double circle facing in line of direction, partners hold inside hands. Meas. 1-4. Hippity hop forward beginning with right foot and swing clasped hands backward and forward with each step. Repeat. Meas. 5. Face partner, clap hands and stretch arms toward partner waist high with palms facing upward. Meas. 6. Clap hands and place tips of fingers on own chest. Meas. 7-8. Clasp right hands and hippity hop in circle around to left, and on to next partner to the right; or circle in place and do not change partners. Verse Hippity hop to the barber shop, To buy three sticks of candy, One for you and one for me, And one for sister Annie. Music HIPPITY HOP TO THE BARBER SHOP From Indiana Bulletin Physical Education.42 STATE OF MAINE—DEPARTMENT OF EDUCATION CHILDREN’S POLKA W ftfvn n e- r nirTr>i id:* ? zj~ » 7 4— j JLrlz: T* * —f~t—y 1... i if nirr mm ::_^fczMdz Ai Br.fTh fi' / L—l .J * L ^1 —«* Lt. « \ r / ' JL^S-rA-=^ ^ ; 1— ^ ‘ From Crampton, C. W. The Folk Dance Book. A. S. Barnes & Co., N. Y., 1909. CHILDREN’S POLKA (Kinderpolka) Columbia Record A-3052 This may be danced around seats in schoolroom. Formation: Single circle. Partners face each other. Join hands, arms extended at sides, shoulder high.PHYSICAL EDUCATION 43 Meas. 1-8. Glide polka towards center-slide, close, slide, close, three running steps in place. Repeat moving outward two measures. Repeat the whole step four measures. Meas. 9-12. Clap thighs with both hands, clap own hands in slow time. Clap partners hands three times in quick time. Repeat. Meas. 13-14. Point right toe forward, place right elbow in left hand, and shake finger at partner three times. Repeat left. Meas. 15. Turn complete circle right, with four jumps. Meas. 16. Stamp three times. Repeat from beginning. THE MUFFIN MAN Circle facing center. Players join hands, one or more in center. Children sing verse while those inside skip around for first two lines. They stand still during third and choose a partner. Second verse, those in center skip around and sing “two”, “four”, etc., “Have you seen the Muffin Man”. Continue until all have been chosen. 1. Oh, have you seen the Muffin Man, The Muffin Man, the Muffin Man? Oh, have you seen the Muffin Man, That lives in Drury Lane? 2. Oh, yes, I’ve seen the Muffin Man, The Muffin Man, the Muffin Man, Oh, yes, I’ve seen the Muffin Man That lives in Drury Lane. 1 II. f r s*. M pp 1 1 r _ -4-—1 From North Carolina, Physical Education for Elem. Grades.44 STATE OF MAINE—DEPARTMENT OF EDUCATION THE LITTLE PONY Formation: Circle facing center. One player in center is the pony. 1. “Trot, trot, trot, through the pasture lot; Though the road be rough and stony, trot along, my little pony; Trot, trot, trot, trot, trot; through the pasture lot.” The center player trots around inside circle during the singing of the above verse. 2. Rest, rest, rest, you have done your best; To your stable I will lead you, and on corn and oats I’ll feed you; Rest, my pony, rest; you have done your best. All the players forming circle make a “stable” of the arms in front of the chest; the player inside circle enters a “stable” during singing of second verse. Repeat as in 1, but there are two ponies inside the circle, the original pony and the player whom he faced for the “stable”. Each of the two ponies enters a “stable”. Repeat, having four in center; continue until all have been chosen. THE LITTLE PONY From North Carolina Course of Study in Physical Education for Elem. Grades.PHYSICAL EDUCATION 45 Suggested List of Rhythmic Plays A-Hunting We Will Go. C. & W. Baa, Baa, Black Sheep. Clark. Carrousel. C. & W. Victor 17087. Columbia A3036. Crooked Man. Phillips. Danish Dance of Greeting. Crampton. Victor 17158, Columbia A3039. Did You ever See a Lassie? C. & W. Victor 17568. Farmer in the Dell. C. & W. Gallant Ship. C. & W. I See You. Clark. I’m Very, Very Tall. Crawford. Jolly is the Miller. Clark, Victor 17567, Columbia A3078 Kewpies. Phillips. Leaves are Green. Crawford. Little Bo Peep. Clark. Looby Loo. C. & W. Victor 17567. Mulberry Bush. C. & W. Oats, Peas, Beans and Barley Grow. C. & W. Victor 17567. Old Roger Is Dead. Clark. Round and Round the Village. C. & W. Victor 17104. See-Saw. C. & W. Shoemakers Dance, Crampton, Victor 17084. Columbia A3038. Sing a Song of Sixpence. Phillips. Ten Little Indians. C. & W. Thread Follows the Needle. Crawford. This Is the Way My Dolly Walks. Crawford. Snow Balls. Knowlton. Bibliography Clark, Lydia. “Physical Training for Elementary Schools.” Benjamin H. Sanborn & Co., N. Y., 1917. Crawford, Caroline. “Dramatic Games and Dances for Little Children.” A. S. Barnes & Co., N. Y. Crampton, C. W. “The Folk Dance Book.” A. S. Barnes & Co., N. Y. Elliott, J. W. “Mother Goose’s Nursery Rhymes Set to Music.” McLaughlin Bros., 74 Park St., Springfield, Mass.46 STATE OF MAINE—DEPARTMENT OF EDUCATION Hofer, Marie. “Children’s Singing Games Old and New.” A. Flanagan, Chicago. Knowlton, Fanny S. “Nature Songs for Children.” Milton Bradley Co., Springfield, Mass. Phillips, Irene E. “Rhythmic Action Plays and Dances.” Milton Bradley Co., Springfield, Mass. Shafter, Mary Severance. “Dramatic Dances for Small Children.” A. S. Barnes & Co., N. Y. Crampton and Wollaston. “The Song Play Book.” A. S. Barnes & Co., N. Y. Games Aim: To relieve mental strain and fatigue of body; to give opportunity for vigorous stimulation of the vital organs; to furnish opportunity for recreation and the development of social values. Suggestions: The teacher needs the relaxation and should engage in the play. See that each child has equal opportunity for action. Have needed apparatus ready for use. Encourage the children to take the initiative in choice of game and leadership. Open the windows of the schoolroom while the children are on the playground. Use your ingenuity in progressing the games as the children become able to grasp more details. For playground apparatus and manufacturers see section, “Rural Schools”. SQUIRRELS IN TREES (progressed) The players stand in groups of three in circle formation. Two players of each group face each other, grasping arms to represent a tree with a hollow trunk. The third player stands inside the hollow (the squirrel’s home). One player is chosen to be “it” (squirrel without a home), and stands in the center of the circle. Teacher blows a whistle (the blowing of the wind) or claps her hands, which is a signal for all squirrels to change places. The squirrel in the center tries to get a home, and the one who is left without a home is “it” for the next time. Variation I. Three in each group. One tree and two squirrels. The trees stand up straight and tall with outspread branches— (hands on hips make branches). The squirrels get under the branches. All in the game have homes except the odd person in the center of the circle.PHYSICAL EDUCATION 47 When you say “Squirrels change trees”, all squirrels run to another tree. The one in the circle tries to get in a tree, the person left gets in center of circle (Repeat). To make the game interesting for the trees have the tree change at the words, “Trees Change”. The person in circle is then a tree. Variation II. Formation: Same as for regular game except that all squirrels are out of their trees. The teacher designates a special tree as the home tree. The squirrels do not know which one it is. Music is played softly when no one is near the home tree—loudly when anyone is near. The object is for all to find the right tree. Variation III. Formation as for other game. Three children form small circle for tree, one child in center of a circle. Use all children except one. The extra child is a squirrel that wants a home. The homeless squirrel goes out of room, one tree designated as his home. When music starts, squirrel comes in. The music is to help him find his home. When it is soft, he is far away, when it is loud he is near, when he finds his home, the squirrel already in the tree becomes “it”. Variation IV. Two people join hands high in front to make a tree. One child to each tree for the squirrel, and one extra who has no tree. Play a little running rhythm to which all squirrels run about. Stop the music at any time. At this time all squirrels find trees. CAT AND RAT1 One player is chosen for cat and one for rat. The others all form a circle with clasped hands. The cat stands outside of the circle and the rat inside. The game opens with a conversation between the cat and rat. The cat says: “I am the cat.” The rat says: “I am the rat.” The cat says: “I will catch you.” The rat says: “You can’t.” iFrom Bancroft’s “Games for the Playground, Home, School and Gymnasium.’’ MacMillan Co., N. Y., 1914.48 STATE OF MAINE—DEPARTMENT OF EDUCATION This last defiance is a signal for a chase. The cat tries to get into the circle and the rat tries to evade her. Both run in and out of the circle but the players will assist the rat by raising their hands to let him run under, and they will try to foil the efforts of the cat by preventing her breaking through the circle, either inward or outward. When the rat is caught, he joins the circle and the cat becomes rat, a new cat being chosen from the circle players. HERR SLAP JACK All join hands in circle formation while one player who is chosen to be “it” runs around the outside of the circle, tags someone on the back, and continues to run in the same direction around the circle. The one who is tagged immediately runs .around the circle in the opposite direction from the first runner. Both try to get to the vacant space in the circle. The one who is left is “it” for the next game. If played in the schoolroom the pupils remain seated. The one who is “it” runs up and down the aisles and taps someone on the back. The two runners should keep to the outside aisles. CIRCLE BALL For schoolroom: Circles two feet in diameter are drawn about twelve feet from the front seat in each aisle. Abreast the second seat in each aisle another circle (the same diameter) is drawn. Each aisle should be lined off this way. As many teams as wish may compete. Captains are elected for each row of seats. The captain stations himself in the front circle facing his team. Each captain is supplied with a bean bag. Each team should consist of six players besides the captain. At the given signal the boy or girl in the first seat rushes from his seat into the circle in his aisle, the captain throws him the bean bag, the boy then returns the throw and rushes to his seat. As soon as the first boy touches his seat the second boy rushes into the circle and so on, until the last man throws the bean bag back to the captain, who upon receiving the throw rushes to the circle in the aisle. The first captain reaching the circle wins. JAPANESE TAG1 One player is chaser or “it”, and tries to touch or tag all of the other players, the one tagged then becoming chaser. In this iFrom Bancroft’s “Games for the Playground, Home, School and Gymnasium.” MacMillan Go. N. Y., 1914.PHYSICAL EDUCATION 49 form of the game, however, whenever a player is touched or tagged, he must place his left hand on the spot touched whether it be his back, knee, elbow, ankle or any other part of his body, and in that position must chase the other players. He is relieved of this position only when he succeeds in tagging someone else. As in other tag games where there are large numbers of players, several players may take the part of the tagger or “it” at the same time. Su^ested List of Games Animal Chase. Bancroft. Bean Bag Board. Bancroft. Buying a Lock. Bancroft. Cat and Mice. Bancroft; Clark. Charley over the Water. Bancroft; Clark. Circle Seat Relay. Bancroft. Crossing the Brook. Bancroft. Drop the Handkerchief. Bancroft. Flowers and the Wind, (The). Bancroft; Clark. Have You Seen My Sheep? Bancroft; Clark. Hide the Thimble. Bancroft. Hill Dill. Bancroft; Clark. House Hiring. Suggestions for the Play Hour, Dept of Education. Huckle, Buckle Bean Stalk. Bancroft. I Say Stoop. Bancroft; Clark. Jack Be Nimble. Bancroft. Jacob and Rachel. Bancroft. Lame Fox and Chickens. Bancroft; Clark. London Bridge. Bancroft; Clark. Midnight, Bancroft; Clark. Pussy Wants a Corner. (Chalk crosses on floor.) Railroad Train. Bancroft. Ring Master. Bancroft. Shuttle Relay. Bancroft. Simon Says. Bancroft; Clark. Single Relay Race. Bancroft; Clark. Stoop Tag. Bancroft; Clark. Tag the Wall Relay. Bancroft; Clark. Teacher and Class. Bancroft; Clark. Wee Bologna Man. Bancroft.50 STATE OF MAINE—DEPARTMENT OF EDUCATION Bibliography Bancroft, Jessie H. “Games for the Playground, Home, School and Gymnasium.” Macmillan Co., N. Y. Crozier. “Children’s Outdoor Games.” American Physical Education Assn., Springfield, Mass. Newton and Harris. “Graded Games and Rhythmic Exercises for Primary Schools.” A. S. Barnes & Co., N. Y. Parsons, Belle Ragnar. “Plays and Games.” A. S. Barnes & Co., N. Y. Sperling. “The Playground Book.” A. S. Barnes & Co., N. Y. GRADES IV-V-VI Marching Single file marching and “maze running” may be continued as in Grades I-II-III. If the room has portable seats pupils may march down the center of the room by twos. At the front of the room one couple passes to the right, the next to the left followed by the others in order. When the first two couples meet at the rear they face front and march down in fours, then the class is in good formation for drill in fundamental skills or technique if desired. The order reversed will obtain single file. While the class is in a column of twos or fours it should be taught column right and column left. Command: 1. Column right, 2. March. At the second command, the front rank of the leading squad turns to the right on moving pivot, the other ranks, without command turn successively on the same ground and in a similar manner.1 Column half right or half left are executed in the same manner except that the line of march is only changed at a 45 degree angle. Rhythmic Plays Review any rhythmic plays the children enjoy. TJnited States Infantry Association. Infantry Drill Regulations (provisional). Washington, 1923.PHYSICAL EDUCATION 51 THE CRESTED HEN1 Victor 17159. Columbia A3049 Formation: Groups of three, each consisting of one boy and two girls, or two boys and one girl. Groups in circle’formation. I. Measures 1-8. The players join hands and dance around to the left as follows: Step forward on the left foot, hop, and swing the right foot forward. The players all lean away from the center of the circle. A stamp is taken on the first note of the first measure. Measures 1-8. Repeat the same step to the right. Jump up in the air on the first note of the first measure, come down on both feet, and repeat step hop to the right. II. Measures 9-10. The girls drop their joined hands, place the free hands on hips, and form a straight line. The boy at no time breaks his grasp. The players continue the step, hopping in place while the girl on the right bends forward and does step hop under the archway formed by the raised arms of the boy and the left girl. Measures 11-12. The boy follows the girl, turning under his own arms. Measures 13-14. The left girl turns under the archway formed by the boy and the right girl. Measures 15-16. The boy follows. Measures 9-16. Repeat the step. Repeat the play from the beginning. AUe**ett© m V a £ m M 7 S a52 STATE OF MAINE—DEPARTMENT OF EDUCATION THE ACE OF DIAMONDS—Columbia A-3001 /-fpfcf ri- -==f= ^ n # »7 1 =t= X ~§ 2 -*-# J p— fibt:! M- Ff=p; =y=H « hr- - 3 TFTr f T: Tf.M, A« 0 m m ' -.LEtLLfc \TT *• j* # \ w • CliL XT 1. lL T= TXT- Si-,.- „ - —- s=*— „ 1 -r '? ri <2o «Li Ai 1 a* O.c —r-i hi -kL- A i—S- > iSi} r ■H— LJ :i=±=r~ 41 -É- — I - Crampton, C. W. “The Folk Dance Book.” A. S. Barnes & Co., N. Y., 1901). Formation: A double circle, partners facing each other, hands on hips.PHYSICAL EDUCATION 53 Part I Measure 1. Partners clap own hands (one and); hook right elbows (two and). Measure 2. With short running steps, run around to the left (one and two and). Measures 3 and 4. Clap hands, hook left elbows and run around the other way. Measures 5 to 8. Repeat. Part II With arms folded in front of body, partners with four slow hopping steps move toward the center starting with right foot, one backward, the other forward. With four hopping steps they move back to place. Measure 9. Incline the head in the same direction as the body is moving, step with the right foot (one and), hop on the right foot (two and). Measure 10. The same with the left foot, inclining head to left. Measures 11 and 12. Like 9 and 10. Measures 13 to 16. Repeat moving outward. Part III Partners face in the same direction, left sides to the center; join inner hands and polka around the circle. Measure 17. Holding the arms well back will bring partners slightly facing. Take a short step forward with the outer foot (one), a short step forward with the inner foot (and), a short step forward with the outer foot (two) and hop on the outer foot (and). Measure 18. Swing the arms well forward. Turn slightly away from the partner. Same step as for measure 17, but beginning with the inside foot. Repeat from the beginning. SWEDISH CLAP DANCE (Klappdans) V. 17084—C. A-3036 Formation: Double circle. Partners face forward. Join inside hands, outside hands on hips. (Meas. 1-8). Polka step forward, beginning with outside footstep, close, step; alternating feet.54 STATE OF MAINE—DEPARTMENT OF EDUCATION (Meas. 1-8). (repeated). Heel and toe polka, bending backward on “heel,” and forward on “toe.” (Meas. 9-12). Face partners and bow. Up. Clap three times. Repeat. (Meas. 13-14). Clap partner’s right hand. Clap own hands. Clap partner’s left hand. Clap own hands. (Meas. 15). Turn to left striking right hand against partner’s. (Meas. 16). Stamp three times. (Meas. 9-16). Repeat. Repeat from beginning. Music SWEDISH CLAP DANCE From Crampton. “The Folk Dance Book.” A. S. Barnes & Co., N. Y., 1909.PHYSICAL EDUCATION 55 POP GOES THE WEASEL V. 17160—C. A-3078 Well adapted for rural schools. Music fc.'l" T- i — ft -7- I J. ' — — ** m m 3 4 |* yi»C- r te _(*______^ iii » s p56 STATE OF MAINE—DEPARTMENT OF EDUCATION POP GOES THE WEASEL Formation: Two lines with eight or more in each facing each other; the first and every other pupil, an upper grade pupil, the second and every other one a lower grade pupil. Older pupils are numbered one, younger pupils are numbered two. Part I Meas. 1-8. With two brisk marching-steps to each measure the first and every other couple (or numbers one) in both lines turn and march down on the outside of the lines, turning on count 7 (or first beat of the 4th measure) to go back reaching original place on count 16 (or second beat of 8th meas.) Repeat going down on inside of lines. Numbers two clap hands on first beat of 7th meas. Part II Meas. 9-16. Numbers one in both lines join hands with number two on one side and the three move around in a circle thru six measures. On the first beat of the 15th measure number two is “popped” under arms of number one into original place. Repeat, number one’s joining hands with number two on the opposite side. Number two’s clap hands on first beat of 15th measure. TROIKA Formation: Three persons side by side, usually one boy with a girl on either side. The left hand partner is No. 1, the boy is No. 2, right hand partner is No. 3. A brushing step on the toes, free foot forward, knees straight. Part I Meas. 1-4. Four running steps diagonally forward toward the right. Four running steps diagonally forward toward the left. Eight running steps forward in line of direction. Meas. 5-6. No. 3 runs under arms of No. 1 and 2 and turns in place 8 steps, No. 2 following. Meas. 7-8. No 1 runs under arms of No. 2 and No. 3 and turns in place 8 steps, No. 2 following.PHYSICAL EDUCATION 57 Part II Meas. 1-4. The three partners join hands and form a ring. All circle to the left, using sixteen steps. Meas. 5-6. All circle to the right, using eight steps. Meas. 7-8. Center (No. 2) passes forward under arms of partner to next set ahead. TROIKA n:» -t- . -p—?—-— Lfkj~y p-s- tP'ZZ' -4—4 — % p- ■tt- ft—ft— ^ CH —f ft" it p tt=R 1» (1 • ~C~— » ~ft-ft ft f 1 ■f =W4J T f- * V 1—ft-'58 STATE OF MAINE—DEPARTMENT OF EDUCATION Suggested List of Rhythmic Plays Broom Dance, Clark. Bleking, Crampton, Clark. Columbia A-3037. Come Let Us Be Joyful, “Dances of the People.” Gossiping Ulla or Finnish Reel, Clark. Gustaf’s Skoal, Clark. Columbia A-3046. Hansel and Gretel, Clark. Columbia A-3080. Hopp Mor Annika, Crampton. Indian War Dance, Clark. Lassie’s Dance, Crampton. Little Man in a Fix, “Folk Dances from Old Homelands.” Nixie Polka, Crampton, Clark. Columbia A-3053. Norwegian Mountain Dance, Crampton, Clark. Columbia A-3041. Victor 17160. Nori Meigo. “Folk Dances from Old Homelands.” On the Bridge to Avignon, “Folk Dances from Old Homelands.” Reap the Flax, Crampton. Six Hand Reel, “Dances of the People.” Tantoli, Crampton, Clark. Columbia A-3054. Victor 17159. Tarantella, “Dances of the People.” Girls and Boys Come Out ) Secure from Mrs. Lewis Washburn to Play ) 1932 Beacon Street To Market, To Market ) Brookline, Massachusetts. Little Bo Peep ) Bibliography Burchenal, Elizabeth, “Dances of the People.” G. Schirmer, Inc., New York. Burchenal, Elizabeth, “Folk Dances from Old Homelands.” G. Schirmer, Inc., N. Y. Burchenal, Elizabeth, “Folk Dances and Singing Games.” G. Schirmer, Inc., N. Y. Clark, Lydia, “Physical Training for the Elementary Schools.” Benjamin H. Sanborn & Company, New York. Crampton, £. W., “The Folk Dance Book.” A. S. Barnes & Company, New York.PHYSICAL EDUCATION 59 Games Review any games which the children enjoy. Encourage the origination of new games by the children and the use of home made apparatus. For equipment see “Rural Schools.” RELAY PASSING GAME Four circles, one and one-half feet in diameter, are drawn in each corner of a square, ten feet to a side. Another square is lined off in the same way. A captain and three players are stationed in the circles of each square. The captains are each given a bean bag. At a given signal the bean bag is passed around each square as rapidly as possible. The side first completing five throws around the square wins the race. DODGE BALL1 The players are divided into two even groups. One group forms a circle. The larger the circle the more sport in the game. The other group stands within the circle, scattered promiscuously. The object of the game is for the circle men to hit the center men with the basket-ball, the center men dodging to evade this. They may jump, stoop, or resort to any means of dodging except leaving the ring. Any player hit on any part of his person, at once joins the circle of men. The last player to remain in the circle is considered the winner. The groups as originally constituted then change places for the next game, the center men becoming circle players and the circle men going to the center. There is no retaliatory play of the ball by the center players; they merely dodge it. The ball is returned to the circle either by a toss from a center man or by a circle man stepping in for it if it should not roll or bound within reach. When two center men are hit by one throw only the first one hit leaves the center. FISH AND NET The class is divided into two sides, or two players may be appointed to choose sides. Two goals about three feet wide are marked across each end of the field of play; each side takes one goal. iBancroft. “Games for Playground, Home, School and Gymnasium.” Macmillan Co., New York, 1914.60 STATE OF MAINE—DEPARTMENT OF EDUCATION The teacher names one side the “fish” and the other the “net,” or the leaders may toss for first choice. Upon a given signal the two sides must leave their goals. The “fish” try to cross over into the goal of the “net,” while the “net” side, by joining hands, form one long “net” and try to catch as many “fish” as possible. A catch of “fish” is ended as soon as all the uncaught “fish” have reached the “net” goal.. The “fish” can be caught only by the end men*. The “net” and its catch now go to the “fish” goal and play “fish,” whereas the former “fish” now play “net”. For each new catch the teacher must give a signal. Rule 1. No “fish” may break through the “net,” either by forcibly parting the hands of the “net” players or by crawling under or jumping over the arms and hands. The “fish” may escape only around the two ends of the “net”. Rule 2. All “fish” inside the “net” when the two ends joined hands are caught and belong after this to the “net” side. Rule 3. If the “net” while on a catch breaks in any part of its length, no “fish” may be caught on that run, unless the break is quickly mended. Rule 4. No “fish” may be held by hands or in any other way. The game ends when only two are left on one side. The two may be captains for the next game. CATCH BALL A circle six feet in diameter is marked in the center of the field of play. Into this circle “it” steps with a basket-ball. The players join hands and form a concentric circle outside the six-foot circle. “It” tosses the ball into the air in such a manner that it would fall inside his six-foot circle if the ball is not caught or otherwise* deflected by a player. Just before “it” throws the ball into the air he calls the name of a player in the circle. The one called must try to catch the ball before it reaches the ground. If he succeeds, he takes the center and becomes “it”, while “it” joins the circle. If he does not succeed he returns to the circle and “it” tosses the ball again, while calling some other player. The ball must be tossed into the air to a height at least equal to the radius of the circle formed by the players.PHYSICAL EDUCATION 61 THE MILLER IS WITHOUT Lines are marked parallel with and three feet away from two opposite side lines of the field of play. The space thus marked off are the two goals, and in one of them the players distribute themselves. Two players have been appointed 4‘watchmen” one for each goal, a third one is chosen “miller”. The “miller” takes his stand in th$ middle between the two goals, and, addressing the watchmen with whom the children are, the following colloquy ensues: Miller: “Hello, hello!” Watchman: “Who is there?” Miller: “The Miller!” Watchman: “What do you want?” Miller: “A sackful of children!” Watchman: “Then catch them!” Hereupon the players escape to the other goal. If the “miller” succeeds in tagging one, that one becomes “miller”, the “miller” becomes “watchman” of the goal the children just left, and that “watchman” joins the players. The last five games are copied with permission from “An Outline of Physical Education” by Ernst Hermann, Director of Physical Education, Public Schools, Somerville, Mass., Supt. of Playgrounds, Newton, Mass., Instructor in Swedish Gymnastics, Sargent School of Physical Education. NEWCOMB This game requires two teams of equal playing ability. A tennis net is stretched across the room or play space with the top 7 or 8 feet from the floor. A cord may be used. Each team occupies one-half the playing space. A member of one of the teams throws the ball over the net or cord aiming to have it strike the floor or ground. The side receiving it throws it back; the playing is continuous. The players may not walk or run with the ball but may pass it from one to another on the same side in order to make a better throw over the net. If the ball strikes the floor it counts one point for the side that threw it; if it passes under the net it scores a point for the opposite side or if it drops to the floor passing between players on the same side, touches walls or ceiling or falls beyond lines of playing space. The team wins which first scores the number of points agreed upon before starting the game.Gymnasium at Lee. .Maine, built by students and community at small cost and used for community house The Highland FlingPHYSICAL EDUCATION 63 Suggested List of Games Bag Pile Race, Bancroft Ball Puss, Bancroft Baste the Bear, Bancroft Bears and Cattle, Clark Buzz, Bancroft Catch Basket, Bancroft Firemen’s Race, Johnson Garden Scamp, Wellesley, Bancroft German Bat Ball, Clark Haley Over, Wellesley High Windows, Bancroft Hopping Bases, Johnson Obstacle Race, Johnson Playground Baseball Poison Snake, Bancroft Relays, Bancroft Shuttle Tag the Wall All Up Shepherdess and Wolf (Fox and Geese) Bancroft Spud, Bancroft Stealing Sticks, Bancroft Tag Games, Bancroft Wood Tag Partner Tag Cross Tag Bibliography Barker, “Games for the Playground,” American Physical Education Association, Springfield, Massachusetts. Bowen and Mitchell, “The Practice of Organized Play,” A. S. Barnes & Company, New York. Johnson, G. E., “Education by Plays and Games,” Ginn & Company, Boston, 1907. Keene, “Games and Mass Competitions,” World Book Company, Yonkers, N. Y. Wellesley College, Department of Hygiene, “One Hundred Fifty Gymnastic Games,” Geo. H. Ellis Co., 272 Congress Street, Boston. Athletics Suggestions: 1. Include every pupil who is physically able. 2. Select boys and girls who show aptitude for athletics to be leaders of squads, or better let the class chose them by vote. 3. Squads should consist of six to eight pupils and it is a duty of the squad leader to help his squad become proficient. 4. The keeping of records and tabulation of reports will add an incentive for individual and team improvement. Squad leaders64 STATE OF MAINE—DEPARTMENT OF EDUCATION will do this with the help of the teacher. The organization should provide for care of the playground and equipment. 5. Squad leaders may drill their squads at recess, noon or after schools. 6. Selection and arrangement of activities must be governed by the space and equipment available. In the Detroit plan a list of five athletic events, six individual stunts, five combination stunts and two contests are specified for practice each month. 7. Instruction for a number of schools may be carried out by posting instructions and by calling squad leaders or room captains together once a month for demonstration. 8. Field days may be conducted from time to time where all the children come to play at the same time, games in the fall, winter sports in the cold weather, track and field, and playground ball in the spring. 9. Clubs may be organized, officered by elected members but guided by wise supervision. Scouting, nature s^pdy, street cleaning, construction, outing, health service, tobogganning are good activities for this purpose. 10. If inter-school competition is to be carried out among the boys it should be confined to soccer in the fall and track and field in the spring. However, the playday idea as suggested in item 8 is best. Athletics for this period should be confined rather to tests in the fundamental skills of games which are to be played later on, other self-testing activities, stunts, and mass contests of low organization. Game Skills: Putting in Golf. Hold the “putter” with the face at right angles to the line leading to the hole. Draw it back a little way, then swing forward straight toward the hole keeping the face of the club always at right angles to the line. Each contestant is allowed five trials. Shooting Goals. The girl or boy secures the basketball for the number of seconds allowed. He shoots as often as he can, recovers the ball and shoots again from any position he chooses. Keep individual score or team score. Samples: Throwing at target, soccer kick, baseball throw, basketball throw for distance, tennis serve, heading soccer ball, soccer dribble, volley ball return, batting playground ball, catching playground ball.PHYSICAL EDUCATION 65 Self-Testing Activities: Hop Step and Jump (boys only). Practice the preparatory run so the correct foot will strike the starting line. The landing after the first leap is upon only the foot from which the jump was made. The landing after the second leap is made upon the opposite foot only. A third leap is made from this foot the landing being made upon both feet. If the contestant falls back measurement is made from the point where his body touched the ground nearest the starting line. Push Up. Place hands on the floor shoulders width apart with the legs straight back resting the weight on the hands and toes; bend the arms until the chest touches the floor; straighten the arms. Continue without rest. The body must maintain a straight line. Samples: Chinning, kicking, standing broad jump, three hops, high kick, deep knee bending, chest expansion, rope climbing, hurdling, forty yard dash, 70 yard dash (boys only). There are many of these types in winter sport activities and aquatics. Mass Contests: Rhythmic Plays. At least eight pupils should participate. The plays offered should not include any offered in previous grades. Pupils should be scored on knowledge, skill, grace and expression. Class Running. The class lines up behind a starting line. The teacher stands at the line. The starting signal is “On your mark!” “Get set!” “Go!” Runners may start from either the standing or crouching position. No part of the body may touch the ground beyond the starting line. The contestants run one at a time, the second starting as the first crosses the finish line and so on. Time is kept from the instant the first runner starts until the last finishes. The total divided by the number of competitors gives the average time. The class will attempt to improve this record, or competition by teams may be carried out. Samples: Potato race, three legged race, snow ball battle, king of the castle, hand wrestle, Indian wrestle. 466 STATE OF MAINE—DEPARTMENT OF EDUCATION Stunts: Posture Test. Have the child stand beside a plumb line or straight stick so the line passes the opening of the ear, point of the shoulder, hip bone, back of the knee and ankle. Eskimo Roll. No. 1 lies on his back, No. 2 standing over him facing toward his feet, one foot on each side of No. l’s head. No. 1 grasps the ankles of No. 2 and brings his feet up in the air so No. 2 can grasp his ankles. Keeping this exact position No. 2 dives forward, using the feet of No. 1 as a bumper, ducks his head and rolls over on to his back, pulling No. 1 with him. The position is now reversed and No. 1 dives over No. 2. Continue any number of times and later try backward. Wheelbarrow. No. 1 and No. 2 face each other. No. 1 puts his right foot in the left hand of No. 2, turns his back and drops down on his hands, at the same time putting his left foot in the left hand of No. 2; then the wheelbarrow is ready. No. 1 walks on his hands and No. 2, by taking hold of his ankles, pushes him along as he would a wheelbarrow. Forward Roll. This is done by putting the hands and head on the ground, turning the head under, kicking up the feet, rolling on the back, and coming up on to the feet again. To make a good finish, grasp the ankles with the hands just before coming up on to the feet. The Top. Stand with both feet firmly planted on the ground. Spring upward in the air and attempt to make a complete turn in the air before landing, without losing the balance at the finish. Use the arms to pull oneself around. Learn to turn either right or left. Fish Hawk Dive. Kneel on one knee with the other leg and foot entirely off the ground. By bending forward pick up with the teeth a handkerchief that is placed on the ground directly in front of the knee on which you are resting. This is a balancing stunt, and a “swoop” which it is generally necessary to make to reach the handkerchief gives it its name. Heel Knock. Spring upward with both feet, knock heels together twice, and separate them before landing. Knock them together three times.PHYSICAL EDUCATION 67 Bear Dance. Squat on one heel, with the other foot extended forward. Quickly draw the extended foot under the body and shoot the other foot out, arms extended for balance. Shift back and forth rapidly. Stiff Leg Bend. Place a coin on the floor behind and close against the left heel. Stand with knees perfectly straight, lean forward, grasp right toes with the right fingers, and pick up the coin with the left fingers. At no time must the knees be allowed to bend. Chair Creeper. Place a handkerchief on the seat of a chair, with a corner of it hanging over the right-hand edge of the chair. Sit down on the chair with the legs over the right-hand edge, then grasp the back of the chair, and lie down on your right side on the seat. With head and shoulders in advance, creep around the back of the chair, attempting to reach far enough around to pick up the handkerchief with the teeth and return to a sitting position in the chair without tipping it over or touching the floor. To make this harder place the handkerchief nearer the front of the chair. These stunts have been taken from Pearl and Brown. Other good stunts such as the Dog Run, Through the Stick, and Cart Wheel will be found in this book. Bibliography Bancroft and Pulvermacker, “Handbook of Athletic Games,” Macmillan Company, New York, 1916. Pearl and Brown, “Health by Stunts,” Macmillan Company, 1925. Reilly, Frederick J., “New Rational Athletics for Boys and Girls,” D. C. Heath and Company. Record Cards, published by D. C. Heath and Company. Spaulding’s Athletic Library, N. 69R, “Track and Field for Girls,” American Sports Publishing Co., 45 Rose St., N. Y. Stecher, “Guide to Track and Field Work Contests and Kindred Activities,” J. J. McVey Co., Philadelphia.68 STATE OF MAINE—DEPARTMENT OF EDUCATION GRADES VII-VIII-IX Children up to this time should have developed to a certain extent an erect easy carriage, acquired correct habits of sitting and standing, accuracy of response, self-control, courage, honesty, strategic judgment, cooperation and initiative; qualities that are the foundation of good citizenship. However we must not assume that our aim has been reached. At this period every pupil should have the opportunity of engaging in organized group games or athletics on a competitive basis. An inter-class league should be worked out. There should be differentiation of work for girls and boys. Girls will possibly receive more corrective exercise, more rhythmic steps and a lighter type of games and track and field events. Clothing must not interfere with freedom of movement. Winter sports: snowshoeing, skiing, skating, coasting and snow games such as Fox-trail, Snow Dart, and Snow-Snake must be particularly encouraged. Tactics1 Military Tactics as followed by the United States Army should be used so far as possible. Some evolutions more flexible than the military type may be used. The arrangement of gemoetric and art figures, suggested in flag formations, etc., will add interest.2 Command: “Rest.” Each man keeps one foot in place, but is not required to preserve silence or immobility. “At Ease.” Each man keeps one foot in place and is required to preserve silence but not immobility. 1. Right (left), 2. Face. Raise slightly the left heel and right toe; face to the right, turning on the right heel, assisted by a slight pressure on the ball of the left foot; place the left foot by the side of the right. Left face is executed on the left heel in the corresponding manner. 1. About, 2. Face. Carry the toe of the right foot about a half foot-length to the rear and slightly to the left of the left heel without changing the position of the left foot; face to the rear, turning to the right on the left heel and right toe; place the right heel by the side of the left. ^‘Infantry Drill Regulations (Provisional).” War Department, Washington, 1923. 2Lundgren, Gertrude W., “Successful Drills and Marches,” American Physical Education Association, Springfield. Massachusetts.PHYSICAL EDUCATION 69 1. By the right (left) flank, 2. March. Being monarch: At the command “march”, given as the right foot strikes the ground, advance and plant the left foot, then face to the right in marching and step off in the new direction with the right foot. In marching by the left flank the command “march” is given as the left foot strikes the ground. 1. “To the rear.” March. At the command “march” given as the right foot strikes the ground, advance and plant the left foot; turn to the right about on the balls of both feet and immediately step off with the left foot. If marching in double time turn to the right about, taking four steps in place, keeping the cadence, and then step off with the left foot. Rhythmic Plays GATHERING PEASCODS Victor 18010. Columbia A-3063 This is a ring dance and as many as wish may take part. Six couples make a good number. Part I 1. The dance consists of three parts. Part I begins with the players standing in a ring with joined hands. They take eight slips to the left followed by four short running steps around to the right in place, (all turn single.) Eight slips to the right, all turn single. (6 measures) 2. Men join hands and slip around to the left inside of circle back to original places. (6 measures) Women do the same. (6 measures) 3. Men run forward to center of circle 4 steps starting with right foot, clapping hands above the head on accented beat of measure. Women move in while men are moving out, clapping hands. Men move forward while women are moving outward. Men turn single to return to places while women turn single standing in place. (6 measures) 3 is repeated with women leading. (6 measures) Part II 1. Partners face and “side” or move forward four steps, passing each other on the left, turn and pass by each other on the right to original places. All turn single. (6 measures). Repeat 6 measures) 2. Like 2 in Part I except that women lead. (12 measures) 3. Like 3 in Part I except that women lead. (12 measures)70 STATE OF MAINE—DEPARTMENT OF EDUCATION Part III 1. Partners link right arms and run around in place taking 2 steps to a measure. All turn single. (6 measures) Link left arms and run in opposite direction. All turn single. (6 measures) 2. Like 2 in Part I. (12 measures) 3. Like 2 in Part I. (12 measures) 3=3 vr r? & p* -p— — p— -px A a J #• o § ■5- §|t r r PHYSICAL EDUCATION 71 m ^ 7^ 1 I A • á 1 0 mf <4* J V 1 M r • • r r \\7 —— J Ä •• á ( d7^ y f/p rjT 1 *T ■■ i. 6 XÙ l C\ ir*t '^==^~ z/ P\ KmP )u ? \ E;1 o ^ & é\ I ^ f- 1 * < 3 0 r - i | J tl / 07',l ^ T ' i hi Tl i FV V,L rV l 1 J’* ^ • J 1 J 1 h_ ,nt3 t ■ ¿y 1 i p P P C7— ~-T~ n ~r r p "t—^ r; -J-.?.. I - ^ n— ^ T =* 1 T V A From Country Dance Book (adapted), Cecil Sharp.72 STATE OF MAINE—DEPARTMENT OF EDUCATION RIBBON DANCE Victor Record 17329 Formation: In couples, forming a column or “longways”. Boys (or No. 1 if girls are dancing) stand at the left of their partners. Each couple have a ribbon between them, each partner holding one end in the right hand. Any number of couples may form in the line, but six or eight is the best number. The odd couples face down the room, even couples face the front. Part I Meas. 1-2. With four walking steps, couples facing each other exchange places, even couples bending heads and passing under the arches formed by the odd couples. Odd couples raise ribbons high. Meas. 3-4. Return to places with same step. This time odd couples pass under arches. Meas. 5-8. Repeat. Part II Meas. 1-8. Those taking part of girls, standing on the right, let go their end of the ribbon (except the last couple, who stand still, facing each other, and hold their ribbon high). Partners separate to right and left, skipping to the back, boys waving ribbons. They meet at the back and pass under the arch, girls taking their end of the ribbon again. Finish in original places, partners facing each other with ribbons held high. Part III Meas. 1-8. First couple take waltz position and with polka steps (or they may join hands and skip instead) swing slowly down the center, under the arches formed by all the ribbons held high. Finish, at the close of the last measure, at the bottom. Repeat Part I, II, III, the whole dance, as many times as there are couples. Each time Part II is danced the last couple, forming the arch, must move up one place. When the original last couple have just completed Part III, finish the dance as follows: Repeat Part I. Repeat Part II, except that after they have passed under the arch the first couple take their place immediately next the last couple and stand still, holding their ribbon high. The second couple form next the first couple and so on. The whole arch should be completed by the eighth measure.PHYSICAL EDUCATION 73 RIBBON DANCE rfiAi if La , --hit ifS J) < ±=E=ti: f# =P= N hfc) -ri! 4-J i J- i i J J ilfpf 4-\ # _ ffffr "f ' rflr tì=tì -r-p—: 1 nr i -4-- ífh L * & L , > r. •. -f i « A W“P r P * r f • « ji { «Ó # » 4 ¿: ? • rJ"J i CVáR - 1-4 3 K— 12 p 9 » - • -T S> H- ¿P If"..* f-p- _2 V Í 0 » -• li r 9 hf Ur¥-i ■gaga f 4k^ JX \ r« .1 -=rS r\ ( J r-T- -t&- ? Si From Indiana Bulletin Physical Education.74 STATE OF MAINE—DEPARTMENT OF EDUCATION KRAKOVIAK UGHtLV fJItr if Itili y a* \3 —J—J—Jl3— •4- f fff _E= a , y " ■ " 11 m - ¡-1 % ; frr-f Rfri •-t f-ZJ \=z==*-^ b*-1—U- nB"v'^r~t pp-Q-Pfff^ t4==«=-i= 0. n3 -f rifjrt r Jt * V p > • » «T) P - tfp, K ^-7- ^ ^ -- = s:: • u { t'■ t=fc=t H TO —3 :—•—•“* >—' <1 —:— : V b£gf : Music from Crampton, “Second Folk Dance Book.” A. S. Barnes & Co , N . YPHYSICAL EDUCATION 75 KRAKOVIAK Formation: Two lines, partners facing, standing five or six feet apart. 1. Start with left foot, three slide hops forward and stamp right foot, stamp left, stamp right. The left arm is held obliquely upward and right obliquely backward when left foot is forward, right arm up and left arm back when right foot is forward. Hands on hips when stamping. 2. Three slide hops backward starting with left foot; both hands at the side with palms turned upward. Hands on hips and stamp right, left, right. 3. Repeat 1 and 2. 4. Boy places hands on girl’s hips—girl places hands on boy’s shoulders. Four hop-steps in place making a complete turn. 5. Head couple, joining hands (others following) slide around to the left and back to places. 6. Lines part, all join hands in each line and. slide in circle to the left and right, back to places. 7. All make arches, head couple slides under to last place, followed in turn by all the other couples, except the last. Those not going under keep moving up. 8. Six hop-steps in place taking same position as in 4. 9. Starting with the left foot, take two steps, turning at the same time and two steps straight back to original places, ready to begin the dance again. MAYPOLE DANCE1 The Maypole should be wound by twelve, sixteen, twenty or twenty-four dancers. Have the top of the pole decked with green boughs and flowers. The streamers should be of cambric, in different colors, and about six inches or more in width. Music, a march (4/4) of a festival type. Skipping step used unless otherwise stated. Any circle dance of a suitable type may be used around the Maypole before the pole is to be wound. The “French May”, the “Ring Dance”, “Seven Jumps”, are effectively used in this manner. The Dance. In couples, inside hands joined, outside holding skirts. iFrom North Carolina Course of Study for Elementary Grades.76 STATE OF MAINE—DEPARTMENT OF EDUCATION 1. Skip around the pole 12 skip-steps (6 measures); curtsy to partner, 2 measures. 2. Repeat 1, moving in opposite direction, 8 measures. 3. Repeat 1, inside partners moving in original direction, outside partners in opposite direction, making two concentric circles; moving in opposite directions, (8 measures). Reverse and repeat, 8 measures. 4. All join hands, forming single circle, facing toward pole. 4 skip-steps toward pole; 4 back; join right hands with partner, and turn in place with 8 skip-steps, 8 measures. 5. Same as 4, except that the turn is made with left hands joined. 6. Single circle, all hands joined, facing center, eight slides to left; 8 to right; turn partner with right hands joined; turn with left hands joined, 16 measures. 7. Face partner and join both hands, arms stretched out at sides. Four slides toward pole; 4 slides back to place (4 measures); then join right hand with partner, and pass partner, giving left hand to next dancer, right hand to next, and continue until partner is reached. 8. Skip to pole and pick up streamer; return to place; wind pole by passing partner with right hand, next dancer with left, and so on as in No. 7. Continue until pole is wound, then drop streamers, curtsy to partner, and skip off field. Suggested List of Rhythmic Plays Knytnavspolska, Crampton, Victor 17963, Columbia A-3059. Varsovienne, Clark. Sellenger’s Round, Clark, Victor 18010, Columbia A-3065. Sir Roger de Coverley, Clark, Columbia A-3079. Irish Lilt, “The Folk Dance Book,” Crampton. The Oxen Dance, “The Folk Dance Book,” Cramptbn. Seven Jumps, Clark ) There Was an Old Man, Frost ) Good for boys Captain Jinks, Frost ) Bibliography Berquist, N. W., Swedish Folk Dances A. S. Barnes & Company, New York. Crampton, C. W., The Second Folk Dance Book, A. S. Barnes & Co., New York.PHYSICAL EDUCATION 77 Elsom and Trilling, Social Games and Group Dancing, American Physical Education Assn., Springfield, Mass. Frost, Helen, The Clog Dance Book, A. S. Barnes & Company, New York. Hinman, Mary Wood, Gymnastic and Folk Dancing, Vol. Ill, A. S. Barnes & Co., N. Y. Sharp, Cecil, Country Dance Book, Vol. Ill, H. W. Gray & Co., N. Y., 2 West 45th St. Games If the children do not seem very familiar with games take up circle games before attempting to develop team games. CIRCLE RUSH Eleven players are formed in a hollow square. Inside the square ten circles (one foot in diameter) are drawn. These circles are placed at random in the square. The square may be any size. (A thirty foot square is an excellent size.) At a given signal the players start marching around the square; at a second signal, usually a whistle, the players rush for the circles. One player is forced to remain outside the circles. A cross is then made in one of the circles. At the signal the players rush for the circles. The crossed circle cannot be occupied. This leaves another player outside the circles. This player is awarded five points and must remain outside the circles. Another circle is crossed and the game is carried on this way giving each succeeding man five more points till the last man who gets a circle is credited with fifty points. The game can be played ovpr as many times as the players agree upon. The player securing the greatest number of points wins. PASS AND TOSS RELAY (Single Line)1 16 to 60 players. Gymnasium; playground; schoolroom. Bean Bags; oat sack. The players stand in two or more even ranks, facing sideways. The players at either end step one long pace forward of the ranks, to the points marked 1 and 10 respectively, as they are to catch iFrom Bancroft’s “Games for Playground, Home, School and Gymnasium.” MacMillan Co.78 STATE OF MAINE—DEPARTMENT OF EDUCATION the bag tossed from some other player. Player Number One has a bag and at the signal for starting runs toward the rear, and as he runs tosses the bag to Number Ten. The line immediately moves forward one place, Number Two stepping into the place vacated by Number One. As soon as Number Ten has caught the bag, he takes his place in line with the rank and passes the bag to his neighbor, Number Nine. This is then passed rapidly up the line until it is received by Number Three, who tosses it to Number Two. Number Two, in his turn, as soon as he receives the bag, dashes for the rear, tossing the bag as he goes to the player standing at 10, who in this instance will be Number One. The line again moves up, Number Three now stepping out to the place marked 1. This play is continued until Number One is back in his original position. The rank which first gets the bag around to Number One after he returns to his original position wins the game. Number One should hold the bag up at arm’s length as soon as he gets it as a signal that his rank has completed its play. As this feature adds much to the facility with which an umpire may judge of the winning rank, it may well be a required part of the play, the rank winning whose Number One is first to raise aloft his bag. It adds much to the interest of the game to have a general umpire and scorekeeper who shall decide which is the winning line, and post the score where the players may see it. END BALL1 This game, originated under the direction of Mr. Wm. A. Stecher, of Philadephia, is probably the best game ever devised for introducing players to some of the intricacies of team work and advanced ball play. The practice which it given in throwing, catching, guarding, scoring, the observance of rules, and attention to fouls, makes it iFrom Bancroft’s “Games for Playground, Home, School and Gymnasium.” Macmillan Co.PHYSICAL EDUCATION 79 an admirable training for the more complicated games, and should be used as a preparation for them. Ball: The ball used in all match games shall be Spalding’s Official Basket Ball. The Ground: The ground is not invariable in dimensions. A space measuring 30 x 30 feet is sufficient for the game, and the usual size though a larger space may be used for a very large number of players. This space shall be outlined, and then divided across the center by a straight line from side to side. At either end a narrow goal strip, 3 feet wide, shall be made by drawing a second line parallel to the end line. For all match games clubs should agree on the dimensions of the field, and all preliminary practice should be on the same sized field. Players: The players shall be divided into two equal teams. One-third of the players of each team shall be basemen, and take their places within the goal at one end of the ground; the balance of the team shall be guards and stand in the large territory in front of the goal on the opposite side of the ground. No regular arrangement for the players is required, but they should scatter over the field so as not to leave unguarded spaces. Object of the Game: The object of the game is for the guards on one side to throw the ball over the heads of the guards on the opposite side to their own basemen, at the end of the opposite field. Each ball so caught by a baseman shall score one point for the side catching it. The baseman should at once throw the ball back over the heads of the intervening guards to his own guards for another throw. The object of the intervening guards is to intercept the ball before it can reach the basemen at their rear, and to throw it in turn to their own basemen at the rear of the opposite court, over the heads of the intervening opponents. Start: The game shall be started by a referee (usually the teacher) putting the ball in play in the center of the field. This is done by tossing it upward between two opposing guards, each of whom shall try to catch it. The one whose hands touch it first shall be the possessor of the ball. The guards shall step forward in rotation to try for the ball whenever it is put in play, so that each guard shall have an opportunity.80 STATE OF MAINE—DEPARTMENT OF EDUCATION When a goal is made the ball shall remain in play. Score: The ball shall score one point for a team whenever caught by a baseman from a throw from his own guards or whenever a baseman gets possession of the ball by its rolling into his territory. The ball continues in play when a point is scored. The game shall be played in two halves of 15 minutes each (for beginners the half may be 10 minutes, until endurance is acquired). There shall be a rest of from 3 to 5 minutes between halves. At the beginning of the second half the players shall change goals. The team shall win which has the highest score at the end of the second half. Fouls: It shall be a foul for any player to step outside of his assigned territory, either over the side lines or into his opponent’s court. A ball so caught shall not score, and the foul shall be punished by the ball being given to the nearest guard of the opposing team, who shall immediately put it in play by a throw to his own basemen or guards. This rule of overstepping territory shall apply to both guards and basemen and for one foot or both. It shall be a foul to carry the ball; i. e., to take more than one step with it. It shall be a foul to touch the ball while it is in the hands of another player. It shall be a foul to hold or push another player. A foul shall be punished by the loss of the ball, which shall be given to a guard of the opposing team for a free (unobstructed) throw. Additional Rules: Should a ball roll or be thrown beyond the rear boundary line, the baseman nearest the ball shall leave his base to secure it, bring it within the line at the point where it passed out, and from there throw it to one of the guards of his team in the opposite court. A ball that goes over the side lines shall similarly be secured by the guard nearest where it left the field. SCHLAG BALL1 Note. This splendid running and batting game combines many of the most pleasurable elements of a number of other games. On account of this it becomes easily a great favorite with all children. iFrom “An Outline on Physical Education.” Ernst Hermann.PHYSICAL EDUCATION 81 The rules here given have been well tried out. The dimensions of the field can easily be adapted to any schoolyard. The game can be practiced in almost any hall on account of the lightness of the ball. Some of the school corridors may even be used. On account of the splendid exercise involved and on account of its fine qualities as a team game we recommend this game for use in intra and inter school contests. Principals are urged to arrange regular schedules for the different classes of their buildings and to arrange matches with other schools. The Ball. The official ball is an eight-inch volley ball. The Field. Any level piece of land without obstruction and free from stones and holes. A square or an oblong is to be preferred. The Field of Play. The boundary lines, home goal, and runner’s base should be as follows: Two boundary lines, called foul lines, should run eight feet from and parallel to two adjoining sides of the square or oblong of the field of play. The lines should be clearly marked with lime and should extend sixty feet along each leg of the right angle. Home Goal. These two foul lines should be joined eight feet from the apex by a quarter circle. This line of the quarter circle should also be clearly marked with lime. The space formed by the foul lines and the quarter circle is the home goal. The Batting Line. Sixteen feet from the apex of the right angle which is formed by the two foul lines they should be joined by another quarter circle, which should also be clearly marked with lime. This is the batting line. The Batting Radius. This should be the space inside the two foul lines and should extend to the limits of the field. Out of Bounds. If there are fences or other unplayable areas at the end of the field, these are called out of bounds. Two balls hit out of bounds count as one foul. The Runner’s Base. Ninety feet from the apex, i. e., eighty-two feet from the home goal, of the two foul lines and halfway between the foul lines should be the center of a clearly marked circle five feet in diameter. This is called the runner’s base. The Division Line. From the apex of the two foul lines to the center of the runner’s base there should be a clearly marked line dividing the field into two halves.82 STATE OF MAINE—DEPARTMENT OF EDUCATION The Teams. For official contests ten players constitute a team. Object of the Game. The object of the game is for a player of the batting team to bat the ball fairly in such a manner that he can reach the runner’s base without being “caught out” or “hit out” by a fielder, and then without pausing on therunner’s base return to the home goal without being hit. If a batter returns safely, he scores one point for his team. The fielders’ object is to prevent a batter from scoring. This they can do fairly only if they catch the ball on the fly or if they hit the runner before he returns to his home goal. Batting. A batter must stand with both feet inside the lines of the home goal. The ball may be batted only with the underside of either right or left forearm. Batting in any other way is a foul. To be batted fairly the ball must not land inside the batting line nor outside the foul lines. Touching either of these lines on the first bounce is fair batting. If it lands outside the foul lines or inside the batting line, it constitutes a foul. Two fouls put a batter out. In batting, the player serves his own ball either by holding it out in front of him or by tossing it perpendicularly up into the air. The holding of the ball in front and at about shoulder height with a slight toss is the best way to serve a ball. The batter should stand with his shoulder line at right angles to a line from home base to runner’s base. The right arm should be straight out to the right and at about shoulder height. The ball should be batted in such a manner that the fielders will find it hard to catch it, and the direction should give the batter a fair chance to get away to the runner’s base. If the ball is caught on the fly, the batter is out. Running for Base and Home. This must be a continuous run or walk. At no time may the runner stand still longer than one second. If he does, he is out. The runner may approach the base in any way he chooses, providing he does not stand still. He may dodge here and there, but his object must be to make the runner’s base safely and to get home safely. He has made the runner’s base as soon as he has touched the base with either foot. He may of course run in with both feet.PHYSICAL EDUCATION 83 As soon as he has made the runner’s base he should try to make home. He does not need to go in a straight line and may even find it necessary to retreat further into the outfield. If he reaches home goal with one foot without being hit by the ball, he is safe and scores one point for his team. Fielding. The first object of fielding must be to cover the field. The ten players of the fielding team should be so distributed over the field that they each cover about an equal space. Five players should guard the right field, i. e., the field on the right of the dividing line, and five should guard the left field. They are called the left and right fielders and are not allowed to cross over the dividing line during a play, but may be changed between two batters. Their first object must be to catch the ball on the fly. If they do not succeed in this, they may still get the player out by hunting him. Hunting. If none of the fielders caught the ball on the fly, they should recover it quickly. One or more who are near the ball should run after it and pick it up. After the ball is recovered they should “hunt” the runner by tossing the ball to a fielder (partner) who is near the runner. If the runner gets away from there, he should in turn toss the ball to some other fielder near whom the runner now is. In this manner they should try to get the ball near enough to get a good shot at the runner. If this opportunity comes, they should try to hit the runner; if they succeed, they put him out. The following rules must, however, be observed in hunting: 1. No running while holding the ball. When a fielder runs for the ball and gets it he must at once stand still and at once pass it on to a partner or take a “shot” at the runner. Running with the ball is a foul which gives a point to the other team. 2. If not actually holding the ball, any fielder may change his position, if needed, continuously; but in doing this he must not cross the dividing line, the circle line, nor the batting line. 3. A fielder may not throw the ball back to the fielder from whom he received it. If a ball is thrown back to a fielder from whom it was received, and this fielder touches the ball with any part of his body, it constitutes a foul and allows one run for the batters. The runner gets a free walk home. 4. A fielder may not hold the ball longer than one second.84 STATE OF MAINE—DEPARTMENT OF EDUCATION 5. A fielder deliberately blocking a runner with any part of his body commits a foul. The penalty for this is a free walk home for the runner, which gives a point to the runner’s team. Two such fouls during a game by the same player disqualify him. Scoring. The batting side scores one point for every successful return of a batter. The batting side must have a batting order which may not be changed after the first inning. A batter gets a free run home, i. e., scores a point for his team, every time a fielder commits a foul. The fielders commit fouls: 1. When they run with the ball. 2. When they toss the ball back to a fielder from whom they received it. 3. When they cross the dividing line during a play. 4. When they hold the ball longer than one second. 5. When they block a runner. The runner or batter is out: 1. When the ball is fairly caught by a fielder. 2. When he is fairly hit by a fielder. 3. If he stands still longer than one second while making his run. 4. If he commits two fouls while batting. 5. If he runs into the ball after he leaves the home goal and before he returns to it. Change of Fielders and Batters. At the opening of the game the captains toss for choice of fielding or batting. An inning consists of two halves. Each side bats and fields one-half of an inning. The batting side is out when three players have been put out. Three innings constitute a game. The team scoring the highest number of runs in the three innings wins the game. SCHOOLROOM BASKETBALL1 Two or more waste baskets are placed on the floor, and a throwing line drawn fifteen feet from each basket. One team is lined up behind each throwing line, facing basket. The ball is given to the rear player in each line, and, on the signal, is passed forward with both hands over the heads of the line until it reaches tNorth Carolina, Course of Study in Physical Education for Elementary Grades.PHYSICAL EDUCATION 85 the front player, who throws for the basket, and, whether or not a goal is made, picks up the ball and runs to the back line to start the ball again forward. The side making the most scores is the winner. Suggested list of Games:1 Black and White Blackboard Relay Bombardment Captain Ball Club Snatch Corner Ball Ducks on the Rock Dumb Crambo Nine Court Basket Ball Pig in a Hole Radio Ball2 Schoolroom Captain Ball The Minister’s Cat Volley Ball Note: Combat activities such as the horse fight, hand wrestle, Indian wrestle, shoulder and elbow wrestle, rooster fight, pull stick, tug of war, and others are described in Pearl and Brown, “Health by Stunts.” Macmillan Co., New York. Major Sports Program for Inter-Class or Inter School Competition In carrying out such a program for elementary grades, grades VI, VII, VIII and IX should compete separately and according to weight classes. Minimum standards with recognition of work which exceeds it in the form of badges, numerals or school letters will encourage all of the children whether big or little, strong or weak. Fall Winter Spring Soccer (Boys) Winter Sport Carnival (boys and girls) Baseball (boys) Field Hockey Swimming (boys and girls) Playground ball (Girls) Volley Ball (boys and girls) (girls) Basketball (boys) Track and Field Indoor Meet Championship Decathlon (boys) Pentathlon (girls) (boys and girls) Tîancroft, “Games for Playground, Home, School and Gymnasium.” Macmillan Co., N. Y. 2Rules secured from Josiah W. Taylor, Agent for Secondary Education, Department of Education, State of Maine, Augusta, Maine.86 STATE OF MAINE—DEPARTMENT OF EDUCATION Athletic Badge Test for Girls First test: 1. Balancing (1 deep knee bend)............24 feet, 2 trials 2. Either potato race......................22 seconds; or All-up Indian club race.................30 seconds; or 50-yard dash............................ 8 seconds 3. Either basket-ball throw (distance). .. .35 feet; or 12-in. indoor baseball throw (accuracy) .2 strikes out of 5 throws at 25 feet 4. Either volley-ball serve................ 2 in 5; or Tennis serve............................ 3 in 6; or Basket-ball goal throw (10-foot line). . . 2 in 5; or 12-in. indoor baseball throw and catch. 3 errors allowed Second test: 1. Balancing (book on head; 1 deep knee bend)............................24 feet, 2 trials 2. Either potato race......................20 seconds; or All-up Indian Club race.................28 seconds; or Run and catch...........................19 seconds; or 50-yard dash............................ 7 3-5 seconds 3. Either basket-ball throw (distance).. . .45 feet; or 12-in. indoor baseball throw (accuracy). 3 strikes out of 6 throws at 30 feet 4. Either volley-ball serve................ 3 in 6; or Tennis serve............................ 3 in 5; or Basket-ball goal throw (12-foot line)... 3 in 6; or 12-in. indoor baseball throw and catch. 2 errors allowed Third test: 1. Balancing' (book on head; 3 deep knee bends)............................. 24 feet; 2 trials 2. Either potato race......................18 seconds; or Run and catch...........................17 seconds; or 50-yard dash............................ 7 1-5 seconds 3. Either basket-pall throw (distance. . . .55 feet; or 12-in. indoor baseball throw (accuracy). 3 strikes out of 5 throws at 36 feet 4. Either volley-ball serve................ 3 in 5; or Tennis serve........................... 3 in 4; or Basket-ball goal throw (15-foot line)... 3 in 5; or 12-in. indoor baseball throw and catch. 1 error allowed Note: From Playground and Recreation Association of America, 315 Fourth Ave., New York. With permission.PHYSICAL EDUCATION 87 Athletic Badge Test for Boys First test: 1. Either pull-up (chinning)............. 4 times; or Rope climb (using both hands and legs). 12 feet 2. Standing broad jump.................... 5 feet, 9 inches 3. Either 60-yard dash.................... 9 seconds; or 50-yard dash.......................... 8 seconds 4. Either baseball throw (accuracy)...... 3 strikes out of 6 throws at 40 ft.; or Baseball throw (distance).............130 feet Second test: 1. Either pull-up (chinning)............. 6 times; or Rope climb (using both hands and legs). 16 feet 2. Either standing broad jump............6 feet, 6 inches; or Running broad jump....................12 feet 3. Either 60-yard dash................... 8 seconds; or 100-yard dash.........................13 2-5 seconds 4. Either baseball throw (accuracy)......3 strikes out of 5 throws at 45 ft.; or Baseball throw (distance).............195 feet Third test: 1. Either pull-up (chinning)............. 9 times; or Rope climb (using hands only).........16 feet 2. Either running high jump..............4 feet 4 inches; or Running broad jump....................14 feet 3. Either 220-yard run...................28 seconds; or 100-yard dash.........................12 3-5 seconds 4. Either baseball throw (accuracy)......3 strikes out of 5 throws at 50 ft.; or Baseball throw (distance).............220 feet; or 8-pound shot put......................28 feet Note: Requests for athletic badge test pamphlets and certification blanks should be sent to the Playground and Recreation Association of America, 315 Fourth Avenue, New York City.88 STATE OF MAINE—DEPARTMENT OF EDUCATION GRADES X-XI-XII Standards of Attainments The minimum physical development should provide for all: 1. Strength of trunk muscles to maintain an upright posture and to prevent any ptosis of vital organs. 2. Strength of back and leg and feet muscles to produce: (a) Ease and elasticity of gait. (b) Power for walking, running and jumping. 3. Strength of arm and shoulder muscles sufficient to swing with reasonable skill a golf club, ax or racquet, to throw a ball, to row a boat or to paddle a canoe, to pull a rope, to control a horse, and to swim. Strength and skill should be sufficient to permit one to enjoy and to take satisfaction in such activities.1 Suggestions: 1. The parts of the lesson should be purposive. If the problem is to get the class on the floor ready to begin the lesson, the points of order, quickness and ease should be expected. 2. The class should be dressed to do the kind of work given. If gymnastic costume is not available the work needs careful selection. 3. The lesson should be taught with reference to the best use of the available space and equipment. It is a waste of time to attempt military marching with a large class in a small room. 4. If suited to the existing conditions, the lesson should provide physical activity sufficiently vigorous to induce increased heart and respiratory action. The physiological effects will not be secured by swinging Indian clubs or by games in which only one runs and the rest of the class stand still. 5. Good posture should be maintained throughout. If marching is used it should be well done. 6. Is the class taught correct form in types of activity in which “correctness” is known and accepted? If running is taught, or used, the lesson is to be criticized if correct form is not considered. Williams, J. F. “Personal and General Hygiene.” W. B. Saunders Co., Philadelphia, 1922. From H. M. Friedman, Muscular Development Journal. Am. Med. Ass’n. March, 1912. With permission.PHYSICAL EDUCATION 89 7. The lesson should not contain strange and unusual movements that are used for “variety”. The exercise taught should have a purpose. 8. The emphasis throughout should be “upward” and not “downward”. Unity of response if sought should be attained by means other than stamping with the feet. 9. The class should not be held long in strained positions. That physical training is most scientific that does not produce soreness. An exercise to be valuable does not need to be painful, nor cause discomfort. 10. Breathing exercises should not be used in the lesson. The room, or gymnasium dust has been stirred up by the activity and it is decidedly unhygienic to ask for deep respirations at this time. Furthermore, if the activity has been sufficiently vigorous, respirations deep and fast enough to satisfy the respiratory need will go on automatically and if the activity has been light or moderate the respiratory center will set the proper respiratory rate that the body needs at that time. Respiratory exercises as usually taught are unscientific, unhygienic and unwise. They should not be used. 11. If the class is to stay in the schoolroom or return from the gymnasium for class work, quieting exercises of a slow-leg type should end the lesson. 12. The more the material correlates with the play life of the pupil or functions directly in school or life, the more valuable it may be considered. Movements that have no mental content whatsoever are of less value.1 Tactics Marching consists of brisk walking with correct mechanical use of the feet and proper position of the body. When so conducted it should aid teachers in managing a high school group under various conditions. It not only is an aid in class management but assists in teaching correct form in walking and acts as a warming up activity by securing a moderate amount of organic stimulation. For the correct heel and toe gait see the description of correct use of the feet in “Health Service”. The cadence for “quick time” is 128 steps per minute. iWilliams, Jessie F. “Organization and Administration of Physical Education.” Macmillan Co., N. Y., 1922. With permission.90 STATE OF MAINE—DEPARTMENT OF EDUCATION Method of giving commands: Preparatory Pause Execution Forward — March! To secure alignment: 1. Right, 2. Dress, 3. Front. At the command “Dress”, all pupils place the left hand upon the hip, fingers and thumb pointing downward, thumb to the front, each one except No. 1 at the right of the line turns face and eyes to the right and places himself so that his right arm rests lightly against the arm of the man on his right, and so that his eyes and shoulders are in line with those on his right. At the command “Front”, given when the ranks are aligned, each pupil turns his head and eyes smartly to the front and drops his left hand quickly by his side. To count off: 1. By fours (or any given number) 2. Count, 3. Off. At the command “Off” all turn face and eyes to the right except No. 1 at the right of the line who calls number “One”, the second pupil calls “Two” and turns his head simultaneously to the front, the third pupil calls “Three”, the fourth “Four,” and the next “One” again. To correct error: “As you were”. Given to correct any error and bring the class back to their former position, or when the teacher reconsiders the advisability of executing a given command. For further tactics and the school of the squad in military form see Infantry Drill Regulations (Provisional) published by the War Department, Washington, 1919. The use of squads of fours in single rank as the unit instead of the regular eight makes a simpler form of evolution which in many cases is more desirable for high school pupils. In this case the class will assemble in single rank instead of double rank. Class Organization I. “Fall in” the class in a single rank and count off by a number which will divide the class into groups of from six to ten. The one’s will then step forward and form a single team. Then the two’s, another; the three’s another; etc. A. Other methods are: by allowing the class as a whole to nominate leaders and then choosing up; or, by placing individuals on teams in accordance with their standing in tests, making all squads as nearly equal as possible.PHYSICAL EDUCATION 91 B. The instructor, with the aid of the team captain, then appoints two assistants for each team. Leaders should be changed periodically on the basis of repeated tests or by election. C. The names of those in each squad should be clearly printed on a heavy card with appropriate rulings for marking and with a pencil attached. Before the class is called, team leaders or assistants procure their cards, record the attendance and then pass their cards in to the office or instructor. D. If large disparity appears between the teams the instructor may shift members, but he should first make every effort to have the team itself coach up its weak members and improve their own general standing. II. Class activities may well be handled on the squad basis. For certain games teams may be divided or combined. Records of proficiency in the various activities should be kept and posted. These records should be almost entirely team rather than individual. The team standing highest in point total should receive some sort of recognition as number one, and hold the place until deposed. A. Teams may be called by the name of the captain or other permanent names selected by the teams. B. Formations. 1. “Team” formation. The pupils like this term. Can call a team any place. 1111111111--------> 1111111111--------> Field X Instructor of 1111111111-------- Play 1111111111-------- 2. Shuttle formation. Two files facing field of play. All things go back and forth. 1111111111 -------> Field -<--1111111111 of > Play <1 1111111111 111111111192 STATE OF MAINE—DEPARTMENT OF EDUCATION 3. Zig-zag formation. Parallel lines for passing relays. ............ Path of ball. /' /I /» /' / ' , i ' 1 / I / »iZ I ' I / • / / \r.\* I / I ' ' K •' r K j/: I / I > t' p 4. Corner formation. Advantage that all can see. S’ / ■"-N y N / X Team Captain Team Captain X \ \ ; ( \ X Team Captain Team Captain X \ i / \ / y 5. Circle formation. Most common of all and does not need explanation. A circle may contain one team, several teams or an entire class. Suggestions for a Program, of Activities To approach the aim of physical education we must so nearly as possible use activities which are natural and therefore satisfying to the children and which are most likely to be available and desirable for continuation during later life. The present need of the child and the future need of the adult must be considered. The activities which answer to this criteria may be classified in six groups. 1. Individual Gymnastics (corrective.) This is composed of symmetrical, asymmetrical, relaxation and general strengthening exercises arranged in program best suited to each individual. 2. Dancing and Dramatic activities. This group includes story plays, rhythms, singing games, pageantry, festivals and folk, natural, clog, character and social dances. 3. Athletics. This group is made up of not only the major sports for interscholastic competition such as football, basketball and track but also includes the mass games and competitive events as found in aquatics, winter sports and all other sports. 4. Stunts and Fundamental skills. These are activities consisting mainly of the natural movements of walking, running, jumping, throwing, lifting and carrying, and of stunts, apparatus work and tumbling based upon these skills. Marching (Infantry Drill Regulations) is included in this group.PHYSICAL EDUCATION 93 5. Hiking and Camping. Fishing, hunting, nature study, scouting and all outdoor life connected with hiking and camping. 6. Personal Combat. Boxing, wrestling and Jiu Jitsu. Where a park or playground space is available near the school, physical training classes should be conducted outdoors in the fall and spring when the weather is not too rainy, and during the cold season, outdoor winter sports should receive their share of attention. The fall, winter, spring arrangement of activities will meet this problem and be elastic enough for both indoor and outdoor weather. In Maine, fall activities will run about nine weeks, winter activities approximately eighteen or nineteen weeks and spring activities eight to possibly ten weeks. Fall and Spring Activities Boys Schlag Ball Swat Tag Hare and Hound Chase Quoits Volley Ball Tennis Hand Ball Golf Soccer Baseball Foot Ball (skills) Relays Track and Field Dancing (gymnastic) Swimming Tests Girls Captain Ball End Ball Hiking Quoits Volley Ball Tennis Hand Ball Golf Field Hockey Archery Dodge Ball Relays Track and Field (modified) Dancing (folk and natural) Swimming Tests Festival (participation boys and girls) Winter Activities Boys Snowshoeing Skiing Skating Stunts (tumbling & apparatus) Girls Snowshoeing Skiing Skating Stunts (tumbling & apparatus)94 STATE OF MAINE—DEPARTMENT OF EDUCATION Winter Activities (Continued) Setting up exercises Setting up exercises (wands, dumbells, clubs) Boxing and wrestling Basket Ball (skills) Indoor baseball Mass games and contests (wands, dumbells, clubs) Self defense Basket Ball (girls’ rules) Indoor baseball Mass games and contests (including snow games) Dancing (clog) (including snow games) Dancing (clog and social) Sample Lessons:1 I. Aim: Practice working as teams. A. Practice in lining up. Explain that the captains should always form in front of the teacher. In a large class it is well to number the teams and have them form in the same order each time. B. Teacher take different positions around the room. Award points for the squads which form the quickest and which have the straightest lines. C. “Touch It” and line up again. Award points for the team which touches object named and returns to team formation first and has the straightened line. D. Practice working. Each squad working a mat. Try the different kinds of “Animal Stunts.” Relay races shuttle relay. II. Aim: General Life Activities. Team Formation—Open. A. Picking up an object on hand off the floor. Bend at the knees, keep the head up. Get close to the object. B. Picking up a heavy object, two hands. Stand close, feet apart on each side of object. Bend at the knees, keep head up and back straight. C. Picking up heavy objects on far side of some obstruction. Make the first lift with the thighs or use one hand as a rest, etc. D. Sitting on bench and getting up; set feet under you, keep trunk erect. Use the legs. E. Stepping up on a bench. Get close, bend lifting knee. Keep trunk directly over drive. Head up, get a start from supporting leg and use hands if necessary. xBy Brace, D. K. Instructor in Physical Education, Teachers College, Columbia University.PHYSICAL EDUCATION 95 F. Stepping down from bench. Keep trunk up, lower one leg. Come down on the toes easily. Turn knee out if height is great. G. Walking up and down stairs. Same as E and F. H. Sitting cross legged on the floor. Keep weight forward, crouch forward. Time your effort. Use arms for balance control. I. Getting down. Practically the same as above. J. Getting to feet from sitting on ground by turning over. Turn onto one side. Put support on outside foot and inner hand, bring foot close to the body, keep head up, collect weight over center of support. K. Lifting a heavy object to the shoulder, as a sack of wheat, a log, etc. Stand object on end, trunk erect. Stoop, let object fall against shoulder, crouch, stiffen back, take breath and lift it straight up. L. Swing an object onto the back. Stand well collected over it. Cross hands and catch hold in cross grasp. Time swing and swing it onto your back. Crouch while doing it. M. Fireman’s carry. Face person, take hold of his right wrist with your left hand, crouch, keeping back straight, turn to the left and pull person’s arm over and across your shoulders. Catch right arm between person’s legs and catch thigh, lift from feet and bring their hands and feet together. N. Lift heavy weight high and place on a shelf. As above, except snap wrists and drop below it, keeping arms straight. III. Aim: Basketball—catching. Team formation—open. A. Stand at position of “ready”. Flex forearms and wrists slightly bringing hands just below chest and about 6-8 inches from body. Hands are opposed to each other, i. e. parallel, fingers slightly spread and pointing slightly upward, hands about 14 inches apart. Note: Notice that in each of these methods, the central theme is concentration of effort over the center of maximum pull (resistance.)96 STATE OF MAINE—DEPARTMENT OF EDUCATION B. As ball comes hands are pressed together and slightly behind ball, wrists and arms give a little with the ball. Practice on two counts then in rhythm. Get body behind ball whenever possible. In catching a ball at waist or below fingers are pointed slightly downward. Practice catching ball at 1. chest 6. knees Corner formation, a basket ball or a soccer ball for each team : Combined exercises in catching and passing. 1. Catch waist, pass chest (this is the most essential movement) 2. Catch waist, pass over head 3. Catch R knee, pass L across body 4. Catch L knee, pass R underhand 5. Catch waist, pass R loop overarm 6. Catch over head, pass cross body R 7. Catch chest, pass chest 8. Catch waist, pass R over hand IY. Aim: Basketball—passing. Team formation, if class is large have half the teams sit down at the side* of the floor while others play 4 minutes. A. Saluch (keep away). Two fields 1 and 2, vs. 3-4, 5-6, vs. 7-8. Have class analyze the factor making most for success—speed. What pass is fastest—chest pass. B. Zig-zag formation, by teams. Practice chest pass. Practice motions of making pass in concert on two counts. C. Relays in chest pass—zig-zag formation. D. Corner formation. Contest on form, then on speed. Demonstration of proper form by some one in class. E. Shuttle formation—use this push pass, passing and running across to line behind next line. F. Play Saluche again. 2. face 3. over 4. head 5. waist 7. ankles 8. R side of face 9. L side of hips 10. R side of knees, etc.PHYSICAL EDUCATION 97 V. Aim: Tumbling. Team formation by mats—informal. A. Cartwheel. a. Hand vault. Place both hands on mat, right in front of left, jump both feet around to the side and land facing in opposite direction. b. Repeat (a) but start from a stand. c. Repeat (b) but swing both legs up higher over head. d. Repeat (c) but keep both arms and legs perfectly straight. Start from left foot and throw hands to mat close to foot. B. Forward roll. Forward roll, stand, jump about, and forward roll. Forward roll relay. C. Backward roll. a. Sit on mat, roll back and touch toes over head on mat. b. Bend at waist and drop sit to hands on mat, roll back and touch toes. c. Repeat (b) shifting hands to mat beside head as feet go over the head. d. Repeat (c) and continue back roll, knees close to chest. D. Forward roll, stand, and backward roll. E. Place rolled up mat across other mat. Kneel on rolled mat and forward roll off. F. Stand on rolled mat and forward roll off. G. Stand on mat and forward roll diagonally off of mat. H. Stand on rolled mat and do cart wheel on the floor mat. I. Forward roll over mat (on far side). J. Dive forward roll over mat. K. Forward roll over mat (start on near side, keep arms nearly straight) L. Stand on rolled mat and do cart wheel on the floor mat. M. Put a stool under rolled mat and do a cart wheel off of rolled mat. N. Head spring—class to watch and squads and leaders to analyze the exercise and make up at least four (4) preliminary exercises leading to the head spring. Watch the positions of hands, feet, and body at the start, end, and during the head spring. (Hint: try it off the rolled mat). (Leaders help by lifting under neck, or using a towel held by two).98 STATE OF MAINE—DEPARTMENT OF EDUCATION Selected Bibliography American Physical Education Association, Springfield, Mass., Box G, Highland Station. “Boy Scouts’ Handbook.” “Campfire Girls’ Handbook.” Dier. “The Book of Winter Sports.” American Physical Education Ass’n., Springfield, Mass., Box G, Highland Station. Elsom and Trilling. “Social Games and Group Dances.” American Physical Education Association, Springfield, Mass. Gill. “Track and Field Athletics for Coach and Contestant.” University of Illinois Supply Store, Champaign, Illinois, 1922. Johnson, G. E. “What to do at Recess.” Ginn and Co., Boston. Keene. “Manual of Physical Training.” World Book Co., Yonkers, N. Y. Laniers, Len. “American Jiu Jitsu.” Pub. by author, Cincinnati, Ohio, 1922. Lynch, Charles. “American Red Cross Text-Book on First Aid.” P. Blakiston’s Son & Co., Philadelphia, Pa., 1012 Walnut St. Mitchell, Elmer. “A New Intramural Game” (Speed Ball). Published by author. University of Michigan, Ann Arbor, Mich. Playground and Recreation Ass’n of America. “Recreative Athletics.” 315 Fourth Ave., N. Y. Reilly. “New Rational Athletics for Boys and Girls.” Teachers’ Manual. Pupils’ Manual. D. C. Heath and Co., Boston, 50 Beacon St. Reilly. “Right Dress” (Marching). D. C. Heath and Co., Boston, 50 Beacon St. Schrader, “Marching Tactics.” American Physical Ed. Ass’n., Springfield, Mass. Sheffield, Lyba and Nita. “Swimming Simplified.” Hicks Judd Co. Spauldings Athletic Library (selected list): No. 39R How to Play Soccer No. 4R How to Play Golf No. 89R Learning to Play Field Hockey No. 13 American Game of Hand Ball No. 17R Official Women’s Basket Ball Guide No. 69R Track and Field for Girls No. 45R Intercollegiate A.A.A.A. Official Handbook (track) No. 56R Ground Tumbling and Tumbling for Amateurs.PHYSICAL EDUCATION 99 “Squad Leaders’ Record Cards,” Boys and Girls, Printed by D. C. Heath and Co., Boston, 50 Beacon St. Staley, S. C. “Individual and Mass Athletics.” A. S. Barnes & Co., N. Y. Folk Dances THE HATTER1 Four couples to a set in quadrille formation, i. e., one couple in the middle of each side of a square. All face towards center. Hop step in circling, etc. Buzz step when swinging partner. Figures: There are nine figures. Each figure takes forty-eight measures and is divided into three parts—a, b and c. Each part takes sixteen measures. Part a of each figure changes, but parts b and c are always the same. Figure 1. a. Measures 1-8, and repeat. All couples, joining hands sideways and forming a ring, hop step to left. This should bring them back to their respective places. b. Measures 9-16, and repeat. All release hands, partners face each other and give three stamps—left, right, left—then three claps of hands with slight inclination of head. Repeat stamps and claps with own partner. Partners turn about (turning inwards, i. e., until each faces one partner of the neighboring couples). Repeat twice three stamps and three claps. c. Measures 17-24, and repeat. Grand right and left once around the circle. Start this with right hand of partner, boys going to right and girls going to left, until all arrive back in their original places. (See figure No. 13 for directions. Use one measure for each hand.) Figure II. a. Partners in social dancehold buzz step around each other in place. b and c. As before. Figures III, Y, and VII. a. Sixteen measures. Girls form a ring with waisthold and hop step left around the circle and back to their places. b and c. Always the same. Trom “An Outline of Physical Education.” Ernst Hermann.100 STATE OF MAINE—DEPARTMENT OF EDUCATION THE HATTER £?+1 =f=pp if — J L -Ì rrfc- (fffFI < —■« -4- - — 4— w ._i_ w -U--— 4 4 =ti 4 * P^= « w 1 4 1 -• LJ — "• s— fzr Trrf1- ffrf »77:^- f V ppd -+-f—1 • ^ Ll~|~ M— ±=: NPHYSICAL EDUCATION 101 Figures IV, VI and VII. a. Sixteen measures. Boys form a ring with waisthold and hop step left around the circle and back to their places. b and c. Always the same. Figure IX. a. Like figure I. b. The same as before. c. Partners in social dancehold buzz step around each other in place. Note. The hop step should be light and swift. During the buzz step the outer edges of the right feet of the partners must be close together; the left feet are sideways and with heels slightly raised; they advance only short steps. COURT MINUET1 (Music, Minuet by Mozart) Formation: Four couples standing so as to form a hollow square, facing inward. Description of Step. Touch L toe lightly forward (1). Lift L foot, rise on R toe slightly and with a slight spring, without, however, allowing R toe to leave floor, set L foot further ahead putting weight on it and leaving just tip of R toe touching behind (2). Hold position (3). Description of Curtsy. Place R toe as far back as possible, gradually letting weight settle on it and bend this knee as low as possible, at same time incline body forward from hips as far as can be done without dropping the head. Never show your partner the top of the head, face always lifted. This is prolonged through three counts, and position is regained with three more. No. 1 will refer to the left person of each couple. Figure 1. No. 1 curtsies with L foot back, No. 2 with R foot back (1-6 counts), turning toward partner. (In all curtsies the same foot is used as stated above). Curtsy to corners (1-6). Nos. 1 and 2 take inside hands and take three minuet steps beginning with foot farthest from partner, as in curtsy, toward center of set (1-6) and (1-3), then hold position, looking at partner (4-6). (In all figures where possible partners look at each other.) Curtsy to person opposite (1-6), turn and go back to place with minuet steps (1-6), (1-3), hold (4-6). Curtsy to partners (1-6). iFrom Michigan Course in Physical Education.102 STATE OF MAINE—DEPARTMENT OF EDUCATION Figure 2. Join R hands high, point L toe forward just touching floor, and bending body outward, look under arms at partner, hold (1-6), curtsy (1-6), join L hands and point R toe forward (1-6), curtsy (1-6). Figure 3. Nos. 2 go to center just as described in Fig. 1, returning to places and curtsying to partner, No. 1 just looking at partner and she over shoulder at No. 1. Figures 4. Grand chain. (Grand right and left). Give R hand to partner and L hand to next person you meet in going around set. This is done with minuet step, take three steps (1-6), (1-3), then hold (4-6) as before. Keep partner’s hand as long as possible looking over R or L shoulder according to which arm is extended back, slowly drop arms while holding the three counts indicated above and then begin minuet steps again as before. Repeat in same manner with each person you meet. When partner is reached join R hands and hold (1-6), then curtsy (1-6), and proceed around set until original place is reached, when again partners join R hands and hold (1-6), then curtsy (1-6). Figure 5. Join L hands. No. 2 sidesteps to L in front of No. 1, pointing R toe on count (3). (Step L, follow with R and step L again). No. 1 takes same step to R passing behind No. 2, the joined arms are down behind No. 2’s back, hold (4-6), then return to places. Repeat, then curtsy. Figure 6. No. 1 goes to center of set with three minuet steps (1-6), (1-3), hold (4-6). Join R hands with person opposite and pass half way around set in a star figure, reverse direction, join L hands and return, dropping hands when opposite partner, returning to her and curtsying. This is all done with minuet steps, holding always three counts after each group of three steps. . Figure 7. Grand chain as described in Fig. 4. Suggested List of Dances: Czardas “Gymnastic and Folk Dancing”, Yol. IY. Dixie (clog). “Clog Dance Book.” Fine Companion, The. “English Country Dances,” Vol. III. Victor 18007. Four Dances. “Dances of the People.” Victor 17329. Harvest Frolic. Clark. Jenny Pluck Pears. “English Country Dances,” Vol. III. Victor 18007.PHYSICAL EDUCATION 103 Mage on a Cree “English Country Dances,” Voi. III. Victor 18009; Columbia A-3063. On the Railroad (clog). “Clog Dance Book.” Oranges and Lemons. “English Country Dances,” Voi. III. Columbia A-3081. Ox Dance “Gymnastic and Folk Dancing.” Voi. II. Sailors’ Hornpipe, “Second Folk Dance Book.” Stigare. “Folk Dances of Finland.” Tarantelle, “Gymnastic and Folk Dancing,” Voi. IV. Tantoli. “Gymnastic and Folk Dancing,” Voi. II. Virginia Reel. “Second Folk Dance Book.” Bibliography Burchenal, E. “Dances of the People.” G. Schirmer Inc., 3 East 43rd St., N. Y. Burchenal, E. “Folk Dances of Finland.” G. Schirmer, N. Y. Colby, Gertrude. “Natural Rhythms and Dances.” A. S. Barnes & Co., N. Y. Crampton, C. Ward. “The Second Folk Dance Book.” A. S. Barnes & Co., N. Y. Frost, Helen. “Clog Dance Book.” A. S. Barnes & Co., N. Y. Frost, Helen. “Clog and Character Dances.” A. S. Barnes, N. Y. Hinman, Mary Wood. “Gymnastic and Folk Dancing.” Voi. II and IV. A. S. Barnes, N. Y. Sharp, Cecil. “English Country Dances Voi. III.” Am. Physical Education Ass’n., Springfield, Mass. Athletics As usually spoken of in the senior high school, athletics includes only those sports which are carried on in interscholastic competition. Speaking in this sense then the interscholastic sports of this state are confined so far to football, basketball, track and field, ice hockey and tennis for boys and basketball only for girls. We must admit that we have erred greatly in neglecting to provide proper and wholesome physical activity for our girls and in respect to the boys we have erred perhaps not so much in maintaining too many athletic activities but in carrying these too far afield and in concentrating upon too few contestants. We are glad to say,104 STATE OF MAINE—DEPARTMENT OF EDUCATION however, that the broader view is rapidly spreading through our educators, through the children, to the citizens who consider the welfare of the schools a matter for their concern. Let the athletics of the school be a part of the whole program of physical education, the incentive, the apex of the pyramid whose base is composed of the activities for all the children, but be careful the pyramid does not become inverted. Public school athletics of this state are governed by the Maine Association of Principals’ of Secondary Schools whose constitution and by-laws care for such matters as the eligibility of contestants, their physical condition, the awarding of school letters and so on. Suffice it to say here, that the athletics are being guided by a functioning body whose aim will be reached only when the sportsmanship shown in every interscholastic contest is of the highest type, a group of men who are not concerned with the petty jealousies of school with school, except as they have only in mind, the elevation of these contests, to a place where the ultimate goal may be reached, the making of men and women and the training of citizens.PHYSICAL EDUCATION 105 FORMAL GYMNASTICS Man’s body works best in activities based upon the movements that produced his body. Play forms are the best because of their close identity to the forms of exercise through which he evolved from the primitive. Under modern conditions, however, there are many people to which this means of exercise is not available. Setting-up drills are usable and beneficial when more desirable forms of exercise are unavailable. For the purpose of those who wish to incorporate formal exercises in the physical education program the following suggestions have been arranged. Relief Drills (Open Windows) Aim: To stimulate the circulatory system and afford relaxation for the muscular and nervous systems from the continuous application at school desks. This is best accomplished by a lively game, a general stretching exercise or other brisk movements. For grades I, II, III, this would be a story play, an animal imitation or a short game. Suggestions for grades IV, V, VI, are, running in place, knee dip, hopping, Follow the Leader, Partner Tag, A Dozen Ways of Getting There, Blackboard Relay and imitative activities as, chopping trees, climbing trees and hoisting sail. In the upper grades and high school where school room activity must necessarily be limited, the exercises should be made purposive for the pupil so far as possible. (See following exercises.) Nomenclature 1. Fundamental standing position: Attention, command “Attention!” or Position, command “Position!” Heels together in same line, toes pointing forward, knees straight, body erect resting equally on both hips, chest high, shoulders on the same level, arms hanging naturally, head erect, chin in. 2. “Ai ease” or “In place,—Restr Keeping one foot in place, stand with feet at slight distance apart, weight equally distributed upon both legs, hands clasped behind the back. 3. 66 Hands on hips,—Placed (or “Hips—Firm!”) Hands placed on hips, fingers forward and downward making a straight line from finger tips to elbows, thumbs to the rear, elbows well back.106 STATE OF MAINE—DEPARTMENT OF EDUCATION 4. “Hands on neck—Placed (or “Neck—Firm!”) From fundamental position palms of hands are placed against the back of the neck with straight wrists, the finger-tips just meeting, elbows well back, head erect. 5. “Arms upward,—Bendl” Raise the hands quickly to shoulders, fingers extended and joined, elbows close to sides but not touching and well back, chest high. 6. “Arms forward,—Bendl” Arms are flexed at elbows and raised to horizontal position, the wrists and fingers are straight, palms down, elbows well back. 7. “Arms sideways,—Stretchl” (From “Arms upward,— Bend!”) Thrust arms sideways, arms horizontal, palms down. 8. “Armsforward,—Stretchl” (From “Arms upward,—Bend!”) Thrust arms forward, palms toward each other. 9. “Arms upward,—Stretchr (From “Arms upward,—Bend!”) Arms vertical and parallel, palms inward. 10. “Arms backward,—Stretchr’ (From “Arms upward,— Bend!”) Thrust arms backward, keeping body erect, arms parallel and palms inward. 11. “Arms sideways,—Flingl” (From “Arms forward,— Bend!”) Fling the arms outward, palms down. 12. “Arms forward—Upward,—Flingl” (From funda- mental standing position) Fling the arms forward—upward, arms vertical, palms inward. 13. “Arms sideways— Upward,—Flingl” (From fundamental standing position) Fling the arms sideways—upward until the arms are vertical, palms inward. 14. “Arms,—Circlel” (From “Arms sideways,—Fling!” or “Arms sideways,—Raise!”) Arms circle to counts “one—two,” “one—two,” etc., carry arms upward and backward counting “one” for a complete circle. Bring exercise to completion by calling “stop” on count two; position! 15. “Feet,—Closel” (From fundamental position) Both soles are lifted from the floor and turned simultaneously inward, the feet touching from heels to toes. 16. “Feet sideways,—Placel” The left foot is placed eight or ten inches to the left on count “one”, and on “two” the right foot is carried the same distance to the right, the weight is evenly distributed on both legs. Two counts to original position, left foot moving first.PHYSICAL EDUCATION 107 17. “Left (or right) foot forward,—Placel” Carry the foot straight forward eight or ten inches, weight distributed equally on both feet, shoulders squarely front. Foot Re-placel 18. “Left (or right) foot sideways,—Placel” Carry the foot to the side indicated twice its length, weight on both feet. 19. “Left (or right) foot backward,—Placel” Carry the foot backward twice its length, weight on both feet. 20. “Left (or right) forward,—LungeY’ The foot is carried straight forward three times its length. The forward knee is bent to a right angle and the body inclined so as to maintain a straight line from the head down the back to the retreated foot. The weight is over the forward foot, shoulders squarely front, head up, chin in, both feet flat on the floor. The same directions apply to the other lunge positions (left or right sideways forward lunge, left or right sideways lunge, left or right backward lunge, etc.) 21. “Heels,—Raisel” Raise the heels high from the floor supporting the weight on the balls of the feet. 22. “Knees,—Bendl” Bend the knees keeping the feet flat on the floor, head and back erect, knees well apart. 23. 44 Knees bend to sitting position,—Bendl” Heels raise, bend knees as far as possible keeping them well turned out, shoulders back. Four counts may be given to take this exercise and resume position as One! Heels lift! Two! Knees Bend! Three! Knees stretch! Four! Heels sink! (This is sometimes taken from the command “Prepare to jump!” One! Two! Three! Four!) Note. All jumping exercises may be taken from the above as “Upward,—Jump!” One! Heels lift! Two! Knees bend! Three-Four! Upward Jump! Five! Knees stretch! Six! Heels sink! Jumping may follow any direction as Right (or Left) Upward— Jump! or Forward or Backward Upward—Jump! (Always jump on the toes.) 24. “Leg forward,—Raiser Raise the foot and leg straight forward, knee straight and instep stretched. Do not bend the back or at the hips. Leg raising may be done sideways—forward, sideways, forward, and backward. 25. “Knee upward,—Bendl” Bend the knee upward to get a right angle at the knee and hip, the toe pointing toward the floor. 26. “ Knee forward,—Stretchl” From above position straighten the knee raising the foot as high as possible, keeping the body erect.108 STATE OF MAINE—DEPARTMENT OF EDUCATION 27. “Head backward,—Bendl” Bend the head backward slowly, holding chin in. 28. “ Head right (or left),—Bendl” Bend the head slowly to the right or left without turning it or changing the position of the body or shoulders. 29. “ Head right (or left),—TurnV’ Turn the head to the right as far as possible without moving the body or shoulders. 30. “Trunk forward,—Bendl” The trunk is bent forward at the hips with back straight and head up. 31. “Trunk forward—downward,—Bendl” From the above position the body is bent downward, keeping the knees straight. 32. “Trunk backward,—Bendl” Do not use often. Theflexion backward should always be followed by a trunk flexion forward. Keep the chin in, head and upper part of trunk arched. Avoid bending at waist. 33. “Trunk to left (or right),—Bendl” Bend trunk slowly sideward, keeping head in line of trunk. Keep both feet flat on the floor. 34. “Trunk left (or right),—TurnV Twist the body as far as possible in the direction indicated, keeping feet flat on the floor and head in same relation to the body as in the fundamental standing position. GiVe admonitions constantly as a means of obtaining correct posture. Black Game This game can be used with the formal exercises occasionally to afford variation and interest. Any command that is preceded by the word “black” is carried out. Any order not preceded by the word “black” should not be executed. The penalty imposed for a mistake is causing the player who makes the mistake to be seated. The game is somewhat similar to “Simon Says” but is much faster and is better appreciated by the older scholars. Sample Lessons Grades IV-V-VI I Require cleared desks, quick response to commands and good order. 1. Class stand! Fundamental standing position—Positionl 2. Hips,—Firm. Position. RepeatPHYSICAL EDUCATION 109 3. Neck,—Firm! Position. Repeat 4. Hips,—Firm! Head backward-Bend! Head upward-Raise! Position! Repeat. Repeat exercise in rhythm 1-2-3-4. The same with forward bending of head. 5. Hips,—Firm! Feet,—Closel Feet,—Openl In series, Go! 1-2-3- 4-5-G-7-8 Po sitionl 6. Hips,—Firm! Heels,—Raisel Heels,—Lower! Po sitionl Repeat in Rhythm 1-2-3-4. 7. Mark time,—March! L. R. etc., or 1-2-1-2, etc. 1 halt! 1-2. II 1. Fundamental standing position (insist on good posture). Position! 2. Hips,—Firm! Head left or right—Turn! Forward—Turn! Repeat. 3. Arms upward,—Bend! Arms stretching upward,—Go! 1-2-3-4-5-6-7-8. Position! 4. Feet sideways,—Place! One—Two! (The left foot moves first.) Feet together,—Place! One—Two! Repeat. 5. Neck,—Firm! Trunk to left,—Bend! Upward,—Raise! Trunk to right,—Bend! Upward,—Raise! Repeat. Alternate side-bending of trunk in series—Go! 1-2-3-4-5-6-7-8. 6. Left knee upward,—Bend! Foot on floor,—Place! The same on the right. Alternate knee bending upward (beginning with the left) in series—Go! 1-2-3-4-5-6-7-8. Stop! 7. Hips,—Firm! Prepare to jump—Heels,—Raise! Knees,— Bend! Knees,—Stretch! Heels,—Sink! In rhythm 1-2-3-4. 8. West Point breathing. Inhale—at the same time turning palms of hands outward. Exhale—at the same time turn palms of hands inward. Ill 1. Left (or right),—Face! one—two! (on count one turn on left heel and right toe; on count two bring the right foot up to left in fundamental standing position.) 2. Head to left (or right),—Bend! Repeat. In rhythm 1-2-3-4. 3. Hips,—Firm! Left (or right) foot sideways forward,—Place! Foot,—Replace! Alternate foot placing sideways forward beginning with the left in rhythm 1-2-3-4. Repeat. 4. Arms forward,—Bend! Sideways,—Fling! Forward—Bend! Repeat. In rhythm—Go! 1-2-3-4-5-6-7-8. Stop. Position!110 STATE OF MAINE—DEPARTMENT OF EDUCATION 5. Neck,—Firm! Trunk (slightly backward,)—Bend! (chin in; chest high; do not bend at waist. Follow every trunk flexion backward with a trunk flexion forward.) 6. Hips,—Firm! Stride jumping to counts. 1-2-3-4-5-6-7-8. Po-sition! 7. Arms upward,—Bend! Heels raise with arms upward,— Stretch! Arms upward—Bend with Heels,—Lower! Po-sitioni Repeat. In rhythm—1-2-3-4. Note: Great care should be taken that One and Two used as commands are not confused with one, two, used in rhythm, e. g.: Feet sideways,—Place! One—Two (Command). Mark time in series, One, two, one, two, etc. (counting). Drop the latter as soon as the class feels the rhythm. Grades VII-VIII-IX I 1. Fundamental standing position—Attention! 2. Facings. 3. Neck,—Firm! Left foot sideways,—Place! Foot re-place! Right foot sideways,—Place! Foot re-place! Alternate foot placing sideways (beginning with the left) in series—Go! 1-2-3-4-5-6-7-8. Po-sition! 4. Arms forward,—Bend! Arms sideways,—Fling! Left (or right) foot sideways forward,—Place! Foot re-place! Position! Weight evenly divided on both feet at each change. Arms forward bend with alternate foot placing—sideways forward (beginning with the left)—Go! 1-2-3-4-5-6-7-8. 5. Neck,—Firm! Left (or right) foot sideways,—Place! Trunk to right, (or left)—Twist! Forward,—Twist! Foot,—re-place! Position! Repeat twice on each side. 6. Stride jumping with arm lifting sideways,—Go! 1-2-3-4-5-6-7-8. 7. Arms upward,—Bend! Left (or right) knee upward,—Bend! Trunk to right (or left)—Twist! Forward,—Twist! Foot on Floor,—Place! Position!PHYSICAL EDUCATION 111 II 1. Facings and marchings in place. 2. Head circling toward left and right (slowly). 3. Arms sideways,—Lift! Arms circling upward and backward to counts, making a complete circle on One, on Two. Call “halt” on count two and finish exercise with one, two. (after “Halt.”) 4. Arms forward,—Bend! Feet sideways,—Place! Trunk forward,—Bend! Arm swimming (on one thrust arms forward, palms toward floor; on two fling arms sideways and on three bring them back to arms-forward position. Repeat several times. Trunk upward,—Raise! Feet together,—Place, one— two! Position! 5. Hips,—Firm! Alternate knee bending upward, (beginning with the left and bending at right angles), Go! 1-2-3-4-5-6-7-8. Position! 6. Neck,—Firm! Heels,—Lift! Knees bend to sitting position (knees well turned out.) Knees,—Stretch! Heels—Lower! Position! Repeat to counts 1-2-3-4. III 1. Hips,—Firm! Alternate feet closing and opening with heel raising in series. Go! 1-2-3-4-5-6-7-8. Repeat! Position! 2. Arms sideways,—Raise! Head left (or right),—-Turn! Head forward,—Turn! Arms,—Lower! Repeat! Repeat in rhythm 1-2-3-4. 3. Arms forward,—Bend! Left (or right) foot forward,—Place! Trunk upward,—Raise! Foot,—Re-place! Position! Repeat! 4. Arms upward,—Bend! Arms stretching sideways, forwards, upward and downwards in series,—Go! 1-2-3-4-5-6-7-8. Position! 5. Neck,—Firm! Feet sideways,—Place! One, two! Alternate twisting of trunk left and right in series, Go! 1-2-3-4-5-6-7-8. Feet together,—Place! Position! 6. Hips,—Firm! Alternate foot placing sideways forward with heel raising in series, Go! 1-2-3-4-5-6-7-8. Po-sition! 7. Hips,—Firm! Left (or right) leg backward,—Raise! Trunk forward,—Bend! Trunk upward,—Raise! Foot,—Re-place! Position! Repeat!112 STATE OF MAINE—DEPARTMENT OF EDUCATION Exercises for High Schools Corrective Exercises: Static (Aim:—Sensation of good posture). (1) Raising arms sideways, palms up: Raise! (Hands height of eyes, palms up and pressing upward not backward, carrying chest up, straightening spine. One elevated position, which is held from 3 to 7 seconds, while the teacher uses general elevation cues and the pupils work for easy posture). (2) Position! 4 or more times. Static (Aim:—Sensation of good posture). (1) Bending arms at shoulder level:—Bend! (Hands in front of shoulders, palms down, elbows lifted high, not back, carrying chest up, straightening spine. This exercise has one elevated position which is held from 3 to 7 seconds, while the teacher gives elevation cues and the pupils work for sustained easy posture). Rhythmic (Should be done without disturbing the adjustment of good posture). Repeat 8 to 16 times. (1) Raising arms sideways (palms up):—One! (2) Placing hands on shoulders:—Two! (3) Stretching arms upward:—Three! (4) Lowering arms sideways to position:—Four! Balance Exercises: (Aim: To develop equilibrium). (1) Bending left knee upward, placing hands at sides of shoulders:—One! Position:—Two! Same right. Position, one should be sustained long enough to develop a sense of balance. (Aim: To develop equilibrium). (1) Charging forward left, bending arms at shoulder level:— One! (2) Straightening left knee, lifting right foot from floor, flinging arms sideways:—Two! (3) Same as one:—Three! (4) Position:—Four! Same right, 4 times.PHYSICAL EDUCATION 113 Mimetic Exercises: Catcher. Repeat 4 times. (1) Jump to stride position with knees slightly bent, body inclined forward and hands on knees. (2) Catch ball in front of body, clapping hands to imitate sound of ball. (3) Throw ball back to pitcher with right arm, hold right forward and left oblique backward. (4) Jump to position. High Kick. Repeat 6 to 8 times. (1) Stepping forward with kicking foot: One! (2) Stepping forward with other foot: Two! (3) Swinging kicking foot forward and upward as high as possible: Three! (4) Position: Four! The arms are used naturally with the kick, the opposite arm is raised vigorously forward upward. Putting the Shot. Repeat 4 times. (1) Turning to the right, bending the right knee and extending the left leg sideways in the direction of the put; the right hand in front of the right shoulder, extending the left arm diagonally sideways upward: One! (2) Springing forward to edge of circle, weight remaining on right leg: Two! (3) Turning the body left about, thrusting the right arm diagonally upward (in direction of the put); exchanging positions of the foot, the right knee slightly bent, the weight on the right foot (toes of left foot touching floor): Three! (4) Starting position: Four! Hygienic Exercises: 1. Springing feet sideways, swinging hands between legs. (1) Springing feet sideways, hands on shoulders:—One! (2) Bending trunk, swinging arms between legs:—Two! (3) Same as (1):—Three! (4) Springing to Position:—Four! 2. Placing foot sideways, striking sideways. (1) Placing left foot sideways, bending arms at sides of shoulders fists clenched:—One!114 STATE OF MAINE—DEPARTMENT OF EDUCATION (2) Striking left with right fist, twisting trunk, left fist backward:—Two! (3) Same as (1):—Three! (4) Position:—Four! Same right. Alternate. 3. Charging sideways; opposite hand to floor. (1) Charging sideways left, raising arms sideways:—One! (2) Touching right hand outside left foot, left arm back and up:—Two! (3) Same as (1):—Three! (4) Position:—Four! Same right. Alternate. 4. Charging sideways, arms sideways; rocking and clapping behind ankle. (1) Charging sideways left, raising arms sideways:—One! (2) Rocking sideways right, clapping hands behind right ankle:—Two! (3) Same as (1):—Three! (4) Position:—Four! Same right. Alternate. 5. Deep knee bending, stretching alternate leg backward. (1) Deep knee bending, hands on floor, arms between knees: —One! (2) Stretching left leg backward:—Two! (3) Bending left knee forward and stretching right leg backward:—Three! (4) Reverse position of legs:—Four! (5) ” ” ” ” —Five! (6) ” ” ” ” —Six! (7) Bending same as (1) —Seven! (8) Stand in position: —Eight! Natural Exercises: Stretching1 1. Ready for Stretching—Stand! 2. Stretching— One! Two! Exercise: On the command One! Push the arms easily upward and rise on the toes as far as possible. Reach up as far as possible as if trying to get an object from a high place. On Two! let the arms sink and the heels touch the floor, but retain as long as possible the sensation of extension. Do not let the body droop. The development of the proper muscle sensation is important. Williams, J. F. “Personal Hygiene Applied.” W. B. Saunders Co., Philadelphia, 1922 This book contains eight good exercises admirably adapted for relief drills. PP. 130-144.PHYSICAL EDUCATION 115 Guides in Performance: 1. Avoid tenseness and rigidity. 2. Do not bend backward. 3. Avoid angular movement of the arms. Do not swing them up; push them up. 4. Perform with a feeling of relaxation rather than contraction. 5. Do not execute the movement rhythmically, for in rhythmical exercises it is more difficult to get the correct form at the end of the movement. Lifting.1 1. Ready for Lifting—Stand! (Stand with feet 24 to 28 inches apart, parallel and with the weight disposed to their outer edges.) 2. Low Lifting—One! Two! 3. High Lifting— One! Two! Start the high lifting part of the time on the left and part of the time on the right. Exercise of Low Lifting: On command One! bend the right knee and reach with the arms to the right of the right foot about 12 inches from the floor. The left leg is straight, the back is flat, and the movement occurs in the hip—and knee— joints. On Two! transfer the weight to the left foot and lift the object secured in command One! to the left and into the opposite relative position. Then the left knee will be bent, the right leg straight, and the arms will be to the left of the left foot about 12 inches from the floor. Exercise Df High Lifting: On One! assume a similar position to that in Low Lifting. The hands reach the floor and th .re is greater bending in the right knee. The back remains flat and the left leg is essentially in the same position. On Two! lift the object to the left and place it high above the head. Vigorous muscular extension should occur in this part of the movement while the weight is being shifted to the left foot and the right leg is relaxed with the right heel off the ground. Guides in Performance: 1. Avoid tenseness in the movement, seek smoothness and constantly adjust the body in the different parts of the exercise. 2. Secure uplift of the body in the high lifting and get the complete extension that would come in placing a box on a high shelf. (The upward pull of the trunk is indicated in the vertical folds of the shirt.) ^Williams, J. F. “Personal Hygiene Applied.” W. B. Saunders Co., Philadelphia, 1922. This book contains eight good exercises admirably adapted for relief drills. PP. 130-144.116 STATE OF MAINE—DEPARTMENT OF EDUCATION Bibliography Clark, Lydia, “Physical Training for Elementary Schools.” Benj. H. Sanborn Co., Boston, Mass. Enebuske. “Progressive Gymnastic Day’s Orders.” Silver, Burdett & Co., Boston, Mass. Nissen. “Nissen’s Cards for Nine Grades.” F. A. Bassett Co., Springfield, Mass. Skarstrom, Wm. “Gymnastic Teaching.” American Physical Education Association, Springfield, Mass., 1914. Write to American Physical Education Association, Box G, Highland Station, Springfield, Mass., for information concerning wand, Indian club and dumbell exercises. Manufacturers of Equipment A. G. Spaulding & Bros., Chicopee, Mass. American Playground Device Co., Anderson, Ind. Medort Manufacturing Co., St. Louis, Mo. Hill Standard Manufacturing Co., 733-735 Conway Bldg., Chicago Marshall Field & Co., Chicago. Narragansett Machine Co., Providence, R. I. Books for Superintendents and Principals Williams, J. F. “Organization and Administration of Physical Education.” Macmillan Co., N. Y., 1922. Wood & Rowell. “Health Supervision in Schools.” W. B. Saunders Co., Philadelphia, 1926. Periodicals American Physical Education Review, Springfield, Mass. Athletic Journal. 7017 Greenview Ave., Chicago, 111. Hygeia. The Franklin Square Agency, New York City. Mind and Body. New Ulm, Minnesota. Periodicals of Bureau of Education. Department of the Interior, Washington, D. C.APPENDIX A^e Aim Chart of Physical Efficiency (For Girls 8 to 20 years) Events Yc >ars 8 9 10 11 12 13 14 15 16 17 18 19 20 Standing Broad Jump (Ft. & In.) 3.0 3.2 3.6 3.8 3.10 4.0 4.4 4.6 4.10 5.0 5.2 5.4 5.6 Triple Standing Broad Jump (Ft and In.) 10.4 10.6 10.10 12.1 12.5 12.9 13.0 13.10 14.0 14.1 13.2 14.3 14.4 Running Broad Jump (Ft. & In.) 5.5 5.6 5.10 6.6 7.0 7.2 7.6 7.10 8.0 8.2 8.4 8.6 8.8 Running, Hop Step & Jump (Unlimited Run) (Ft. and In.).. . . 9.2 11.6 13.8 14.6 15.5 15.6 16.4 16.6 16.8 16.10 17.0 17.1 17.2 Running High Jump (Ft. & In.) 2.2 2.5 2.8 2.9 2.10 2.11 3.0 3.1 3.2 3.3 3.4 3.5 3.6 Basketball Far Throw (Overhead) (Feet).... 12 14 16 18 19 21 22 23 24 25 26 27 28 Basketball Far Throw (Round-arm) (1 step permitted) (Ft.).. . . 13 15 17 19 22 25 28 30 32 34 36 38 40 Indoor Baseball Far Throw (Unlimited Run) (Ft.) 23 25 30 35 42 48 53 54 55 56 57 58 59 30-Yard Dash (Sec. & Fifths). . 6.3 6.3 6.2 6.0 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 5.4 40-Yard Dash (Sec. & Fifths). . 8.2 8.1 8.0 7.3 7.2 7.2 7.2 7.2 7.2 7.2 7.2 7.1 7.1 50-Yard Dash (Sec. & Fifths). . 9.3 9.2 9.1 9.0 8.4 8.3 8.3 8.3 8.3 8.3 8.2 8.2 8.1 ,60-Yard Dash (Sec. & Fifths). . 12.2 12.2 11.3 11.0 10.4 10.4 10.4 10.4 10.4 10.4 10.4 10.4 10.4 75-Yard Dash (Sec. & Fifths). . 15.2 14.3 14.1 13.4 13.3 13.2 13.1 12.4 12.4 12.4 12.4 12.3 12.2 100-Yard Dash (Sec. & Fifths). . 19.1 18.3 17.1 16.4 16.3 16.2 16.1 16.1 16.1 16.1 16.1 16.1 16.1 Rope Climbing (Feet) 3 3 3 3 4 4 5 6 7 8 9 10 10 Chinning (Times) 1 1 1 1 2 2 2 3 3 3 Kn^e Raising (Times) 4 8 12 16 25 28 30 32 35 38 40 42 44 Bowen and Mitchell. The Practice of Organized Play. A. S. Barnes & Co., New York, 1924.Age Aim Chart of Physical Efficiency (For Boys 8 to 20 years) Events Years 8 9 10 11 12 13 14 15 16 17 18 19 20 Standing Broad Jump (Ft. & In.) 3.4 3.8 4.0 4.6 4.9 5.0 5.3 5.6 5.9 6.0 6.2 6.4 6.6 Triple Standing Broad Jump (Ft. and In.).. . . 12.0 12.3 13.0 14.0 14.6 15.1 16.0 16.9 17.0 17.3 17.6 17.9 18.0 Running Broad Jump (Ft. & In.) 6.0 6.6 7.0 8.3 9.3 10.0 10.6 11.0 11.6 12.0 12.6 13.0 13.6 Running, Hop Step & Jump (Unlimited Run) (Ft. and In.).. . . 10.0 13.0 16.4 18.0 18.8 19.9 21.7 23.0 23.6 24.0 24.6 25.0 25.6 Running High Jump (Ft. & In.) 2.2 2.5 2.8 2.11 3.0 3.4 3.6 3.9 3.10 3.11 4.0 4.1 4.2 Basketball Far Throw (Overhead) (Ft.) 14 16 18 20 23 24 27 29 31 35 37 39 40 Basketball Far Throw (Round-arm) (1 step permitted) (Ft.).. . . 19 22 26 29 33 37 42 47 48 50 52 54 55 Indoor Baseball Far Throw (Unlimited Run) (Ft.) 37 47 57 67 77 88 102 108 110 115 120 125 125 30-Yard Dash (Sec. & Fifths). . 6.1 6.0 5.4 5.3 5.2 5.2 5.1 5.0 5.0 5.0 5.0 5.0 5.0 40-Yard Dash (Sec. & Fifths). . 7.4 7.3 7.2 7.1 7.0 6.4 6.3 6.2 6.2 6.2 6.2 6.2 6.2 50-Yard Dash (Sec. & Fifths). . 9.0 8.4 8.3 8.2 8.1 8.0 8.0 7.4 7.3 7.3 7.3 7.1 7.0 60-Yard Dash (Sec. & Fifths). . 11.4 11.2 10.4 10.4 10.0 9.4 9.2 9.0 8.4 8.4 8.4 8.3 8.3 75-Yard Dash (Sec. & Fifths). . 14.1 13.3 13.1 12.3 12.1 11.4 11.2 11.0 11.0 10.4 10.3 10.2 10.0 100-Yard Dash (Sec. & Fifths). . 19.1 18.3 17.1 16.1 15.2 15.0 14.1 13.2 13.1 13.2 13.2 13.2 13.1 Rope Climbing (Feet) 8 10 12 13 14 15 16 17 17 17 18 18 20 Chinning (Times) 1 2 3 4 4 5 5 5 6 6 Bowen and Mitchell. The Practice of Organized Play. A. S. Barnes & Co., New York, 1924.PHYSICAL EDUCATION 119 Suggested Time Table for Junior High Schools Showing Periods for Physical Education Period Time Business 8.30- 8.40 10 min. Preparation, attendance, devotions 8.40- 9.20 45 ” Recitation (Physical Education) 9.20- 9.23 3 ” Relaxation 9.23-10.00 37 ” Recitation (Physical Education) 10.00-10.40 40 ” Recreation, rules, assemblies, general subjects 10.40-11.20 40 ” Recitation (Physical Education) 11.20-12.00 40 ” Recitation (Physical Education) 12.00- 1.15 75 ” Noon hour. (Minimum 40 min.) 1.15- 1.20 5 ” Attendance 1.20- 2.20 60 ” Recitation (Physical Education) 2.20- 3.00 40 ” Recitation (Physical Education) 3.00- 3.10 10 ” Relaxation, recreation and recess 3.10- 3.50 40 ” Recitation (Physical Education) Suggested Time Table for High Schools Showing Periods for Physical Education Larger Schools: Six period 45 Minute Recitation Program. Period Time Business 8.00- 8.10 10 min. Preparation, attendance, devotions 8.10- 8.55 45 5 5 Recitation (Physical Education) 9.00- 9.45 45 55 Recitation (Physical Education) 9.45- 9.50 5 55 Relaxation 9.50-10.35 45 55 Recitation (Physical Education) 10.40-11.25 45 55 Recitation (Physical Education) 11.25-12.25 60 5 5 Assembly, lunch, recreation 12.25- 1.10 45 55 Recitation 1.10- 1.15 5 55 Relaxation 1.15- 2.00 45 55 Recitation (Physical Education) Note: The periods for physical education include instruction in hygiene. The number will depend upon the size of the school and facilities for work. The arrangement is suggested as ideal. It is assumed that a proper division of the period for assembly, etc., will be made to secure adequate time for lunch and give due prominence to the school assembly.120 STATE OF MAINE—DEPARTMENT OF EDUCATION Suggested Time Table for High Schools Showing Periods for Physical Education Small High Schools: Seven Period 40 Minute Program A. M. 8.30- 8.40 8.40- 9.25 9.25-10.10 10.10- 10.25 10.25-11.10 11.10- 11.15 11.15-12.00 Preparation, attendance, devotional exercises Recitation (5 minutes allowed for passing, etc.) Recitation Recreation, recess Recitation Relaxation Recitation Noon Period (Should not be less than one hour if pupils go home to dinner). (See suggestions for recreational activities during this period). P. M. 1.15-1.55 Recitation 1.55-2.35 Recitation 2.35-2.40 Relaxation 2.40-3.20 Recitation 3.20-3.40 Assembly, general exercises, physical education Trench Exercises Walking Exercises: Toe Walk—Walking on toes—knees stiff. Heel Walk—Walking on heels—knees stiff. Flex Step—Walk on toes, raising knee high and extending leg forward. Twist Run—Crossing leg in front at each step. Balance Walk—Balance with trunk bent forward, opposite leg backward, arms in line of body. Straddle Leaps—Forward from side to side. Crawl—On forearm, opposite leg raised sideways. Hand Crawl—Drag body by forearms, legs straight. *May provide two or three periods of 30 to 40 minutes for general work.PHYSICAL EDUCATION 121 Bent Exercises s Indian Walk—Bend forward, trail hands, knees slightly bent. All-Fours—Walk in various directions. Toe Touch Walk—Bend forward, touch toe same side at each step. Crane Walk—Trunk bend forward, raising knee to chest, hands on hips. Duck Waddle—Squat walk, swinging leg sideways. Heel Touch Walk—Bend backward, touch heel same side each step. Roll Over—Walk on all fours, roll over on signal. Frog Jumps—Squat on all fours, jump forward, frog fashion. Crawl through Legs—Number Ones crawl between legs of Twos—Vice Versa. Hand Kick Walk—Kick hand raised forward at each step. Jumps: Bucking Broncho—Jump from hands to feet—moving backward. Squat Jumps—Jump forward in squat position. Right (Left) Foot JJopping—Hopping forward with opposite leg extended backward. Forward Jumps—Continuous jumps forward. Bear Gallop—Jump forward on all fours, legs between hands. Stride Jumps Forward—Jump forward, feet apart and together with arm swinging upward. Leap Frog—Ones and Twos alternating. Charge Jumps—Forward charge position—Spring to opposite position.PART III HEALTH EDUCATION GRADES I, II AND in The topics for this group are suggestive and may be correlated with the health project. Grade I Special time allotment, one five-minute period daily. Special Topics I. Cleanliness II. Good Air Outline of Matter to be Presented I. Cleanliness* A. The Body. 1. Daily cleansing by a. Washing (scrubbing) hands, arms, face, ears and neck. (1) Use of warm water. (2) Use of cold water. (3) Use of soap. (4) Use of individual towel. 2. All-over baths. a. Warm baths. (1) How often. (2) Precautions. (a) Proper time. (b) Warm room. (c) Care afterwards. b. Cold bath. (1) Difference in effect between cold and warm baths. (2) Use of cold water at end of warm bath. B. Finger Nails. 1. How to clean. 2. Dangers in biting nails. 122HEALTH EDUCATION 123 C. Hair. 1. Brushing. 2. Cleaning. D. Teeth. 1. Care of first set. 2. Seeing the dentist. 3. Brushing. a. How often. b. Kind of brush. c. Way to brush. d. Cleansing materials (powder, paste, castile soap, salt.) 4. Picking (No hard object as pins or needles. Use soft toothpick or thread, or dental floss. It is impolite to pick one’s teeth at the table or before people.) E. Nose. 1. Keeping clean. 2. Blowing in company. 3. Keeping fingers away. 4. Use of handkerchiefs. a. Importance of cleanliness. b. Dangers in rolling, twisting, handling, chewing, leaving handkerchiefs around, and of using other people’s. F. Clothing. 1. Airing (both night and day clothing.) 2. Changing (same underclothes not worn during night and day. Weekly and semi-weekly change of underclothes.) 3. Washing. (Clothing should be clean, cotton dresses better than wool usually, clean clothes look better, clean clothes are better for health.) 4. Brushing. (Clothes should be brushed frequently, clothes should be brushed and aired before being put away.) G. Home. 1. Sweeping and dusting. a. Use of damp cloth as duster. b. Use of feather duster. c. Effects of shaking duster.124 STATE OF MAINE—DEPARTMENT OF EDUCATION 2. Airing closets and clothes before putting them into closets. 3. Care of waste matter such as apple cores, crumbs, and the waste from the body. H. Habits. Warn children against using a common drinking cup, fingers in mouth, chewing pencils, rubbing eyes, picking sore places, kissing mouths, taking bites after people, coughing and sneezing, going to see sick people, improper bodily habits. Smoking, a filthy habit that retards growth, weakens the heart, shortens “the wind”, lessens endurance. (Note to teacher: These are to be watched for and dealt with individually as occasion arises. Even in the first grades there are to be found children—over age, defective, neglected, or uncomfortably dressed, who from these and other causes have formed bad bodily habits. A primary teacher should discover and correct these cases.) II. Good Air. A. How to get it. 1. By being out of doors as much as possible. 2. By providing constant ventilation in houses and buildings by means of a. Open doors and windows by day so that beds and night clothes may be aired. b. Open windows at night to induce invigorating sleep and to air clothes. Exercise. Grade II A. How much to play. 1. Every day at recesses, noons and nights. 2. Danger of over exercising in a. Running long distances. b. Jumping rope. c. Lifting heavy objects, children, etc. 3. How to cool off.HEALTH EDUCATION 125 B. How to play. 1. Care needed in rough games such as a. Leap frog (with moderation and great care not to bear weight upon back heavily. One child not to stoop too long. Children not of unequal size.) b. Snap the whip. (Too dangerous to play.) c. Football. (Tackling, tripping, piling up, very dangerous.) d. Jumping from height. (Never from great height. When jumping one should land on toes.) (Rough games should never be played unless an older person is around.) C. Where to play. 1. Out of doors. 2. In safe places. (Avoid mud puddles and gutters, the middle of the road, where trains go, where automobiles go, dangerous sliding places.) D. Position of body in exercise when 1. Standing: Stand tall, stand on both feet, do not lean, do not put hands in pockets, hold chest high, hold head up, push neck toward back of collar, hold chin in. 2. Sitting. Sit erect, sit close to back of chair. Do not sit on one foot. Usually keep feet on floor. (If your feet do not touch, ask about it. Keep asking about it.) Keep the elbows near the body, hold the head up as much as possible. Hold book up unless you have to work on desk. Do not lay head on desk while working. Keep shoulders even. 3. Walking: Step on balls of feet. Step lightly and freely. Do not walk on tiptoe. (If you sit, stand and walk correctly you do not get so tired and do not grow out of shape.) Rest and Sleep. A. Kinds of rest. 1. Play. 2. Quiet. a. After eating. b. After play. 3. Change of position (do something else.)126 STATE OF MAINE—DEPARTMENT OF EDUCATION B. Conditions for good sleep. 1. Going to bed early (note effect of moving pictures.) 2. Naps or late sleeping if up late is necessary. 3. Going to bed in proper place. 4. Plenty of air. 5. Darkness when sleeping. 6. Warm and light weight bedding. 7. Good condition in bed with low pillow. Grade III Proper Food. A. Uses. 1. To make us grow. 2. To keep us warm. 3. To make us strong. B. Different kinds. (More than one kind at each meal, as children will often eat only the kind they happen to like.) 1. Necessary foods,—lean meats, fish, milk, eggs, bread and butter, cereals, beans and peas, other vegetables, fruits. a. Good breakfast foods. Fruit, a cereal, eggs, bread and butter, milk. b. Good dinner foods. Soups, meats, fish, potato, other vegetables, simple desserts in small quantities, fruit. c. Good supper foods. Stews, bread and butter, cooked fruit, salad, cocoa, milk, cookies or any simple cake. d. Good food for school lunches. Sandwiches (variety should be sought,—cold meats, sliced or chopped eggs, peanut butter, nuts, dates or figs, jelly, cheese. Salad dressing will often make a sandwich more palatable.) Sweets (a custard, molasses gingerbread, or cookies, oatmeal or graham, sponge cake.) Fruit or berries (pie is not good for children. If it must be had it should be apple, squash or some berry or fruit. Rich crust should never be eaten.)HEALTH EDUCATION 127 2. Agreeable foods,—Sweets, seasoning, etc., which are to be taken in moderation. The same rule applies to some proper foods, such as peanuts, bananas and cheese. (Candy should be taken after a meal, preferably dinner.) 3. Undesirable foods,—tea and coffee, iced water, pickles, rich puddings and cakes. C. Cooking. 1. All foods sufficiently cooked. 2. Meats not overdone. 3. Soft cooked eggs better than hard. 4. Fried foods bad for children. D. Time for eating. 1. Meals should be regular. 2. Children should not go without a meal even if not hungry as is sometimes the case in the morning. 3. If lunch is needed, it should be bread and butter or a glass of milk or fruit. It is better to eat enough at meal time. E. Amount to eat. 1. Enough to last until the next meal. 2. Not too much. (One can tell when one has eaten enough.) F. Manner of eating. 1. With cleanliness. (One does not want dirt with food. It does not look well to be at table with dirty face, hands or dress. It spoils other people’s appetites.) 2. Slowly. 3. With much chewing. (Speak of need of good teeth. Do not wash down food with water.) Emphasize importance of drinking fresh, clear, pure water freely. Advise drinking between meals, especially just before retiring and just after getting up in the morning. Warn against eating snow and drinking from brooks and ponds. Show that well water may be impure and what precautions should be taken to keep it pure. Explain that water may be made harmless by boiling it.128 STATE OF MAINE—DEPARTMENT OF EDUCATION Avoidance of Accidents. A. Things which may cause accidents should be avoided. 1. Running across the road. 2. Throwing sand. 3. Teasing dogs and cats. 4. Tripping. 5. Pushing. 6. Running with something in your mouth—a stick. 7. Taking a dare (This is silly as well as dangerous.) 8. Getting near a building when there is snow upon it or icicles hanging from it. 9. Throwing hard snowballs or other hard balls. 10. Using a bat carelessly. (Throwing it, getting too near it.) 11. Using knives carelessly. 12. Playing with long or pointed sticks. 13. Playing rough games. 14. Playing with guns or pistols. (Do not point even in fun.) 15. Toy pistols—dangerous. 16. Playing with caps even if you think they have been exploded. 17. Fire. Warn against playing with fire, with matches, setting fire. 18. Lamps. Care in filling, lighting, setting where they will not be upset. 19. Catching rides. Danger—particularly teams that are loaded with boards or logs. 20. Getting splinters in fingers. In removing use only something that is very clean. Better ask an older person to help. 21. Stepping on rusty nails. A wound of this sort must be made clean. It should be carefully bandaged. 22. Going into water. Have older persons near. 23. Taking medicine alone. FIRST AID Suggestions for children to follow when alone. (Advise getting help if possible.) A scratch. If place is dirty wash it carefully. Put a little piece of clean cloth around it. (Not your handkerchief if you can findHEALTH EDUCATION 129 anything else.) Put some peroxide on it if you are sure you know where to find it. A pin prick. Make it bleed by squeezing it. Then treat it as you would a scratch. A cut. (If bad get help.) If no one is around put a clean cloth around it as for a scratch. You can do up a little one, but some older person must do up a large one. A bump. A bump on the eye is dangerous. Put cold water on. If it swells up and turns black you must keep putting it on for a long time. It would be well to see a doctor. A burn. The air should be kept away. Do it up in soda, moistened with water, or use vaseline or lard or any other clean oil. If you cannot find any of these use cold water. A faint. If you feel queer and a little sick, lie down and ask some one to bring you a drink of water. Frost bite. If your ears, nose or cheeks begin to feel cold, rub or pinch them. If they turn white or begin to feel warm after they have been very cold, rub snow on the part. Put very cold hands into cold water or snow for a minute or so. Toothache. Rub a little camphor or peppermint on the gum. You may also rub some gently on the cheek. Go to the dentist. Hiccoughs. Take a long, long, long drink of water. Nose-bleed. Put a little strip of paper between the teeth and upper lip. Hold head up. Press a dry handkerchief or cloth to the nose. Put cold water or ice or snow on the bridge of the nose and between or below the eyes, on the back of the neck and the wrists. Something in the Eye. Rub the other eye only. Blow the nose. Lift the lid and roll the eye around. Probably the tears will wash the object out. If you cannot get it out this way, some older person may be able to see the object and take it out for you. Something in the Nose. Never put anything in the nose. If anything gets in, breathe through the mouth and blow the nose. Get help. Something in the Ear. Never put anything in the ear. If anything gets in, don’t touch it but go quickly and ask some one to help. Something in the Throat. Do not put such objects as pins and marbles in the mouth. If anything lodges in the throat, pound on the back. Holding the head down may make it come out. Get help quickly. 6130 STATE OF MAINE—DEPARTMENT OF EDUCATION If the Clothing gets afire. Lie down and roll over and over. This will put out the fire. Do not run out of doors or from room to room. If the clothing of some other child gets afire tell him to do as above. Get a blanket or a rug or a big shawl and throw around him. If the House gets afire. If you wake in a room full of smoke, get down on the floor and crawl to the door. Shut the door after you if there is no smoke outside of the room. (Teacher see suggestions and pamphlets given in connection with study of emergencies—grade 6.) Falling into the Water. If you fall in, keep the hands and feet going. Keep your hands below your chin. Shut your mouth except to call for help. Just keep paddling. If anyone else falls in, GET HELP. Don’t stop to talk, to cry, to dress. RUN and SCREAM for help. In accidents and emergencies we need to THINK. GRADES IV, Y AND VI Grade IV Physiology and Hygiene The work of this grade includes an elementary study of various parts of the body and treats more fully some of the topics presented in the first three grades. Time allotment—one fifteen-minute period weekly. 1. Some Parts of the Body. A. The Heart. Pear shaped, located in the chest. One of the most important parts of the body. It acts like a pump forcing the blood through tubes that extend to all parts of the body. B. The Lungs. Two bag-like bodies also located in the chest. Every drop of blood goes through the lungs each time that it goes around the body. C. The Stomach. A bag-like organ below the heart and lungs. In it the food is churned around and mixed with juices that help to prepare it for nourishing the body.HEALTH EDUCATION 131 D. The Intestine. A tube nearly thirty feet in length leading from the stomach to the anus. The nourishing portion of the food passes from the intestine into the blood and the waste portion passes along to the anus where it is discharged. E. The muscles. Muscles make up nearly all of the flesh. They are attached to bones. They enable the body to move, and by acting hasten the movement of blood which brings food and removes waste. F. The Bones. Bones make the frame work of the body. They give it form, position, and afford protection for delicate parts. Back-bone very important—explain structure. Children’s bones soft, bend and get crooked easily. G. The Joints. Joints are places where two bones meet. 1. Kinds. 2. How held together. Warn against twisting and pulling arms or legs. 2. Cleanliness. Review work given under this topic in Grades I, II, III. A. The Skin. (Protects body, helps carry off waste and regulates temperature. 1. Effect of exercise. a. On temperature. b. On production of sweat—explain function of sweat especially as a means of cleansing interior of body. 2. Effect of rubbing. a. Warms skin. b. Keeps cool and clean. 3. Why bathe often. a. To remove surface dirt. b. To keep pores free from body waste. c. To avoid becoming offensive to others. Explain again use of hot and cold water, soap, etc. Warn against bathing when heated. Teach that hair and nails are modifications of skin and emphasize care of both.132 STATE OF MAINE—DEPARTMENT OF EDUCATION B. The Teeth. (First and second set—care of each.) 1. Mouth and teeth should be kept clean; explain that teeth have a hard or outer portion and soft or inner part. a. To keep teeth in working order. b. To keep teeth from decay. c. To keep disease germs from food. d. To keep breath sweet. 2. Work for the dentist: a. Cleaning. b. Straightening. c. Filling.’ d. Extracting. A tooth should not be pulled when it can be preserved by filling. The teeth should be examined by a dentist at least twice a year. 3. Good Air. A. Why we need it. It makes good red blood that is necessary for growth and strength of the body. It removes waste. B. How it reaches the blood. By nose, throat, and other air passages to the lungs. Show why air should enter through the nose, (to be warmed and freed from dust) and that if there is mouth breathing something is wrong. Explain nature and effect of adenoids; also how they may be removed and relief afforded. If any child seems afflicted urge parents to provide treatment. 4. Exercise. A. Moderate. 1. Keeps blood flowing freely and body warm. 2. Produces deep breathing. 3. Strengthens the muscles. B. Violent. 1. Overheats the body. 2. Tires the muscles. 3. Wears out the heart.HEALTH EDUCATION 133 5. Food.—Use topics of first three grades. Add: A. Foods that build up the body. Lean meats, eggs, milk, beans and peas, all foods made from grains. B. Foods that keep the body warm. Butter, lard, fat meats, eggs, cheese, chocolate, nuts. C. Foods that keep the body healthy. Fruits, vegetables, grains, milk. D. Alcohol—not a food but a poison. 1. It weakens the body. (Athletes forbidden its use.) 2. It predisposes to disease. (See Metchnikoff’s studies— also resolution passed by International Conference on Tuberculosis.) 3. It interferes with action of the liver, stomach and brain (elaborate). The most effective instruction concerning effects of alcohol may be given incidentally. The teacher should be on the alert and improve opportunities that may come at any time for proper emphasis upon its various evil effects. E. Waste. Unused portions of food if allowed to remain in the body act as poisons. Hence they must be carried off. 1. As gases—by the breath. 2. As liquids—by kidneys and bladder. 3. As solids—by the intestines. Emphasize the need of going regularly (every morning before school and whenever necessary) to toilet to get rid of these waste products. (Washing of hands.) Grade V Time allotment—one twenty-minute period weekly. Special Topics I. Causes of disease. II. Community Hygiene.134 STATE OF MAINE—DEPARTMENT OF EDUCATION Outline I. Causes of Disease. A. Bad Health Habits. The emphasis placed upon good health habits in the work of the preceding grades makes unnecessary,—as experience shows that it is undesirable—a specific study of bad habits. It is of greatest importance to teach that only good health habits insure the greatest usefulness and happiness possible for each individual. It is well, however, to teach that if the blood be poisoned with alcohol, if the heart be weakened by tobacco, if the body be stunted by overwork, starved through insufficient or improper food, or ill-treated in any other way, it cannot do its work properly and is likely, almost certain, to become diseased. Diseases due to bad habits usually are chronic—last a long time. B. Germs—Teach as living plants or animals that can be seen only under the microscope. 1. Good—while instruction about good germs is not in its logical place here, emphasis may well be placed upon the fact that they compose the larger portion of all germs. The children will like to learn that these are very important for making good bread, butter, and cheese; that they eat decayed matter, enrich the soil, and assist in many other ways. 2. Bad—disease germs are little plants or animals living upon what they eat and destroy in our bodies. Mention common diseases known to be caused by these germs. a. Growth—Stretch themselves out and divide—each becoming two. Grow so quickly that some become grandparents one hour after they are born. b. Distribution—Spread by air, dust, water, milk, foods, persons, etc. c. Means of destroying—Fresh air, sunlight and heat, poisons, known as disinfectants and germicides. d. Means of destroying them in the body—By keeping the body clean inside and outside. By a proper amount of rest and sleep. By good, plain food, well cooked and properly eaten. Exercise in the open air.HEALTH EDUCATION 135 II. Community Hygiene. Much attention may profitably be given to this subject in this grade and also in grades VII, VIII and IX. Some important topics are: A. State and Local Boards of Health. Their deities and powers. B. Public Water Systems. Their management and the means used to make and keep the water pure. C. Wells and Springs. Possible sources of contamination. D. Sewerage Systems. Public and private—essentials for safety. E. Production and Distribution of Milk and other Foods. F. Conditions affecting Flies, Mosquitoes and Animals which may be Carriers of Disease. Grade VI General Topic—Emergencies When practicable the instruction in this grade should be given through or accompanied by a demonstration of the treatment advised. Equipment.—Every schoolroom should be equipped with a simple outfit, each article of which children should be taught how and when to use. This should contain: Aromatic spirits of ammonia One bottle peppermint Three percent solution of iodine Commonsalt, soda, mustard Synol or any antiseptic soap Saturated solution of boric acid Hydrogen peroxide Adrenalin or Lysol One bottle carbolated vaseline One bottle oil of cloves Absorbent cotton Sterilized gauze Gauze bandages, 1 and 2 in. Old, clean linen or cotton Triangular bandage Adhesive plaster Safety pins, scissors, spoon, tumbler, enamel pan or basin, toothpicks, thread. Instructions as to what to do will not be given in this outline. Every teacher should be supplied with a “Hand book of First Aid” by Johnson and Johnson, New Brunswick, New Jersey, and the American Red Cross Abridged Text Book on First Aid, general136 STATE OF MAINE—DEPARTMENT OF EDUCATION edition, which may be obtained from first aid department, American Red Cross, Washington, D. C. Careful instruction should be given concerning the nature, dangers and treatment of the following: Cuts—slight, moderate, severe. Eye and Ear—dust, cinders, insects, etc., in each. Stings—poison ivy. Burns, nose-bleed, hiccoughs, choking, bruises, sprains, dislocations, broken bones, sunstroke, fainting, drowning, electric shock, poisons. GROUP III GRADES VII, VIII, IX PHYSIOLOGY AND HYGIENE General Topic: Vital Processes, Organs, Functions and Hygiene. General Suggestions. In these grades each pupil should use a textbook. Hence the outline given includes only main topics without elaboration. The textbooks should be studied carefully and afford a basis for class room discussion. Some of the best books now available are listed at the end of this outline. Both teacher and pupil should make frequent use of good reference books, which may be supplied by the superintendents or by the efforts of the school. The performing of simple experiments showing pertinent physical and chemical phenomena will add greatly to the interest. Many of the experiments worked out in general science should be applied to bodily conditions. Attractive posters may be made illustrating each subject as it is taken up. One may use pictures and “catch” phrases from magazines, pamphlets and booklets issued by health organizations. This gives opportunity for teacher and children to display much originality. At the present time so much attention is being given to biological sciences and healthy living, it becomes necessary for everyHEALTH EDUCATION 137 teacher to be informed in regard to the influence of heredity and environment in order to meet the needs that are constantly arising in the questioning minds of the children. Teachers may be helped by reading such books as “The Next Generation”—Jewett, Ginn and Co., “Herself”, “Himself”—Lowry, secured from American Physical Education Association, Springfield, Mass. If need seems to arise for group instruction in sex hygiene the teacher should consult the superintendent. It is suggested that topics I, II, III of the Outline be covered in Grade VII; topics IV, V, VI in Grade VIII and in Grade IX that right living be taught from the standpoint of the community following an outline similar to that given for Group II. Special emphasis should be given to communicable diseases, their symptoms, modes of infection, transmission, period of isolation and methods o9 control. It will be easy to make a correlation with community civics. Grade VII OUTLINE I. Digestion A. Organs, mouth, pharynx, esophagus, stomach, intestines B. Accessory organs; teeth, salivary glands, liver, pancreas. C. Process; mastication, insalivation, secretion and mixture of digestive fluids, absorption, assimilation, body wastes. D. Hygiene 1. Proper food, kinds, uses, preparation. 2. Eating—manner and time—care of teeth. 3. Effect of exercise. 4. External and internal cleanliness. II. Circulation. A. The blood and its function. B. Organs: heart, blood vessels (arteries, veins, capillaries and lymph vessels). C. Course of the blood. D. Hygiene: Conditions for pure blood and free circulation: food, air, sleep, exercise, organs free from pressure (tight clothing).138 STATE OF MAINE—DEPARTMENT OF EDUCATION III. Respiration. A. Organs, pharynx, larynx, trachea, bronchial tubes, lungs. B. Process: expansion and contraction of chest, changes in blood and air. C. Hygiene: Importance of pure moist air and deep breathing, hence of unobstructed air passages, adenoids, polypi and turbinates—their treatment. Effects of posture and tight clothing. A study should here be made of conditions affecting air supply in homes, places of business and public buildings. Grade VIII IV. Excretion. A. Organs: lungs, skin, kidneys, intestines. B. Process: Show how each organ is adapted to take part in disposal of waste. C. Hygiene: Importance of regularity in excretory processes; their dependence upon proper food, and abundance of pure water and suitable exercise. V. The Nervous System. A. Organs: The Brain, spinal cord and nerves. Locate and describe, emphasize delicate structure of all nerve tissue and note provisions for protection. B. Process: Action in muscle control, and in digestive processes. Development through training and experience. C. Hygiene: Effects of work, rest and recreation. Fatigue— its symptoms, effects, and remedies. Healthful sleep an essential—too much impossible. VI. Stimulants and Narcotics. Names of those in common use, effects, uses, and abuses. Grade IX Hygiene from the standpoint of the community following an outline similar to that given for Group II; symptoms of communicable diseases, methods of control, etc.HEALTH EDUCATION 139 GROUP IV GRADES X-XI-XII INSTRUCTION IN HYGIENE In the main three lines of instruction should be followed. 1. The pupils should have a thorough knowledge of the human machine, its functions and its powers. This will involve a review of the work of the elementary grades and for this reason should be taken up as a series of studies of bodily mechanism and functions. 2. In very close relation to this general topic is that of personal hygiene. The aim of this instruction should be the development of right habits of living and care of the body. Under this head may be introduced a study of common diseases, their symptoms, prevention and control. With this study will naturally go first aid and care of the sick or injured. 3. The third division of instruction should concern the relation of the individual to society and should deal with sanitation, health laws, and personal responsibility as a citizen of the community. The material is arranged in a series of lessons for the sake of grouping certain topics. It is not expected that all the topics will be covered at one meeting of the class. The lessons will rather suggest to the instructor the line of discussion and the related subjects and the time to be spent will be determined largely by local conditions. For the most part it is expected that the lessons will be taken up in the form of discussions and talks, with the pupils taking notes, referring to outside material and reciting as in other subjects. Illustrative material in form of charts, diagrams, graphs and laboratory demonstrations in biology, anatomy, and science should be utilized as fully as possible. There should be a number of good text-books on physiology including “The Human Body”, Martin, published by Holt; “The Human Mechanism”, Hough and Sedgwick, published by Ginn & Co.; “Human Physiology,” Stiles, published by W. B. Saunders Co., Philadelphia; “Civics and Health,” Allen, published by Ginn & Co.; “Abridged Textbook on First-aid”, American Red Cross, published by Blakiston & Co., Philadelphia.140 STATE OF MAINE—DEPARTMENT OF EDUCATION The Health of Home and School Leaflets, circulars and bulletins issued by the State Department of Health will furnish an excellent basis for many of the lessons, and are referred to by number as follows: Leaflet I (L. I), Circular I (C. I), etc. These leaflets may be secured without expense from the State Commissioner of Health, Augusta, Maine. The work in hygiene should be graded and given credit as in other subjects. These grades should however be regarded as a part of the pupil’s rating in physical training and should not be less than twenty-five per cent of the total grade. The pupil’s health report should be made a factor in this rating. Outline for Instruction in Hygiene Lesson I L. L* Lesson II. Lesson III. The importance of being physically fit. Relatively few in good physical condition. The revelations of the draft examination. * Personal loss sustained by ill health. Factors essential to good health: (a) knowledge of human machine, (b) knowledge and practice of health rules, (c) cooperation with others in making the community healthful. Health and school activities. Relation to school progress. Relation to athletics. School habits likely to become permanent. Study of habits. Study of standards as to height and other measurements. Are you normal as to physical development? The human machine. General review and study of human anatomy as a whole. Purpose to give clear basis for further lessons. This lesson had better be given pupils in separate divisions. Diagrams and charts should be studied and made by the pupils if there is time. *The Health of Home and School Leaflet, State Department of Health, Augusta, Maine.HEALTH EDUCATION 141 Lesson IV. L. 16,31, 13 Lesson V. L. 2, 3, 5, 7, 8. Lesson VI. L. 9, 10, 11, 21. Lesson VII. Biology laboratory to assist. Parts of the machine. The lungs. Importance of breathing to activity and health. Chest and lung measurements. Breathing exercises and their effect. Deep breathing as a habit. Ventilation—its importance for sleeping rooms and all other places. Note the correlation here with physical examination, corrective exercises, health habits and general sanitation. First Aid. Suffocation in general. Special for drowning, gas, electric shocks. (To be repeated later, especially for drowning.) The health score card suggests a form of report for checking health habits. Establish weekly report. Eyesight and hearing tests, utilizing the results. Care of eyes in study, emphasis upon being properly fitted with glasses. Attention of specialists to condition of ears if abnormal. Apply results of eyesight and hearing tests. Dental inspection. Care and treatment of teeth. Care of skin; bathing. Parts of the machine, the heart. General functions. Pulse. Blood pressure, its significance. The heart in activities, strain. The heart in disease; fainting, first aid; fever. The heart in injuries; bleeding, first aid; use of compress and bandage. How disease is contracted. The disease germ and its conditions of development. Relation of physical condition to susceptibility to disease. Preventability of disease.142 STATE OF MAINE—DEPARTMENT OF EDUCATION L. 1, 6, 12, 58. C. * 44, 47, 125, 45, 126, 96, 128, 72, 53. Lesson VIII. Lesson IX. L. 15 Lesson X. L. 12, 17, 19, 20, 23, 30, 46, 127. Lesson XI Colds: prevention, care, community responsibility. Influenza, pneumonia; general symptoms, prevention, treatment and control. Special study of tuberculosis and control. Note extension in Lesson X. Parts of the machine, the digestive tract. Relation of food to health. Essential facts in food composition and diet. Eating habits, school work and athletic development. What to eat, when to eat, how to eat with reference to keeping fit. Anaemia and proper nutrition. Training hints. Use of the athletic tests as a measurement of physical ability. Hindrances to success: effect of eating incorrectly as to what, when and how. Effects of the smoking habit, the chocolate habit. Importance of systematic and regular habits of practice. Short practice periods but regular. See Moore, “Keeping in Condition.” Parts of the machine, the digestive tract. Getting rid of waste; action of bowels, kidneys. Effect on health of right habits as to regularity in freeing the bowels. Sanitary problems, care of the toilets at home and at school. Disposal of waste and sewage. Communicable diseases related to waste and sewage. Prevention and control. The Board of Health, its duties and powers. Importance of universal cooperation. Poisoning, first aid. Parts of the machine, the muscles and bony framework. Importance of posture to health, in giving proper space and freedom to internal organs. Relation of muscles and bones to posture. *The Health of Home and School circular.HEALTH EDUCATION 143 L. 36, 37, 21. Lesson XII. L. 15. Lesson XIII. C. 140 Lesson XIV. Curvatures, incipient and pronounced. Effect of habitual action. Purpose of corrective exercises. Special study of spine, shoulders, feet. Score card on posture; emphasis on the “triple test.” * Sprains and fractures, first aid. Parts of the machine, the nervous system. The organs of the system and their action. Development of control. Importance of reflex action in motor activity, mental and physical. Significance of drill practice in keeping the nervous system in condition. Sleep. Effects of narcotics, stimulants, worry, proper food, exercise. Fatigue, its characteristics, effects and remedies. Crystallizing habit. Safeguarding the present and future. This lesson is optional. It should be taken up only with the consent of the school officers and must be approached with care. Laboratory studies in biology and general science should lead to it. The preceding studies on the nervous system will also furnish an avenue of approach. Topics: heredity as illustrated by the Edwards-Jukes families, etc. Sex hygiene, importance of right living as a personal and social necessity. Social diseases, nature and control. Public protection of health. Pure food laws, scope and operation. Milk, inspection at source of supply, licensing of producers. Water supply, urban and rural. Sewerage, garbage and refuse; disposal, urban and rural. *See Bancroft’s “The Posture of School Children” pages 197 and 238. (Macmillan Co.)144 STATE OF MAINE—DEPARTMENT OF EDUCATION L. 38» 27» 13. Factory inspection and child labor laws. C. 85» 100» Schools, medical inspection, school nurse. 130. Regulations in Maine regarding exclusion from school, dosing of schools, duty of children. Work of local and state health departments. Special activities; saving of young children, safety first in industries; open air schools. ' Bibliography (Physiol.-Hygiene) Davison, “Health Lessons Book II.” American Book Co. Emerson and Betts, “Hygiene and Health”. Bobbs-Merrili Co. Fisher and Fisk, “How to Live”. Funk and Wagnalls Co, ■ Gulick Series. Ginn & Co. Hood, Mary C.» “For Girls and the Mothers of Girls”. Bobbs-Merrill. Hutchinson, “The Woods Hutchinson Health Series”, Houghton, Mifflin Co.HEALTH EDUCATION 145 Jewett, “The Next Generation”. Ginn & Co. Jewett, “Health and Safety”, “The Body at Work”, “Town and City”, “Control of Mind and Body”. Ginn & Co. Kinne and Cooley, “Shelter and Clothing”. Macmillan Co. Lowery, E. B., “Confidences”, “Herself”, “Himself”, “Truths”, Forbes & Co. Mosher, “Health and Happiness, A Message to Girls”. Funk and Wagnalls, Chicago. Norsworthy and Whitley, “Psychology of Childhood”. Overton, “General Hygiene”. American Book Co. Pyle, “Personal Hygiene”. W. B. Saunders Co., Philadelphia. Bitchie, “Primer of Sanitation”. World Book Co. Ritchie, “Human Physiology”. World Book Co. Shaw, “School Hygiene”. Macmillan Co. Terman, “The Hygiene of the School Child”. Houghton, Mifflin Co. Tuttle, “Principles of Public Health”. World Book Co. Willard, “The Wonderful House That Jack Has”.. Macmillan Co. Walters, “Principles of Health Control”. D. C. Heath. Winslow, “Healthy Living”. Chas. E. Merrill Co. Wiley, “Wiley’s Health Series” (three books). Rand, McNally Co. THE HEALTH PROJECT “The outlook for the next generation of adults in the struggle for life and happiness lies in the protection through education we insure to the children of this generation.” “Mere knowledge about health is not sufficient for making healthy citizens. Children must be trained in definite health habits.” The following resolution was adopted in the Department of Physical Education of the National Education Association: “Whereas, effective health instruction of children depends not only upon their knowledge of the laws of health, but more especially upon the inculcation of habits of right living, and “Whereas, the Modern Health Crusade system of instruction provides an incentive for the child to acquire health habits, “Be it Resolved, that the National Educational Association recommends the adoption by the elementary schools of such a system of health instruction as the Modern Health Crusade.”146 STATE OF MAINE—DEPARTMENT OF EDUCATION Brief Explanation The health project in Maine is carried out by using the plan known as the Modern Health Crusade. This course does not take the place of established courses in physiology, hygiene, sanitation and physical training. It gives vitality to these subjects, by laying the stress upon the application of the knowledge to the child’s daily conduct. The child “learns by doing” certain definite health “chores” daily. Aim The object of this plan is to interest the child in forming health habits, not only for the prevention of disease, but also for the promotion of health. A habit is safer than a rule. As health habits cannot be formed in a day, a week or even a year, this course should be carried out through several grades, with daily attention. The value of health as a direct motive is not sufficient to arouse the child’s will to act. In providing a motive the “Crusade” plan follows the principles of child psychology by introducing the play element into the practice of hygiene. “It transforms the romance of the medieval crusade to a present day quest,” affording an opportunity to the child to become a part of the great national army of Modern Health Crusaders, now numbering about seven million school children banded together to make a united stand against dirt and disease. As knights of old won their titles and rewards, so these boys and girls may win theirs in the new chivalry of health knighthood. By faithfully performing the health “chores” each day, and by keeping the daily record of such on printed forms called “folders or chore records”, the pupil may qualify as a modern health crusader and through his own effort may win the titles and insignia of page, squire, knight and knight banneret. Maine Methods 1. Grades I, II and III. 2. Grades IV, V and VI. 3. Grades VII, VIII and IX. 4. One-teacher schools.HEALTH EDUCATION 147 Grades I9 II and III Materials: one “Roll of Health Knighthood”, (two if more than forty pupils) for each room. This wall chart also contains space for the weight record. One or more boxes Dennison gummed labels in form of circles to use on wall chart. (These fit the space better than other stickers.) One certificate for each pupil, optional with room teacher. One folder or record for each teacher and pupil. One manual for each teacher. Time: Daily attention (time to be taken from regular hygiene period.) Methods: The teacher, using the chore-folder as a guide, should write one chore on the board expressed as best adapted to her pupils. She should talk over the best ways of doing the health chore, each day asking those who have faithfully done the chore to stand. Daily inspection is essential to good results. One new chore should be added to the board list as the pupils qualify. As a special honor for faithful work done by pupils for two weeks, write the pupil’s name on the wall chart placing two stickers in “page” column to indicate two week’s work. Add stickers for each week of good work done. An advanced third grade might follow methods of IV, V and VI, using primary folders. Suggestions: Some teachers have made a very attractive set of chores on heavy cardboard, hand printed, and illustrated with cut-outs to use. This would be a good project for upper grades. Attractive pamphlets on health subjects are given from time to time by the Metropolitan Life Insurance Company. Health Alphabets, Nursery Rhymes, and other pamphlets that would interest young children on the health subject may be obtained from the Child Health Organization, 156 Fifth Avenue, New York. Grades IV, V and VI Materials: One “Roll of Health Knighthood” with chance for weight record, for each room. (Two if more than forty pupils.) One or more boxes of Dennison’s gummed labels, light blue, orange, crimson, purple or dark blue. One teacher’s manual.148 STATE OF MAINE—DEPARTMENT OF EDUCATION One certificate, one knight button, one knight banneret button or pin, six standard folders for thirty-week course, three for fifteen-week course, for each pupil. Average cost for year’s course about five cents per pupil. Methods: A week or more should be spent on preliminary work connected with the subject; the crusades of medieval times, the qualifications and daily life customs of page, squire, knight and knight banneret; the significance of the name Modern Health Crusade; a little about the origin of this new crusade and why it is needed; a thorough discussion of the health chores and how to qualify for a crusader; an understanding of all the printed matter on the folder. Eva March Tappan’s “When Knights Were Bold”, “Page, Esquire and Knight”, and “King Arthur’s Court” published by Ginn & Company, and “The Perfect Gentle Knight” by Hester Jenkins, World Book Co., Yonkers-On-Hudson, New York, may be consulted for information on the subject. The Records: Each pupil should keep the folder, when not in use, between the leaves of some text-book. Each pupil marks record daily in school at regular period, perhaps after morning exercises, marking the record for the previous day, i. e. on Tuesday marking the record in Monday column, on Monday marking the record in Saturday and Sunday columns from memory. No record need be kept of practice of chores at home during longer vacations, unless the pupil wishes a folder for that purpose. Length of Course: Thirty weeks with the following time or fifteen weeks as given on the folder. Preference is given to the thirty-week course. Page—four weeks averaging fifty-four chores or more each week, pupil’s name should be written on wall chart and a light blue circle placed in the “page” column. Squire—six weeks, orange circle should be placed in “Squire” column, pupil receives also the certificate. Knight—ten weeks, receives “Knight” button, and crimson circle should be placed in the Knight column. Knight Banneret—ten weeks, receives “Banneret” button or pin, and a purple circle should be placed in the Knight Banneret column. The number of weeks in which fifty-four chores must be averaged by pupil need not be consecutive in order for him to receive the rewards. At the end of the week if total does not reach that number the week is dropped out in the counting for honors.HEALTH EDUCATION 149 Grades VII and VIII Materials: Use Senior folders instead of Standard. Methods. Follow the methods as given under grades IV, V and VI the first year the work is started. If these pupils as a class have taken the course in lower grades the method should be optional with teacher. Sometimes in these grades it is well to have the records marked at home and brought to school every Friday for inspection. There is an advanced course called Round Table suitable for these grades which is explained in the manual. One-Teacher School The course as given for grades IV, V and VI should be followed for all pupils in the room. The older pupils may help the younger children with the keeping of the records. The noon lunch period offers a good opportunity for practice of the health chores that apply. General suggestions: The Modern Health Crusade offers a great opportunity to the teacher for real service to her pupils, and should help to remove the impression from the public mind “that school work seems to be apart from life rather than a part of life.” The result aimed at must be ever in the teacher’s thought, to train every pupil in these habits of life which are essential to the best possible physical development. The foundation of health is laid in the early years of childhood. The teacher must enter into the spirit of the health game with her pupils. The whole success of the crusade plan lies in the hands of the teacher, and her interest, enthusiasm and daily vigilance are the great factors in carrying on the work. Daily inspection or at least semi-weekly should be a part of the course. The teacher should be prompt in giving the rewards when earned. She should lay great stress on the necessity of being honest in the report of the chores. Outline for Daily or Semi-Weekly Inspection Class Attention. Note the following points: 1. Cleanliness and order of blouses, dresses, shirts, collars. 2. Order of arrangement of hair ribbons and cleanliness of same.150 STATE OF MAINE—DEPARTMENT OF EDUCATION 3. Hair; neatness, arrangement and cleanliness. 4. Clean handkerchief displayed. 5. Posture. Individual inspection. Sleeves rolled back, hands and arms placed on desks palms down. 1. Hands and arms for cleanliness and rash. 2. Nails for care, cleanliness and biting. 3. Teeth displayed. 4. Face, neck and ears for cleanliness. Suggestions for Organization Health Officer or Officers: 1. To open schoolroom windows wide and air room thoroughly at daily periods. 2. To consult room thermometer at stated periods to see that desirable temperature is kept. (65 to 68 degrees) 3. To see that pupils do their part in keeping room, toilets and yards clean and neat. 4. To assist teacher in daily inspection. 5. To see that weight record on wall chart is attended to. 6. In schools where no other provisions are made, to have charge of the drinking water. The pail should be kept covered, and pupils should not dip cups into it. The water should be poured from a pitcher or dipper into the cups. A captain for each room: 1. Who shall try to keep up interest of class by arranging, with help of teacher, contests, national, state and local. 2. Who shall be ready at any time with a report of the class standing in health knighthood. 3. Who shall have charge of wall chart, keeping record up to date; shall see that all the folders when filled are filed for reference. 4. Who shall have charge of ceremonies connected with the degree of Page, Squire, Knight and Knight Banneret. A captain may also be chosen for each town through whom the State Director may keep in touch with the crusade work. Other health projects adapted to the various schools and communities may be carried out. These should consist of vigorous out door exercise as hiking, gardening, tennis, bird walks, swimming, rowing, bicycling, horseback riding, skating, skiing, snow-HEALTH EDUCATION 151 shoeing, home chores, etc. Many of these can be done outside of school hours under the direction of some member of the faculty or a scout master, campfire leader, or interested, reliable person in the community, and credit should be allowed for the time spent or the goal acquired, on the physical education program of the school. Suggested List for Correlation English:—health subjects for compositions, original health rhymes, health alphabets, booklets. Drawing:—posters to illustrate health “chores” by mounting cut outs (from advertising pages in magazines) or by free hand drawing. Dramatics:—ceremonies for conferring degree of knight; health playlets. History:—crusades of medieval times, Knights of Round Table, daily life and qualifications of page, squire, knight and knight banneret. Note: About 7,000,000 school children in the U. S. are now receiving intensive instruction in health habits through the Modern Health Crusade, inaugurated and promoted by the national, state and local tuberculosis associations; in Maine by the Maine Public Health Ass’n., from whose office all supplies for the crusade work are distributed. The course in the schools is supervised by a state director who should be consulted for information concerning this health project.INDEX Pages Activities.................... 28-92 Game skills.................. 64 Mass contests................. 65 Self-testing activities....... 65 Stunts................ 66-120-121 Activities for boys...85-87-93-120 Activities for girls..85-86-93-120 Age aim charts...............117-118 Aim............................... 7 Athletics................. 63-86-103 Badge tests................... 86-87 Bibliographies.................. 116 Activities.................... 98 Athletics...................67-98 Formal gymnastics............ 116 Games...................... 50-63 Rhythmic plays.....45-58-76-103 Rural Schools................. 29 Story plays................... 34 Causes of poor posture........... 20 Class organization............... 90 Correction of posture............ 22 Credit........................... 10 Drag net examination............. 19 Equipment...............14-23-29-116 Examiner....................... .. 14 Fall and Spring activities..85-93 Feet............................. 23 Formal gymnastics............... 105 Balance exercises............ 112 Corrective exercises......... 112 Hygienic exercises........... 113 Mimetic exercises............ 113 Natural exercises............ 114 Formations....................... 91 Forms and Blanks...............15-16 Games Black Game................... 108 Cat and Rat................... 47 Catch Ball.................... 60 Circle Ball..............*. . . 48 Circle Rush................... 77 Dodge Ball.................... 59 End Ball...................... 78 Pages Fish and Net................ 59 Games for Rural Schools.... 26 Herr Slap Jack.............. 48 Japanese Tag................ 48 Newcomb..................... 61 Pass and Toss Relay......... 77 Relay Passing Game.......... 59 Schlag Ball................. 80 Schoolroom Basketball.......... 84 Squirrels in Trees.......... 46 The Miller is Without....... 61 Health Examination............. 14 Health Inspection.............. 13 Hearing Test................... 18 Height-weight Records........15-16 Laws............................ 9 Manufacturers...............17-116 Marching...............31-50-69-89 N omenclature................. 105 Nutrition................... 14-21 Objectives.................... 7-8 Pageants, rural school......... 27 Periodicals................... 116 Posture........................ 20 Posture test................... 66 Relief drills..............105-114 Rhythmic Plays Ace of Diamonds............. 52 Baby‘s Boat................. 38 Children’s Polka............ 42 Chimes of Dunkirk........... 40 Crested Hen................. 51 Gathering Peascods.......... 69 Hippity Hop to the Barber Shop...................... 41 How D’ye Do My Partner. . . 39 Krakoviak................... 75 Little Pony................. 44 Maypole Dance............... 75 Minuet..................... 101 Muffin Man.................. 43 Pop Goes the Weasel......... 55 Rain........................ 37 Rhythms..................... 35INDEX 153 Pages Pages Ribbon Dance ... 72 Going for Christmas Trees. .. 33 Swedish Clap Dance . . . 53 Kites 34 The Hatter .. . 99 Snow Play 31 Troika .. . 56 Soldiers 33 Rural Schools . . . 26 Suggested lists Sample Lessons . . . 94 Activities 64-85-92-93 Basketball . . . 95 Contests 65 Formal gymnastics. . . 105-108-112 Games . . 49-63-85 Life activities .. . 94 Rhythmic Plays. . 35-45-58-76-102 Team practice . . . 94 Rural School Games. . 27 Tumbling .. . 97 Skills 64 Sanitation .. . 23 Story Plays 31 Scope of health examination . . . 14 Stunts 66 Sight test . . . 17 Suggestions for teachers. . .30-31-32- Signs of disorder . . . 13 35-46-63-68-88 Skating tests . . . 26 T actics 68-89 Snow events . . . 26 Time requirements. . . 9 Standards of attainment.... Time tables . . . 119-120 30-68-88-117-118 Weekly Program 30 Story plays Winter Activities . . 24-85-93 Birthday Party .. . 33 Winter Sports, 24 INDEX- -PART III Pages Pages Accidents ... 128 Good Air 124 Alcohol 133-138 Health Chores 148 Bibliography 139-145 Health Project 145 Body Waste ... 133 Human Machine 140 Care of the Body 131-132 Materials for Crusade. .. , . . . 147-148 Causes of Disease ... 134 Narcotics 138 Circulatory System ... 137 Nervous System 138 Cleanliness 122-131 Organization of Crusade, 150 Correlation of health ... 151 Parts of the Body 130 Crusade ... 145 Record Card (Health Chores).. 146 Daily Inspection ... 149 Respiratory System.... 138 Digestive System ... 137 Rest 125 Excretory System ... 138 Sample Lessons 140 Exercise 124-132 Sanitation 135 First Aid ... 135 Suggestions .. .. 136-139 First Aid Kit ... 135 Taking Medicine 128 Food 126-133 This book is a preservation facsimile. It is made in compliance with copyright law and produced on acid-free archival 60# book weight paper which meets the requirements of ANSI/NISO Z39.48-1992 (permanence of paper) Preservation facsimile printing and binding by Acme Bookbinding Charlestown, Massachusetts 2011