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PHYSICAL TRAINING 
 
 FOR THE ELEMENTARY SCHOOLS 
 
 GYMNASTICS, GAMES, AND 
 RHYTHMIC PLAYS 
 
 BY 
 
 LYDIA CLARK 
 
 DIRECTOR OF PHYSICAL EDUCATION 
 ILLINOIS STATE NORMAL UNIVERSITY 
 
 oh TToXX dXXa ttoXv 
 
 BENJ. H. SANBORN & CO. 
 
 CHICAGO NEW YORK BOSTON 
 
 I917 
 

 Copyright, 1917, 
 By BENJ. H. SANBORN & CO. 
 
 / 
 
 MAY 25 1917 
 
 J. S. Gushing Co. — Berwick & Smith Co. 
 Norwood, Mass., U.S.A. 
 
 ©Ci.A4G2658 
 ^^ _ / 
 
FOREWORD 
 
 The interest in physical education is a feature of the general conservation 
 movement that has aroused the American people in recent years. Surely 
 there is no greater national resource than the health and physical vigor of the 
 people. This movement has taken four leading forms in our schools : 
 
 1. Better sanitary and hygienic conditions in school buildings. 
 
 2. Medical inspection, with adequate remedy for individual physical 
 defects. 
 
 3. Instruction in personal and public hygiene. 
 
 4. Physical training as a means of physical development. 
 
 Play is nature's method of developing the nervous and muscular mecha- 
 nisms that give control of the body. As children advance in age, they turn 
 from the spontaneous friskings and gambolings of all young life, to games of 
 cooperation involving intellectual and social elements. The mere joy of 
 muscular exercise is forgotten in the effort to secure the object of the game. 
 Imitation, emulation, rivalry, the most persuasive human motives are enhsted. 
 But games have moral values quite equal in importance to their physical values. 
 Cooperation, courtesy, self-control, a spirit of fairness are vital in well- 
 conducted games. Hence the modern school is provided with a spacious 
 playground equipped with suitable apparatus ; for it is recognized that air, 
 sunlight, companionship, and play are essential conditions of growth and 
 development. 
 
 In all ages, rhythmic exercises have appealed to the sons and daughters of 
 men. The very constitution of our nervous and muscular systems demands 
 alternate tension and relaxation. When the^e are accurately timed, there is 
 absence of fatigue and the maximum of physical benefit. That these activi- 
 ties are enjoyed is nature's testimony that they are normal and wholesome, 
 if carried on in moderation and with due regard to the proprieties of life. 
 They give smoothness, grace, and harmony to the carriage and movements 
 of the body. For girls they are probably the best form of physical training. 
 
iv FOREWORD 
 
 If man lived in the open air, as his ancestors lived for countless generations, 
 the ordinary industrial and social activities of life would probably secure ade- 
 quate bodily development. But man now leads an artificial life. His occu- 
 pations are largely indoors. Bad air, noise, dust, soot, lack of exercise, and 
 other conditions of city life demand a larger measure of vitality, physical en- 
 durance, and constitutional vigor than the spontaneous activities of childhood 
 afford. Even our school life is artificial ; the enforced confinement, the long- 
 continued sitting, the cramped postures demand positive corrective measures. 
 These are to be found in the light gymnastics, adapted to schoolroom condi- 
 tions, that fill the lungs, quicken the circulation, square the shoulders, improve 
 the carriage, establish muscular control, and invigorate the whole system. 
 
 This book undertakes to furnish to the teacher specific directions for all 
 these forms of physical activity. It is believed that teachers with Httle train- 
 ing in this field may by faithful study of these directions secure most gratifying 
 results alike in the physical improvement of the pupils and in the general 
 toning-up of the entire school life — even if they spend upon this work in 
 schoolroom and playground no more than the *' one hour per week " required 
 
 by the school law of Illinois. 
 
 DAVID FELMLEY. 
 Illinois State Normal University, 
 Normal, Illinois. 
 
 ACKNOWLEDGMENTS 
 
 Especial acknowledgment is due to Miss Lora M. Dexheimer for her un- 
 tiring assistance and encouragement which alone have made the book possible ; 
 to Miss Ethel S. Drummond for collecting and arranging the music for the 
 rhythmic plays ; to Miss Gertrude Baker for testing and verifying the gym- 
 nastic lessons and rhythmic plays. 
 
 The inspiring teaching of Dr. Louis Collin and Dr. William Skarstrom has 
 been of great value in the writing of the gymnastic lessons. 
 
 Thanks are due also to A. Flanagan & Company for the permission to use 
 the music for '* Ladita'* and ** The Mountain March (Norwegian).'' 
 
 LYDIA CLARK. 
 Normal, Illinois, 
 
 February, 1917. 
 
CONTENTS 
 
 Figure i, Minuet . Frontispiece 
 
 PAGE 
 
 Foreword iii 
 
 Directions for Teaching the Lessons : i 
 
 Formal Gymnastics . . . . . . . . . 3 
 
 Games 15 
 
 Story Plays 16 
 
 Rhythmic Plays 18 
 
 Rural Schools .......... 19 
 
 First Grade : 
 
 Story Plays . . . . . . . . . .21 
 
 Games .45 
 
 Rhythmic Plays 56 
 
 Second Grade : 
 
 Story Plays 70 
 
 Games . . -93 
 
 Rhythmic Plays ......... 103 
 
 Third Grade : 
 
 Gymnastics 116 
 
 Games . . . . . . . . . . .149 
 
 Rhythmic Plays . . . . . . . . .157 
 
 Fourth Grade : 
 
 Gymnastics . . . . . . . . . .169 
 
 Games ........... 192 
 
 Rhythmic Plays .199 
 
 Fifth Grade : 
 
 Gymnastics 216 
 
 Games . . . . . . . . . . .238 
 
 Rhythmic Plays 248 
 
 V 
 
vi CONTENTS 
 
 PAGE 
 
 Sixth Grade : 
 
 Gymnastics . . . . • . • . . . 260 
 
 Games . . . . . . . . . . . 281 
 
 Rhythmic Plays 287 
 
 Seventh Grade : 
 
 Gymnastics .......... 301 
 
 Gymnastics — Wands . . . . . . . -315 
 
 Games ........... 338 
 
 Rhythmic Plays ......... 345 
 
 Eighth Grade : 
 
 Gymnastics . .• . . . . . . . . 358 
 
 Gymnastics — Dumb-bells ....... 368 
 
 Games ........... 386 
 
 Rhythmic Plays . . . . . ... . . 395 
 
 Index 409 
 
DIRECTIONS FOR TEACHING THE LESSONS 
 
 Aims. The aims of physical education are, briefly stated, 
 fourfold: (i) To improve the general health; (2) to im- 
 prove the posture; (3) to cultivate a spirit of fairness, as 
 well as a love of sport ; (4) to improve the carriage and 
 develop grace of bodily movement. 
 
 The means used to obtain these ends are also fourfold : 
 (i) The teaching of hygiene; (2) formal gymnastics; 
 (3) games; (4) rhythmic plays. Each one of these has a 
 special place and value, and should be counted as a part 
 of the whole in the physical education of children. 
 
 Time for the Work. Fifteen minutes daily is the 
 minimum. This should be divided into three five-minute 
 periods in the three lower grades, while in the upper grades 
 the work should be given in two periods. The work should 
 be planned for the longest sitting periods, so that fatigue 
 will be relieved. 
 
 In the two lower grades the work consists of games, 
 story plays, and rhythmic plays. In the third grade, simple 
 forrtial gymnastics should be introduced, and the time 
 should be divided among gymnastics, rhythmic plays, and 
 games. In the seventh and eighth grades the boys and 
 girls should be separated, if possible, and more rhythmic 
 work given to the girls, while the boys are given games and 
 athletics. (See ^'Handbook of Athletic Games," by Ban- 
 croft and Pulvermacher.) 
 
 About five days should be spent on one gymnastic lesson, 
 alternating with rhythmic work and games, making the 
 work cover about two weeks' time. The children should 
 
2 PHYSICAL TRAINING 
 
 never be drilled until they are letter-perfect, no matter what 
 the form of work may be. The joy and interest will be 
 taken away, and little good will result from the extra drill. 
 
 The length of time that a story play may be repeated 
 will depend on the interest of the children. (See Story 
 Plays, page i6.) 
 
 Place to Give the Work. The ideal place to give the 
 work is in the open air. Whenever possible the children 
 should be taken to the playground for their physical train- 
 ing. If there is a cement walk in front of the school it 
 will make a good place for the gymnastics and rhythmic 
 plays, although a grass surface may be used with excellent 
 results. The corridors or playroom of the school may or- 
 dinarily be used in bad weather. 
 
 There are many methods of arranging the class for gym- 
 nastics. The following is the simplest and quickest way. 
 The children march in single file around the room and 
 across the rear end, make a quarter-turn facing the front 
 of the room, march four abreast down the center of the 
 room followed by other groups of four in turn. The class 
 marks time in place until all are in four lines. As they 
 are marking time they may raise their arms to the sides 
 (shoulder level) and secure distance for work. The com- 
 mand, ** Class, halt! " is given, and the lesson is begun. 
 
 It is a good plan to precede the lesson proper with march- 
 ing. The pupils may march down the center of the room 
 in twos. On reaching the front the first couple passes to 
 the right, the next couple to the left, followed by the rest 
 in order. When the first two couples meet at the rear 
 they make quick quarter-turns, face front, and march 
 down in fours. The first four on reaching the front turn 
 to the right, the second four to the left, etc. ; on meeting 
 at the rear they come down in eights. The gymnastic 
 
DIRECTIONS FOR TEACHING THE LESSONS 3 
 
 lesson may be given with the class in this formation, or 
 the marching may continue, in reverse order, until the 
 class is marching in couples or in single file. 
 
 In the marching, work for correct posture, but easy 
 carriage. When marching together pupils should march 
 shoulder to shoulder, and should turn square corners. 
 
 The gymnastic lessons have been written as if intended to 
 be given in a schoolroom. This is because in the majority 
 of schools there is no other space to be had. When a 
 gymnasium or playground is available, the work may be 
 taught in either place. 
 
 Open Windows. Whenever the work is given indoors, 
 open the windows. Face the pupils toward the windows 
 for the breathing exercises. 
 
 Alternate Rows Face the Back of the Room. This means 
 that the even-numbered rows face the back of the room. 
 In marching serpentine fashion, the leader of the first odd- 
 numbered row marches forward around the room, then 
 up and down the aisles followed by the rest of the class. 
 
 Shoes. All children should wear a tennis shoe or other 
 soft shoe for the work. If pupils are unable to afford this, 
 socks may be purchased for a few cents, or they may be 
 made in class out of canvas. These are to be worn over 
 the stockings when the shoes are removed. 
 
 FORMAL GYMNASTICS 
 
 Gymnastics which are performed in response to com- 
 mand are known as formal gymnastics. 
 
 The aims of each gymnastic lesson are three-fold, and 
 are produced as follows: (i) Educational effect is secured 
 in. quick response to commands; (2) the corrective effect 
 is sought by stimulation of habits of good posture and in- 
 sistence on correct execution of each gymnastic movement ; 
 
4 PHYSICAL TRAINING * 
 
 (3) a hygienic effect is produced by rapid repeated contrac- j 
 tions of large groups of muscles — which is followed by 
 deepened breathing and quickened circulation. 
 
 Each aim must be achieved in every gymnastic lesson, 
 otherwise the lesson will be incomplete. The first aim 
 can be secured only by giving the commands in clear, crisp 
 voice, so that the pupils will hear, understand, and respond 
 with quick precision. Special emphasis should be placed 
 on rapid response in the order exercises. 
 
 The second aim can be accomplished by insistence on 
 correct position of the body throughout each gymnastic 
 movement, with complete muscular contraction of the 
 part exercised, and by many repetitions. 
 
 Good Form. This consists in correct position of the entire 
 body as well as the exercised part. Good form must be 
 insisted on if a corrective effect is desired. 
 
 The head, arm, and trunk exercises are especially im- 
 portant because of their corrective value. 
 
 To accomplish the third aim, large groups of muscles 
 must be brought into play until the breathing is deepened 
 and the circulation is increased. The precipitant exercises 
 are chiefly of hygienic value. The number of repetitions 
 of any exercise should not be so great that prolonged fatigue 
 results. 
 
 Commands. In order that a group of people may work 
 in unison, a command must be used. A gymnastic com- 
 mand consists of three parts: (i) The preparatory word 
 or phrase; (2) a distinct pause; (3) the executive word. 
 Take for example, ** Hands on hips" — place! The first 
 part '' Hands on hips " prepares the pupil for what is to 
 come ; the pause gives time for the impulse to travel to 
 and from the brain, and "place!" is the final signal for the 
 execution of the movement. 
 
DIRECTIONS FOR TEACHING THE LESSONS 5 
 
 The pause is always indicated in print by a dash, and the 
 executive word by heavy type. 
 
 The executive word should always be given in a clear, 
 forceful tone. The voice need not be pitched high, but 
 the class should be made to feel the force and power behind 
 the tone. 
 
 A pause is never used in the command. Class, halt! as 
 two movements follow the final executive word. 
 
 Form. The command may be used with the verb in 
 the imperative, as. Trunk forward — bend! Raise! or 
 with a present participle and numerals : Trunk bending 
 forward — one ! Two ! 
 
 Rhythm. A rhythmic exercise is one that is repeated 
 several times with but one command given as a start. It 
 is started by the word Go!, and Stop! is used to conclude 
 the movement, unless it is to be repeated a stated number of 
 times. For other u^es of ^' Stop! ^' see 3, lesson 2, page 120. 
 
 There are two types of rhythm. In the first, which is 
 known as even rhythm^ the time for execution of the move- 
 ment and the time for which the position is held are equal. 
 In the second type, known as irregular rhythm^ the move- 
 ment is performed quickly, and in a shorter space of time 
 than that devoted to holding the position. The latter type 
 is introduced in the sixth grade. 
 
 Time-markers. In order to secure good rhythm, it is 
 necessary that the teacher count as the movement is per- 
 formed. The children also should count when they are 
 learning an exercise. Later, they may simply count to 
 themselves. Counts used in this fashion are known as 
 time-markersy and should not be confused with a numeral 
 command. A command is always given before the response 
 to the movement ; time-markers are always given with the 
 movement. 
 
6 PHYSICAL TRAINING 
 
 Admonitions. The classes may be stimulated to more 
 forceful and better work by the use of what is known as 
 an admonition. For example, '' Backs flat ! " ''Heads up! " 
 hand clapping, and many other devices which will wake 
 up the class are examples of such stimulation, and should 
 be used frequently to secure good work. 
 
 Demonstration. In teaching an unfamiliar gymnastic 
 exercise, it is necessary to demonstrate and explain the 
 exercise at the same time, in order that the class may gain 
 a clear mental picture of what is wished. The teacher 
 should be exceedingly careful that she demonstrates with 
 good form, as the children are gaining from her example 
 an idea of the way the exercise should be performed. If 
 the movement is to be executed with force, the demonstra- 
 tion must be vigorous and forceful. 
 
 It will be necessary for the teacher to perform the exercise 
 with the class two or three times, but- this should not be 
 continued, or the class will soon come to depend upon the 
 teacher and the work will be merely imitative. 
 
 Cues. When the class has a working knowledge of an 
 exercise, it will no longer be necessary to demonstrate the 
 movement, but simply to give a quick slight suggestion of 
 it during the preparatory part of the command. If it is 
 knee bending, for example, bend the knees and immediately 
 return to position, as the word *' knees" is spoken, then 
 follow this by the executive word, '' Bend! " 
 
 Anticipation of Commands. A common fault of inex- 
 perienced teachers is to allow the children to anticipate the 
 commands. This is often due to the fact that the teacher 
 is shortening the pause in the command. Again, she is 
 performing the exercise as she gives the command. As a 
 result, the children watch the teacher, imitate the movement 
 as best they can, and do not wait for the executive word. 
 
DIRECTIONS FOR TEACHING THE LESSONS 7 
 
 Number of Repetitions of an Exercise. This is something 
 that cannot be done by rule. The three aims must be kept 
 in view, and the class must be worked hard, though not 
 to the point of exhaustion. Put vigor into the lesson and 
 push it through with as few pauses as possible. A breath- 
 ing exercise takes about twelve seconds, — six for inhala- 
 tion and six for exhalation. 
 
 A breathing exercise should never he performed in rhythm. 
 
 Fig. 2. — Gymnastic sitting position. 
 
 Good Gymnastic Sitting Position. The feet are squarely 
 upon the floor, the backs are away from the seats, the 
 hands are grasping the near corners of the desks, and the 
 pupils sit to make themselves as tall as possible. (Fig. 2.) 
 
8 
 
 PHYSICAL TRAINING 
 
 Fundamental Standing Position. This is an active gym-f 
 nastic position which is taken when the command *' Class, 
 — attention!" is given. The feet are placed parallel and 
 about three or four inches apart ; the weight is equally 
 divided upon the balls of the feet; the knees are straight; 
 
 the hips are back ; the 
 chest is over the toes ; 
 the head is erect, and 
 the palms are placed 
 against the outer sides 
 of the thighs. The 
 
 Fig. 3. — Fundamental standing position. 
 
 Fig. 4. — Position of feet 
 in fundamental standing posi- 
 tion. 
 
 muscles are tense. 
 The teacher should try 
 to impress the pupil 
 with the sense of feel- 
 ing '^tall." This is 
 the position that the 
 
 pupils should maintain from the beginning through the 
 entire execution of a movement until a command to relax is 
 given. (Fig. 3 and Fig. 4.) 
 
 Always bring the body back to the fundamental standing 
 position at the end of an exercise with the crisp command, 
 ** Position!" (If the class has been given a breathing 
 
DIRECTIONS FOR TEACHING THE LESSONS 
 
 exercise with the arms placed in a certain position, the 
 arms should be stretched forcibly down to the sides on this 
 command.) 
 
 Relaxed Standing Position. This is an easy standing 
 position, and is taken at the command, '' In place — rest! " 
 It is necessary during 
 the lesson to allow the 
 class to assume a po- 
 sition which is less 
 tense than the funda- 
 mental standing posi- 
 tion. This is known 
 as the relaxed stand- 
 ing position (Fig. 5). 
 The teacher should 
 bear in mind that this 
 is never a poor stand- 
 ing position. The left 
 foot is placed to the 
 side, the weight being 
 equally divided upon 
 the two feet, and the 
 muscles are somewhat 
 relaxed. 
 
 When to Use the 
 Relaxed Position. 
 (i) After a strenuous 
 exercise, when the class shows fatigue ; (2) during a 
 long demonstration of a new exercise. (3) When many of 
 the class are standing poorly the command ** In place — 
 rest! " may be given and followed by the command *' Class 
 — attention!" which pulls the entire class up to a good 
 standing position. 
 
 Fig. 5. — Relaxed standing position. 
 
lO PHYSICAL TRAINING 
 
 When Not to Use Relaxed Standing Position, (i) After 
 each exercise. (2) To look up the next exercise in the 
 lesson. (This should not be necessary.) (3) For brief 
 explanation or demonstration. 
 
 Form of Gymnastic Lesson. The following form is fol- 
 lowed in a gymnastic lesson, so that every part of the body 
 is exercised during the lesson. The entire lesson should 
 always be given. 
 
 1. Order. These exercises require considerable mental 
 alertness and little muscular work. They are given to 
 stimulate the class and prepare them for the work to come. 
 Exercises which have been previously given as leg move- 
 ments, and have been mastered, are later often given as 
 order movements. 
 
 Quick response to command must be insisted upon. 
 
 2. Head. These exercises are given to strengthen the 
 muscles which hold the head and chest in good position, 
 and with the exception of head twisting and bending to 
 the side, are always accompanied by breathing. The cor- 
 rective aim should be kept in mind while giving these 
 exercises. 
 
 3. Leg. These exercises bring muscles of the lower part 
 of the body into play. The teacher should keep the hygienic 
 aim in mind, and there should be many repetitions of the 
 command. 
 
 4. Arm. These exercises strengthen the muscles of the 
 arms and shoulder girdle, and should be of great corrective 
 value. Good form should be insisted upon. Arm and leg 
 movements are generally combined in the upper grades. 
 
 5. Trunk. The large muscles of the trunk are here 
 brought into play. The entire group of back muscles are 
 strengthened as well as the muscles of the abdominal wall. 
 Good posture should be maintained throughout the exercise. 
 
DIRECTIONS FOR TEACHING THE LESSONS II 
 
 6. Precipitant. These are rapid movements in which the 
 feet are taken from the floor, as in jumps or runs. They are 
 mainly hygienic in value. 
 
 7. Breathing. This tones the body down to normal 
 after the preceding strenuous exercise, and prepares the 
 pupils for the return to class work. 
 
 8. Balance. In the fourth grade several rhythmical 
 balance exercises or fancy steps have been introduced. 
 These are of hygienic value, as well as excellent training in 
 rhythm. They may be practiced by moving around the 
 room or by advancing toward the front of the room, then 
 facing about and moving toward the rear. 
 
 Introduction to Gymnastic Lesson. Every lesson is 
 introduced by having the children clear the desks, and 
 assume a good gymnastic sitting position. (Fig. 2.) See 
 that this is done quickly and quietly. At the command, 
 '^ Stand/'' the pupils rise, and stand in the center of the 
 aisles. At the command " To physical training seats — 
 run! " division I runs forward to position. (See directions 
 under Posture.) Division II faces the back of the room 
 and runs to seats. When the children are in position, 
 the teacher should then command, '' Class — attention ! ^' 
 and see that all are ready and alert. If the class does not 
 respond, give "In place — rest!'' and try to pull them up 
 with another command, '' Class — attention! " Look at 
 the class from the side ; it is easier then to judge the posture. 
 
 General Suggestions. Know the gymnastic lesson '* by 
 heart ", so that each command is on the tip of the tongue. 
 Walk about the class as the commands are given. Never 
 stand in one part of the room for any length of time, but 
 move about continually. This stimulates the class and 
 brings the teacher into more intimate touch with the 
 pupils. 
 
12 PHYSICAL TRAINING 
 
 Corrections. In a schoolroom these must necessarily be 
 more or less suggestive, such as, ''Make yourself tall", 
 ** Flat backs", " Pull the arms in hard", etc. Many times 
 to call the name of the pupil and point out the fault will 
 prove effective. Walk as near as possible to the pupil and 
 give a suggestion. This must be done rapidly, as the work 
 must not drag, and the class should not hold a fatiguing 
 position for long. 
 
 In the outer aisles many manual corrections may be made. 
 Stand at the back of the pupil and place his body in the 
 correct position. When the arms are bent (Arms upward 
 — bend ! Fig. 1 1), try to pull the arms from the sides ; this 
 will act as a stimulus to the pupil to hold the arms forcefully. 
 
 Posture. Correct posture will not be secured by the 
 teaching of gymnastic exercises alone. The children's 
 interest must be stimulated. They must be made to want 
 to stand erect. Miss Bancroft has written an exceedingly 
 illuminating book, '' The Posture of School Children ", 
 which will be found invaluable. Miss Mabel L. Cummings 
 has written a brief but practical bulletin on the subject, 
 which may be obtained from the Illinois State Normal 
 University, Normal, Illinois. 
 
 The children should be tested individually for correct 
 posture, and graded accordingly. The good posture divi- 
 sion should stand during the gymnastics in one section of 
 the room and be known as '' Division I ", while the poor 
 posture division should be placed together in another 
 section, known as *' Division II." 
 
 A test may be taken each month and the children will 
 watch with interest to see the change in the numbers in 
 each division. 
 
 Vertical Line Test. This test may be given to each pupil 
 while the class is standing in the aisles. Take a long stick - 
 
DIRECTIONS FOR TEACHING THE LESSONS 
 
 13 
 
 (a window-stick is often convenient) and hold it in a vertical 
 position, so that it forms a line from the front of the child's 
 ear to the forward part of the foot. The long axes of the 
 head, neck, and trunk form a straight line. The line so 
 formed by these axes is parallel with the vertical stick. 
 The boy in Fig. 6 A is standing in such a position. 
 
 
 A. Correct 
 standing position. 
 
 Fig. 6. 
 
 B. Fatigue 
 
 standing position 
 
 C. Exaggerated 
 standing position. 
 
 If a line is run from the ear to the forward part of the 
 foot as in Fig. 6 C it will be found that a zigzag line is formed 
 by the axes of the body instead of a vertical line. (See 
 "Posture of School Children '^ Bancroft, page 6.) 
 
 Directions for Correction of Faulty Positions. (Fig. 6.) 
 Never nag children about their posture. Try to get them 
 to look on the work as a game, or as a desirable result to 
 attain. 
 
14 
 
 PHYSICAL TRAINING 
 
 Fatigue Position. {Fig. 6B.) 
 
 General Correction. Try to make yourself tall. Hold the 
 weight over the toes. 
 
 Special Directions. {Fig. 6B.) 
 
 Flat chest. Get the chest over the toes. 
 Forward position of head. Head back, and chin in. 
 Hollow back. Waist in. Stretch up. 
 Exaggerated Standing Position. {Fig. 6 C.) 
 
 General direction. Relax or slump. When this is secured, 
 special direction may be given for the erect position. 
 
 Special Direction. 
 
 Stretch up — waist in. 
 
 Music. The gymnastic lessons are planned to be given 
 without music, with the exception of the wand and dumb- 
 bell lessons of the seventh and eighth grades. 
 
 When gymnastics are accompanied by music much of 
 the desired effect is lost, because in that case the pupil's 
 mind is apt to become fixed on the music and on watching 
 the teacher, since work with milsic must be taught by the 
 imitative method. Music forms an added interest which 
 means that the attention can not be entirely fixed and ready 
 for the execution of each part of the movement, nor as in- 
 tent on directions and unexpected commands from the 
 teacher; hence small corrective value is derived from 
 work of this type. The rhythm used with music must 
 be even instead of irregular; thus much of the desired 
 definiteness and force of muscular contraction is lost. Con- 
 siderable hygienic value may be derived from the latter 
 type of work, although this depends to a great extent on 
 the teacher's power in getting children to work. 
 
 Schottische time should be used for the wand and dumb- 
 bell work. Music should not be used for the head or 
 breathing exercises. 
 
. DIRECTIONS FOR TEACHING THE LESSONS 1 5 
 
 GAMES 
 
 The play of children is at first instinctive and spontaneous, 
 but, like all other instincts, it must be allowed to flourish 
 in the right atmosphere or it dies or becomes warped. 
 Educators have come to realize the need and value of play 
 for children, and are urging the teachers to oversee the 
 play of the pupils in the public schools. 
 
 In the cities, games and plays lose their original character 
 and soon smack of the gutter, unless some man or woman 
 of ideals is near to correct this tendency. In the country, 
 contradictory as it may seem, few games are played. Many 
 of the children live a more or less solitary life, and do not 
 learn how to play and cooperate while at school. 
 
 The teacher should approach the pupils in a spirit of 
 play. No one can be a successful play leader unless he 
 has an understanding of and a love for games. 
 
 A large repertory of games is necessary. If a game is not 
 going well, the teacher should have several others which he 
 can bring forth on the instant. Children are notoriously 
 conservative and take to new games slowly. Often a 
 game which at first was decidedly unpopular will, when 
 introduced at a later time, be played to the exclusion of 
 others. 
 
 It is well to know many of the counting-out rhymes that 
 children in third and fourth grades so love to use in choosing 
 the one who is to be " it". 
 
 One of the players counts out, starting with himself 
 and points to each player in turn until the last word of the 
 jingle is said. The player then pointed at is out. The 
 same is continued until all are out except one, who is '*it'\ 
 
 Counting-out Rhymes. The following counting-out 
 rhymes are quite generally used : 
 
l6 PHYSICAL TRAINING 
 
 1. Eeny, meeny, miny, mo, 
 Catch a nigger by the toe, 
 If he hollers, let him go, 
 Eeny, meeny, miny, mo. 
 
 2. One goes east. 
 And one goes west. 
 And one flies over 
 The cuckoo's nest. 
 
 3. Monkey, monkey, bottle of beer, 
 How many monkeys are there here ^ 
 
 4. Red and white and blue. 
 All are out but you. 
 
 5. Onry, ory, ickory Ann, 
 Filsom, folsom, Nicholas John, 
 Queeby, quaby, English navy, 
 Pease, pause, buck. 
 
 6. Engine, engine, number nine, 
 Running on Chicago line ; 
 
 If she's polished how she'll shine, 
 Engine, engine, number nine. 
 
 STORY PLAYS 
 
 In the first and second grades, the work in physical 
 training should consist chiefly of play ; no formal gymnastic 
 work ought to be given, as the children have neither the 
 muscular cocirdination nor the interest for this type of work. 
 
 Plays which imitate many of the occupations and every- 
 day activities of the life about may be used in a way that 
 will appeal to the imagination of the small child, and will 
 
DIRECTIONS FOR TEACHING THE LESSONS 1 7 
 
 give the necessary amount of exercise. This type of work 
 takes the form of a story, which the pupils act out, and 
 hence is called the story play. 
 
 The plays follow a definite order, so that all parts of the 
 body may be exercised. 
 
 Form of Story Play. 
 
 Movement Example 
 
 1. Stretching. i. Reaching to the shelf for 
 
 a book. 
 
 2. Leg. 2. High-stepping horses. 
 
 3. Head. 3. Looking up in the trees. 
 
 4. Arm. 4. Mowing the grass. 
 
 5. Trunk. 5. Chopping. 
 
 6. Precipitant. 6. Jumping in place to get the 
 
 feet warm. 
 
 7. Breathing. 7. Blowing on the fingers to 
 
 get them warm. 
 
 The story play should be given in such a manner that the 
 imaginative side of the child is alert. The suggestions for 
 movements should come from the children. For instance, 
 the teacher wishes to give a snow play through deep snow. 
 She may introduce the subject by saying '' Let's play that 
 it snowed all last night and the snow is very, very deep. 
 Some one show us how we shall have to walk through the 
 big drifts." Have several children demonstrate before the 
 class. Then proceed by saying, '^ Let's all do it — go ! " 
 
 This work is informal, and while there must be order in 
 the room, each child should work out the movements in 
 his own way as far as possible. 
 
 The story plays may correlate with the daily occupations, 
 and if the above order is followed a teacher may work out 
 and adapt any number of plays of her own. 
 
1 8 PHYSICAL TRAINING 
 
 RHYTHMIC PLAYS 
 
 These plays fill a place in the training of the body that 
 can be supplied in no other way. Aside from the wonderful 
 hygienic value, and the development of rhythm and grace, 
 they provide a simple mode of dramatic expression which 
 is much needed in our hurried commercial life. 
 
 Whenever possible, these plays should be given out of 
 doors. Their hygienic value will be many times increased. 
 When no piano or victrola is available, part of the children 
 may hum the tune, or clap the hands lightly. 
 
 Where space is limited as in a schoolroom, often a play 
 room or the hall can be secured. If this is out of the ques- 
 tion, the movements can often be adapted and performed 
 in the aisles of the ordinary schoolroom. (See page 56.) 
 
 When there is not an equal number of boys and girls, boys 
 may play girls' parts, and vice versa. 
 
 No attempt has been made to follow a definite progression 
 in these rhythmic plays, nor in the games. 
 
 Formations in Rhythmic Plays. The following formations 
 are most commonly used in rhythmic plays : 
 
 Circles. Facing " clockwise " is a circle formation with 
 the pupils ready to proceed in the direction- in which the 
 hands of the clock move. 
 
 Facing " counterclockwise " is the reverse of the above 
 formation. 
 
 Facing '' in '' means facing the center of the circle. 
 
 A circle facing " forward " means in a clockwise direc- 
 tion, but whether clockwise or counterclockwise depends on 
 the wish of the teacher. 
 
 Facing ** each other " means that the pupils face each 
 other by twos. 
 
DIRECTIONS FOR TEACHING THE LESSONS 1 9 
 
 Rows. The pupils stand in lines facing the front of the 
 room, or they may face each other according to the play. 
 
 X X 
 
 o O^ X O X o 
 
 ^o 0+ X O X o 
 
 + + o 
 
 Fig. 7. — Formation for rhythmic plays. 
 A. Single circle. B. Double circle. C Rows. 
 
 RURAL SCHOOLS 
 
 In rural schools many different problems arise concerning 
 the division of work for the physical training. The only fea- 
 sible plan is to divide the work and give the first four grades 
 third grade gymnastics alternating with plays, games, and 
 an occasional story play that will appeal to the younger 
 children. Gradually progress the next year with fourth- 
 grade work. The upper grades may be given fifth-grade 
 work and gradually progress with the sixth and higher 
 grade work. The work of the two divisions should alternate 
 through the week, so that one week one division will have 
 two days of work and the next week, three days. 
 
 Games and rhythmic plays will be found very valuable 
 here and should be used as often as possible. 
 
 Note. The technique of gymnastic commands used in this book is 
 based on that found in ''Gymnastic Teaching" by William Skarstrom. 
 
PHYSICAL TRAINING 
 
 FIRST GRADE 
 
 STORY PLAYS 
 
 THE PLAYGROUND 
 
 See Directions for Teaching the Lessons. 
 All movements written for the right side should be given 
 the same number of times on each side. 
 
 1. Run to playground. Stand! Ready — go! One row 
 at a time runs around the room and back to seats. Run 
 lightly on the toes. 
 
 2. Sighing because it is warm. Breathe — in! Heave a big 
 sigh. Breathe — out! Let the air out. Again — one! Two! 
 
 3. Pushing the swing. Place the right foot forward. 
 One! Sway forward, and push forward and upward with 
 the arms. Two! Sway backward, and let the arms sink. 
 Again — one! Two! Keep on swinging — go! All the 
 swings keep together. Keep it up — go! Stop! Do not 
 allow the children to bend backward from the waist. 
 
 4. On the see-saw. Take hold of the board. Down! 
 Knees bend toward the floor. Up! Stretch the knees. 
 Again — one ! Two ! 
 
 5. The see-saw board. Place the feet apart, and raise the 
 arms at the sides. One! Bend to the right. Two! Bend 
 to the left. Again — one! Two! Keep it up — go! Stop! 
 
 21 
 
22 PHYSICAL TRAINING 
 
 6. Skip home. Ready — go! One row at a time around 
 the room. Stop at seats. Skip lightly on the toes. 
 
 7. Tired, . Sit down. Breathe — in! Breathe — out! 
 Again — one! Two! 
 
 After the children have acquired the coordinations neces- 
 sary to perform the see-saw, the following exercise may be 
 substituted : 
 
 Three rows work together, the first and third rows facing. 
 The second row is the teeter, and each child stands with 
 feet apart and arms stretched at shoulder level. The chil- 
 dren in the outer rows take hold of the outstretched hands, 
 with both hands. When the teeter bends to the left the 
 row on the left will stoop down and bend the knees, while 
 the row on the right will stand on tiptoe. Repeat, with the 
 outer rows alternating the bending and stretching of knees. 
 
 PICKING APPLES 
 
 1. Drive wagon to orchard. Stand! Ready — go! One 
 row at a time runs around the room to seats. Hold the reins ' 
 and gallop lightly on the toes. 
 
 2. Tired horses. Breathe — in! Breathe — out! Again 
 — one ! Two ! 
 
 3. Taking down ladder. One! Pull ladder from wagon. 
 Two! Put it on the ground standing against the tree. 
 Again — one! Two! 
 
 4. Climbing ladder. One! Bend the knee. Two! 
 Place the foot on the ground. Again with the left — one! 
 Two! Up to the top — go! Stop! 
 
 5. Picki?ig apples from branches. One! Reach high up, 
 on toes. Two! Put in a basket. Again — one! Two! 
 Pick carefully. 
 
 6. Picking apples from the ground. One! Stoop down. 
 
FIRST GRADE STORY PLAYS 
 
 23 
 
 Two! Rise and put the apples in the barrel. Again — 
 one! Two! See who can get his barrel full first. Ready 
 
 — go! Stop! 
 
 7. Drive home. Ready — go! Horses jog trot. One 
 row at a time runs around the room and back to seats. 
 
 8. Ready to rest. Breathe — in! Breathe — out! Again 
 
 — one! Two! 
 
 TREES 
 
 Fig. 8. — Pine trees. 
 
 I. Tall pine trees. Stand! One! Right foot in chair. 
 Two! Left foot in chair and face front. Hands over head, 
 with palms together. A tall and straight pointed tree. 
 
24 
 
 PHYSICAL TRAINING 
 
 2. Wind sighing in trees. Breathe — in! Breathe — 
 out! Again — one! Two! 
 
 3 . JVind blowing pine needles and branches. One ! Wiggle j 
 the fingers and sink arms sideways downward. Two!J 
 The arms are raised over head. Again — one! Two! 
 The wind blows harder — go! Stop! Let the arms re- 
 main at the sides. 
 
 4. The wind twists the trunks of the trees. One! Twist 
 trunk to right. Two! Twist trunk to left. Again — one! 
 Two! The wind blows harder and harder — go! Stop! 
 
 5. The trees are bent low. Jumping from seats. One! 
 Jump, landing on the toes. Two! Face front of room. 
 
 6. The brook. The rain has been falling so fast that the 
 brook is running very rapidly. Run fast like the brook. 
 Ready — go! One row at a time runs around the room and 
 back to the seats. 
 
 7. Tired. Breathe — in! Breathe — out! Again — 
 one ! Two ! 
 
 THE FARM 
 
 1. On the train for the country. Stand! Ready — go! 
 One row at a time runs around the room and back to seats. 
 Each row forms a train of cars. The pupil in front puts 
 his hands on his hips; each of the remaining children puts 
 his hands on the shoulders of the one in front of him. At a 
 signal from the teacher each row steams forward around the 
 room with short pushing steps. The feet are not taken from 
 the floor. 
 
 2. Jrrival in the country. The engine lets off steam. 
 Breathe — in! Breathe — out! Again — one! Two! 
 
 3. Throwing corn to the chickens. One! Take handful 
 from basket. Two! Throw underhand. Again — one! 
 Two! 
 
FIRST GRADE STORY PLAYS 25 
 
 4. Pumping water for the cattle. Step forward as if grasp- 
 ing handle. Down! Push handle down and bend the trunk 
 and knee forward. Up! Stretch knees, raise trunk, and 
 pull arms in toward body. Again — one! Two! 
 
 5. Jumping on the hay. One! Put left foot in seat. 
 Two! Place right foot in seat and stand facing side of room. 
 One! Jump from seat and fling arms to side. Land on 
 toes with bent knees. Two! Stretch knees, bring arms 
 to, position and sink heels. Up in chair — one! Two! 
 Jump — one ! Two ! 
 
 6. Run to the house. Ready — go! One row at a time 
 runs around the room to seats. 
 
 7. Smell the dinner. Breathe — in! Breathe — out! 
 Again — one! Two! 
 
 GOING TO THE WOODS 
 
 1. Skip to the woods. Stand! Reach for the hats — one! 
 Two! Put them on. Ready — go! One row skips around 
 the room to seats. Skip lightly on the toes. Swing the 
 arms as you go. 
 
 2. Blowing the milkweed. Pick the milkweed. Breathe 
 — in! Breathe — out! Blow high up in the air. Again — 
 one! Two! See how long you can keep the seeds in the air. 
 
 3. Shaking nuts from trees. Spring lightly upward for 
 the branches. Shake! Pull the branches down. Shake! 
 Raise the arms and let the branches go up, but still hold on. 
 Again — one! Two! Shake hard and fast — go! Stop! 
 
 4. Picking up nuts. Down! Stoop down. Up! Stretch 
 knees and put nuts in the basket. Again — one! Two! 
 See who can get his basket full first — go! Stop! 
 
 5. Throwing nuts to squirrels. One! Hand in basket. 
 Two! Away over to the oak tree, with overhand throw. 
 Again — one ! Two ! 
 
1 
 
 26 PHYSICAL TRAINING 
 
 6. Jump over brook and run home. Draw two chalk lines 
 at the front of the room to represent a brook. The first 
 row runs forward, jumps over the brook and runs to seats, 
 followed by the second row. The teacher should stand in 
 front of the children as they jump. 
 
 7. Glad to get home. Breathe — in! Breathe — out! 
 Again — one ! Two ! 
 
 RAKING LEAVES 
 
 1. Out to the yard. Stand! Rakes on the shoulders. 
 Ready — go! One row at a time around the room. Scuf- 
 fling through the leaves, swing the foot in a circle to the side 
 and kick the leaves as you go. 
 
 2. Looking for the woodpecker. One! Look up and turn 
 the head far around to the right. Two! Far around to the 
 left. Again — one! Two! 
 
 3. Raking. Place the right foot forward, raise the arms 
 forward as if grasping a rake. One! Bend the trunk for- 
 ward, and reach forward with the arms. Two! Raise the 
 trunk and pull the arms in toward the body as in raking. 
 Again — one! Two! Rake on both sides. Reach far 
 forward for the leaves. 
 
 4. Making a pile of leaves, Down! Stoop, bend the trunk; 
 forward and gather the arms full of leaves. Up! Rise and 
 drop the leaves in a pile at the side. Again — one! Two! 
 Work hard to get a big pile — go! Stop! 
 
 5. Tossijig leaves over head. One! Take leaves from top 
 of pile (desk), and toss over head. Two! Reach for more 
 leaves. Again — one! Two! 
 
 6. Jumping in leaves. Ready — go! Swing arms back 
 and take a Hght jump forward, landing on toes. 
 
 7. Lighting fire. Stoop down. Breathe — in! Blow! 
 Again — one! Two! 
 
FIRST GRADE STORY PLAYS 27 
 
 8. Dancing around the fire. When time permits, it makes 
 a good climax to have the children in each of two adjoin- 
 ing rows face, join hands, and run around one row of seats 
 (bonfire). Give a breathing exercise at end of the running 
 as follows: Catching the breath. Breathe — in! Breathe 
 
 — out! Again — one! Two! 
 
 CUTTING CORN 
 
 1. Field of corn. Stand! One! Place the left foot in 
 the seat. Two! Place the right foot in the seat and stand 
 facing the front of the room. Raise the arms diagonally 
 upward; the hands droop downward (leaves of corn). The 
 stalks stand firm. Four to ten children may run up and 
 down the aisles (through the corn field). 
 
 2. The wind blows the tassels. One! Bend head over to 
 the right side. Two! Bend head to the left. Again — 
 one! Two! The wind blows gently. 
 
 3. The wind blows the leaves. Up! The arms are moved 
 up over the head. Down! Down to the sides. Again 
 
 — one! Two! The wind blows harder. Up! Backward 
 and — down! The arms move in a circle backward and 
 downward. Again — one! Two! 
 
 4. Cutting corn. Down from seats, alight — jump! 
 The farmer hurries to the field to cut the corn. Ready — 
 go ! First row walks quickly forward, followed by the 
 others around the room until a circle is formed. Cutting 
 corn. An imaginary knife is carried in the right hand. A 
 wide swing of the body and arm is made to the right, and the 
 corn is cut. The cut stalks are then gathered into the left 
 arm. This is all done while the class marches slowly forward 
 around the room. Get a good trunk movement. Leaders 
 down to seats and — stop! 
 
28 PHYSICAL TRAINING 
 
 5. Late for supper, run home. Ready — go! One row 
 at a time runs round the room and back to seats. 
 
 6. Bed-time. Blow out lamp. Breathe — in! Breathe 
 
 — out! Again — one! Two! 
 
 HALLOWE'EN 
 
 1. Drive to field for pumpkins. Stand! Take reins and 
 hold them tight {spirited horses). Ready — go! Horses 
 gallop very fast. One row at a time runs around the room 
 and back to the seats. 
 
 2. Tired from holding horses in. Breathe — in! Breathe 
 
 — out! Again — one! Two! 
 
 3. Gathering pumpkins. Down! Stoop down and get a 
 nice round pumpkin for a jack-o'-lantern. Up! Slowly lift 
 it and put it into the wagon. Again — one! Two! Get 
 enough to fill the wagon — go! Stop! They must be put 
 into the wagon carefully so they will not break. 
 
 4. Drive home slowly. Alternate rows face the back of the 
 room. Ready — go! Hold in horses and make them walk. 
 Two rows walk around one row of seats. 
 
 5. Making jack-o'-lanterns. Scoop! Take out seeds. 
 Throw! Throw seeds with overhand throw, as far as you 
 can. Again — one! Two! Make eyes, nose, and mouth. 
 Light the candle inside. 
 
 6. Teasing people. Run around to friend's house. Ready 
 • — go! At window. Up! Raise lantern up high and stand 
 on toes. Down! Bend the knees. Hear some one coming. 
 Again — one! Two! 
 
 7. So?ne one coming. Hurry home. Ready — go! 
 Lightly, so no one will hear. One row at a time runs around 
 the room and back to seats. 
 
 8. Jll quiet at home. Breathe — in! Breathe — out! 
 Again — one! Two! 
 
 I 
 
FIRST GRADE STORY PLAYS 29 
 
 THE MILLER 
 
 1. The miller s wheeL Stand! Ready — go! Two rows 
 of children face, take hold of hands, and march around one 
 row of seats swinging hands in and out as they march. Stop! 
 
 2. The wheel groans as it turns. Breathe — in! Breathe 
 — out ! Again — one ! Two ! 
 
 3. Unloading bags of corn from wagon. Stand with the 
 feet slightly apart. Over! Bend over to the right and 
 pick up the bag. Toss! Raise trunk; bend over to the 
 left, and drop the bag over the side of the wagon. Again — 
 one ! Two ! 
 
 4. Emptying hags into a hopper, Down! Bend forward. 
 Up! Pick up the bag; raise trunk and empty the corn into 
 the hopper, which is directly in front of you. Again — 
 one! Two! 
 
 5. Cross the muddy stream below the dam. Ready — go! 
 On heels around room and down to seats. 
 
 6. Resting at evening. Breathe — in! Breathe — out! 
 Again — one ! Two ! 
 
 BROWNIES AND ELVES 
 
 1. Brownies run to shoemaker s. Stand! Ready — go! 
 Run lightly on toes. One row around the room to the seats. 
 Brownies shake forefingers as they go. Peep in shoemaker's 
 window. 
 
 2. Shoemaker is sad. Breathe — in! Breathe — out! 
 He has sold no shoes and sighs deeply. Again — one! 
 Two! 
 
 3. Brownies get the elves. Ready — go! Run away 
 very softly and quickly. One row after the other around 
 the room until all are in circle. 
 
 4. Making shoes. Elves and brownies come creeping 
 
30 PHYSICAL TRAINING 
 
 back at night to help the shoemaker. Walk on tiptoe so 
 as not to waken him. Arrange children in twos facing each 
 other (a double circle around the room). Winding the 
 thread — go! Raise arms to shoulder height, close fists, 
 and wind one hand over the other, three times. Wind the 
 other way — go! Pulling the thread. Pull! Pull! Jerk 
 the fists apart twice Driving pegs three times — go! The 
 fists are tapped together three times. Again from begin- 
 ning — go! Stop! 
 
 5. Packing shoes away. Down! Stoop, bend trunk for- 
 ward, and gather armful of shoes. Up! Put on the shelf. 
 Again — one! Two! Put in neat row. 
 
 6. Whispering dreams. Skip to tell people to buy shoes. 
 Ready — go! Skip in twos around the room. Skip single 
 file. Have children practice quickly skipping into single 
 circle. Practice forming double circle. Down to seats and 
 sit. 
 
 7. Shoemaker gasps with surprise when he sees the shoes. 
 Breathe — in! Breathe — out! Takes a big breath when 
 the customers begin to come. Again — one! Two! 
 
 PREPARATION FOR THANKSGIVING 
 
 1. Getting flour. Stand! Turn toward the side of the 
 room and face desks. Down! Get flour from barrel (seat) 
 and put in bowl on table (desk). Again — one! Two! 
 
 2. Sifting flour. Ready — go! Stop! Both hands for- 
 ward, as if holding a sieve. Shake from side to side. 
 
 3. Stirring mixture. Ready — go! Stop! 
 
 4. Rolling out crust. Ready — go! Stop! Roll for- 
 ward and back. 
 
 5. Putting pies in oven. Bend over and open oven door. I 
 Get pie from table. Down! Put pie in oven. Up! Get 
 another pie. Again — one! Two! 
 
 ii 
 
FIRST GRADE STORY PLAYS 3 1 
 
 6. Run out to play while the pies bake. Ready — go! 
 One row at a time runs around the room to seats. 
 
 7. Blow on fingers. Fingers are burned while taking pies 
 out. Hold them up and blow on them. Breathe — in! 
 Blow ! Again — one ! Two ! 
 
 GOING TO GRANDMOTHER'S 
 
 1. Pick up hags and run for train. Stand! Ready — 
 go! Have alternate rows face the back of the room and two 
 rows run around one row of seats. 
 
 2. Wave to grandmother. Ready — go! Stop! Use 
 both hands and wave hard so she will see you. 
 
 3. Playing with the rabbits. Hop! Hop! Children stoop 
 down and hop on all fours, or the hopping may be done 
 on feet with forefingers held at head to imitate rabbit's 
 ears. Again — go! Have them hop forward toward the 
 front of the room, then turn about and hop back to scats. 
 
 4. The turkey gobbler. Flapping his wings — up! Raise 
 arms away up over head. Down! Let arms sink to sides. 
 Again — go! He gets very angry and flaps harder — 
 Stop! 
 
 5. Picking chrysanthemums, A nice bunch for the table. 
 Down! Bend over and pick a few flowers. Up! Put in 
 basket. Again — one! Two! 
 
 6. Skip to the house. Ready — go! Same as i of this 
 lesson except that the children skip. 
 
 7. Looking at the pies on the shelf. Bend head back and 
 breathe — in! Out! Again — one! Two! 
 
 SKATING 
 
 I. Skating, Stand! Ready — go! Children skate in 
 couples. Take hands across row of seats ; as in skating, right 
 hand takes partner's right, and left hand takes partner's 
 
3^ 
 
 PHYSICAL TRAINING 
 
 left. Slide diagonally forward right, slide diagonally for- 
 ward left. Skate forward toward front of the room. Turn 
 around and skate toward the back. If there is a victrola 
 in the schoolroom, use a slow march for this exercise. 
 
 2. Blozving on fingers to warm them. Breathe — in! 
 Blow! 
 
 3. Getting warm. One! Fling the arms across the front 
 of the body. Two! Fling the arms to the back and clap 
 the hands. Again — one! Two! 
 
 4. Helping ice men. Down! Stoop down. Up! Slowly 
 lift large cake of ice upon sled. Again — one! Two! 
 
 5. JVaryning the toes. Ready — go! Stop! Jump 
 lightly on the toes. The knees should bend slightly on the 
 landing. 
 
 6. Smelling wieners cooking over bonfire. Breathe - — in ! 
 Out ! Again — one ! Two ! 
 
 CHRISTMAS TOYS 
 
 1. Waking np. Stand! Bend the elbows. Stretch! 
 Stretch the arms slowly upward over the head. Bend! Pull 
 the arms down against the ribs. Again — one! Two! 
 
 2. Clap and jump when stocking is spied. Ready — go! 
 Stop! Jump lightly on the toes. 
 
 3. Jointed doll. Twists head. One! Turn head to the 
 right. Two! 1\irn head to the left. Again — one! 
 Two ! 
 
 4. Bends and stretches arms. Bend! Bend arms up and 
 pull in against ribs. Stretch! Stretch arms stiffly to the 
 sides (shoulder level). Again — one! Two! 
 
 5. Jack-in-the-box. Put Jack in box. One! Teacher 
 presses imaginary button on desk. Children quickly bend 
 knees down toward the floor. Two! Teacher presses but- 
 
FIRST GRADE STORY PLAYS 
 
 33 
 
 ton again and children spring to standing position. Again 
 — one ! Two ! 
 
 6. Jumping Jack, Jump! Spring with feet apart and 
 raise arms to shoulder level. To place — jump! With a 
 spring bring feet together, and lower arms to sides. Again — 
 one! Two! Eight times — go! The feet are brought 
 together on the eighth count. 
 
 7. Quiet after play. Breathe — in! Breathe — out! 
 Again — one ! Two ! 
 
 THE SNOW MAN 
 
 1. Wading in the snow. Stand! Ready — go! One 
 row after the other marches round the room, lifting the 
 knees very high. 
 
 2. Looking at the clouds. Head back. Breathing in the 
 cold air — one ! Two ! Again — one ! Two ! 
 
 3. Falling snow. Raise the arms at the sides to shoulder 
 level. One ! Move arms gently downward with fluttering 
 movement. Two! Move arms upward to shoulder level. 
 Again — one ! Two ! 
 
 4. Making snow man. Ready — go! Stop! Bend 
 trunk slightly forward as if rolling and making a big ball of 
 snow. As the ball becomes larger the steps become slower. 
 Put small ball on top for head, and arrange arms. Stand 
 back and look at the work. 
 
 5. Snowballing snow man. Down! Stoop down, get 
 snow and make snowball. Throw! Again — one! Two! 
 One of the children may be chosen to be snow man, and 
 stand at the front of the room. As some one hits his head, 
 he lets it drop forward, when the arm is hit it drops to the 
 side, etc. This will prove very amusing to the children. 
 
 6. Springing from one foot to the other to get warm. One! 
 
34 PHYSICAL TRAINING i 
 
 Spring to the right foot. Two! Spring to the left foot. : 
 Again — one! Two! Eight times. Ready — go! 
 
 7. Blowing on fingers. Breathe — in! Blow! Again — 
 one ! Two ! 
 
 THE BLACKSMITH 
 
 1. Drive the lame horse to the blacksmith's shop. Stand! 
 Ready — go! One row at a time runs around the room. 
 The left forefoot is lame, so we must step hard on the right 
 foot. 
 
 2. Make a noise like the bellows. Breathe — in! And — 
 blow! Let the children blow air out audibly. Again — 
 one! Two! Bend the head back and blow hard. 
 
 3. fVorking the bellows. Place the right foot diagonally 
 forward. Raise the arms to the chest. One! Push for- 
 ward and downward with the arms, allowing the body to 
 bend forward from the waist. Two! Pull the arms back to 
 the chest and raise the trunk. Again — one! Two! The 
 children may continue to make a noise like the bellows if 
 the teacher finds that it is not too monotonous. Do not 
 allow the children to tip back as the arms are raised to the 
 chest. 
 
 4. Making horseshoes. Place the right foot sideways, 
 and raise the arms to the shoulder, ready to take a downward 
 stroke with the hammer. One! Send the arms forward 
 and downward (the trunk bends forward). Two! Raise 
 the arms to the shoulder, (the trunk is raised). Again — 
 one! Two! Work quickly — go ! Stop! 
 
 5. Trot home zvith the horse. Ready — go! One row 
 at a time runs around the room and down to seats. 
 
 6. Quiet after the days work. Breathing as in the pre- 
 vious lessons. 
 
FIRST GRADE STORY PLAYS 
 
 COWBOY 
 
 35 
 
 1. Twirl the lasso. Stand! One! Lasso in the right 
 hand, make a big circle over the head. Two! Repeat. 
 Three! Repeat. Ready — throw! Repeat with left hand. 
 (Show picture.) 
 
 2. Ponies gallop. Ready — go! One row at a time gal- 
 lops around the room and back to seats. 
 
 3. Shooting balls. One! Throw ball up in the air with 
 the left hand. Shoot! Bang! Raise the right hand and 
 shoot. The children may say ''Bang!" Again — one! 
 Two! Bang! Look up. 
 
 4. Balance on pony. On toes. One! Bend to the right. 
 Two! Bend to the left. Again — one! Two! 
 
 5. Gallop homey twirling lasso. Ready — go! One row 
 at a time runs down to seats. 
 
 6. Resting at evening. Breathing. Same as in preceding 
 lessons. 
 
 THE ESKIMO 
 
 1. Driving Eskimo dogs. Stand! Alternate rows face 
 the back of the room. Ready — go! Two rows run around 
 one row of seats. Hold on to the reins or the dogs will get 
 away. 
 
 2. Sea gulls flying. Ready — go! Children continue in 
 same direction as before. Raise the wings (arms) at the 
 side to shoulder level ; take short running steps ; let the 
 wings soar, and just skim over the water. Stop! 
 
 3. Building an Eskimo hut. Lifting blocks of snow. 
 Down! Stoop, bending trunk forward. Up! Lift block and 
 place at side. Again — one! Two! Build the house one 
 block on top of the other. Make it nice and round, Hke 
 
36 PHYSICAL TRAINING 
 
 picture. (Pictures of Eskimo houses, dogs, etc. may be 
 shown and explained to children before starting this play.) 
 
 4. Getting zvarm. Jumping from one foot to the other. 
 One! Two! Keep it up — go! Stop! 
 
 5. Bears. Big white bear that walked on his hind feet. 
 Ready — go! One row at a time walk around the room and 
 down to seats. Bend the elbows and let the hands droop in 
 front like paws. 
 
 6. Ready for rest. Breathing. Same as in previous les- 
 sons. 
 
 LINCOLN'S BOYHOOD 
 
 1. Gathering firezvood. Stand! Down! Bend the knees 
 and pick up a few sticks of wood. Up! Rise and put the 
 wood on the left arm. Again — one! Two! Get a big 
 armful ready — go! Stop! 
 
 2. Home to build a fire. Alternate rows face the back of 
 room. Ready — go! Hold the wood on the left arm, 
 march around one row of desks, and drop the wood into 
 the woodbox (seat). 
 
 3. Making the fire. Breathe — in! Blow! Keep the 
 coals red. Again — one! Two! 
 
 4. Splitting rails. Stand with feet apart. Raise the 
 arms to the shoulders and grasp an imaginary ax. One! 
 Fling arms forward and downward, at the same time the 
 body bends forward. Two! The arms are raised to the 
 shoulders as the trunk is raised. Again — one! Two! 
 Keep it up — go! Stop! Keep together. 
 
 5. IValking through the woods to borrow a book. Ready — 
 go! One row at a time passes around the room to the 
 seats. Bend the knees and lift the feet up high. 
 
 6. Ihnnr /. .,r/. Breathing. Same as in previous les- 
 sons. 
 
FIRST GRADE STORY PLAYS 
 
 37 
 
 VALENTINE DAY 
 
 1. Reaching for valentines. Stand! One! Reach up to 
 the shelf with the right arm, and rise on toes. Two! Bring 
 the arm down, sink heels, and put valentine on the table 
 (desk). Again — One! Two! Reach up with the left 
 arm — one ! Two ! Again — one ! Two ! 
 
 2. Tired, Raise the arms at the sides to shoulder level 
 and breathe — in! Let the arms sink and breathe — out! 
 Again — one ! Two ! 
 
 3. Collecting mail. Alternate rows face the back of room. 
 Ready — go! Two rows march around one row of desks and 
 stop at seats Toss mail bag on the floor. Open mail box. 
 One! Stoop down^ put mail in bag. Two! Rise and get 
 more mail. Again — one! Two! 
 
 4. Delivering mail. Ready — go! One row at a time 
 runs around the room. When teacher, or pupil selected by 
 teacher, rings a bell the children stoop and slip imaginary 
 valentines under the door (desk) and run quickly around to 
 seats and sit. 
 
 5. Rest. Make yourselves tall. Breathe — in! 
 Breathe — ^out! Again — one! Two! The children sit 
 with their backs away from the backs of the seats. 
 
 IRONING 
 
 1. Taking in the clothes. Stand! One! Reach up and 
 take the clothespins from the line. Two! Take down the 
 clothes and put in the basket, which is on the ground. 
 Again — one ! Two ! 
 
 2. Carrying the clothes basket to the house. Alternate rows 
 face the back of the room. Ready — go! Two rows walk 
 around one row of seats. Carry the basket on the head. 
 
 3. Sprinkling the clothes. One! Shake out clothes. 
 Two! Spread on table (desk). Three! Sprinkle clothes. 
 
38 
 
 PHYSICAL TRAINING 
 
 Four! Roll them up tightly. Again — one! Two! 
 Three! Four! 
 
 4. Getting irons. Down! Bend the knees, and get irons 
 under stove. Two! Up and put on stove. Again — one! 
 Two! Keep it up — go! Stop! 
 
 5. Ironing. Grasp imaginary iron with right hand, left 
 hand holds piece to be ironed. Oue! Move arm from right 
 to left in front of the body. Two! Move iron from left to 
 right. Again — go! Iron on desk. Stop! 
 
 6. Resting from work. Breathing. Same as in previous 
 lessons. 
 
 HOUSE CLEANING 
 
 1 . Rolling up rugs. Stand ! Ready — go ! Stop ! Bend 
 forward from the waist and walk forward slowly as if rolling 
 up a rug. Throw the rug over the shoulder. Out to the 
 yard — go! One row runs around the room and down to 
 the seats. Spread rug on the ground. 
 
 2. Getting breath. Raise" arms at sides to shoulder level 
 and breathe — in! Let arms sink downward to sides and 
 breathe — out! Again — one! Two! 
 
 3. Sweeping. Stand with the feet apart ; arms forward, 
 grasp an imaginary broom. Sweep! Move the arms to the 
 right, and at the same time turn the body toward the right. 
 Sweep! Bring the arms to the left and at the same time turn 
 the body to the left. As these movements are made the 
 children wa'k forward very slowly. Keep it up — go! 
 Stop! Have the children turn and move toward the back 
 of the room when they have reached the front of the room. 
 
 4. Beating rugs. Rugs hung over a line. Place left foot 
 diagonally forward ; raise the arms to the right shoulder, 
 and twist the body slightly to the right, with the hands hold- 
 ing an imaginary carpet beater. One! Swing the arms and 
 
FIRST GRADE STORY PLAYS 
 
 39 
 
 body forward and strike the rug. Two! Raise the arms to 
 the shoulders. Again — one! Two! Keep it up — go! 
 Get the rug good and clean. Stop! 
 
 5. Carry the rugs into the house. Fold up the rugs and 
 throw them over the shoulder. Ready — go! March 
 forward around the room, one row following the other very 
 quickly, and down to the seats. Drop the rugs. 
 
 6. Rest. Place hands on hips. Breathe — in! Breathe 
 — out ! Again — one ! Two ! 
 
 SPRING ACTIVITIES 
 
 I. Skip to town to buy marbles and top. Stand! Alter- 
 nate rows face the back of the room. Ready — go! Chil- 
 dren skip serpentine fashion up and down the aisles to seats. 
 • 2. Getting the breath. Place the hands on the hips. 
 Breathe — in! Out! Again — one! Two! 
 
 3. Spinning tops. Place the left foot forward. Winding 
 string around the top — one! Two! Three! Four! 
 Throw! Draw the right arm sideways and backward ; swing 
 it forward and with a little jerk release the imaginary top. 
 Again — go ! Stop ! 
 
 4. Playing marbles. One row after the other run lightly 
 around the room ; form a circle, and face the center of the 
 room. Kneel on right knee and — shoot! Marble is shot 
 across the circle. Up! Rise and take marble from pocket. 
 Again — one! Two! Take good aim as you shoot. 
 
 5. Jumping rope. Ready — go! Stop! Hold the arms 
 out to the sides as if holding jumping rope. Twirl the hands 
 and spring lightly to the right foot, twirl the hands again and 
 spring to the left foot. This is continued in easy, even 
 rhythm. 
 
 6. Cooling off. Breathing. Same as in previous lessons. 
 
40 PHYSICAL TRAINING 
 
 CLEANING THE YARD 
 
 
 
 1. Mozving the lazi-n. Stand! Alternate rows face the 
 back of the room. Ready — go! Two rows march around 
 one row of seats. The arms are bent, as if holding the 
 handle of a lawn mower. A slow step forward with the right 
 foot is taken as the arms are pushed forward. As a step is 
 taken with the left the arms are again flexed and pushed 
 forward as the weight is placed on the left foot. 
 
 2. Blozviyig on hands to cool them. Breathe- — in! Blow! 
 Again — one ! Two ! 
 
 3. Clipping the borders. Ready — go! Stop! Hold the 
 clipping shears in both hands ; move the arms in and out 
 and proceed steadily forward. 
 
 4. Putting the grass in the wheelbarrow. Down! Gather 
 an armful of grass. Up! Rise, and put it into wheelbarrow. 
 Again — one! Two! See how quickly you can get it full 
 — go! Stop! 
 
 5. Raking. One! Two! Again — go! Stop! (See 3, 
 Raking Leaves, page 26). 
 
 6. Jumping in pile of grass. Ready — go! (See 6, 
 Raking Leaves, page 26.) 
 
 7. Ready to rest. Breathing. Same as in previous lessons. 
 
 MAKING VEGETABLE GARDEN 
 
 1. Getting the seeds. Stand! One! Stand on the toes, 
 reach over the head with the hands. Two! Lower the 
 heels and place the box of seeds on the table. Again — one! 
 Two! Repeat with the left arm. 
 
 2. Looks like rain. Hurry to the garden. Ready — go! 
 One row at a time gallops around the room and back to the 
 seats. 
 
 3. Spading. Raise arms somewhat forward as if holding 
 
FIRST GRADE STORY PLAYS 4 1 
 
 a spade ; the right hand is below the left. The right foot 
 is raised ready to push the spade into the ground. Push! 
 The trunk is bent forward from the waist ; the arms are 
 pushed forward ; the right knee is extended, and the foot 
 is replaced on the floor. Throw! The arms are raised and 
 swung to the left as the body is twisted to the left, as if 
 throwing dirt to the side. Again — one! Two! 
 
 4. Sowing the seeds. A box of seeds is carried in the left 
 hand. One! Put right hand in box. Two! Walk forward 
 and scatter the seeds. One! Get more seeds. Two! 
 Scatter seeds. Again — one! Two! 
 
 5. Run home. Ready — go! One row after the other 
 runs quickly around the room and down to the seats. Run 
 fast and get home before it rains. 
 
 6. Out of breath. Breathe — in! Breathe — out! 
 
 SPRING FLOWERS 
 
 1. Skip to woods. Stand! Alternate rows face the back 
 of room. Ready — go! Two rows skip around one row 
 of seats. 
 
 2. Look up at the big white clouds. Breathe — in! Out! 
 Again — one ! Two ! 
 
 3. Picking flowers. Down! Bend knees and pick a few 
 flowers. Up! Stretch knees and put flowers in the left 
 hand. Again — one! Two! 
 
 4. Raining. Run to shelter in the barn. Ready — go! 
 Two rows run around one row of seats. 
 
 5. Falling rain. One! Raise arms to side. Down! 
 Patter! Patter! Patter! Patter! — Stop! The arms sink 
 slowly to the sides and children lightly tap desks making a 
 noise like the rain. Again — up! Down! Patter! Pat- 
 ter! Patter! --Stop! 
 
42 
 
 PHYSICAL TRAINING 
 
 6. Raining harder. Tapping with the toes. Ready — 
 go! Stop! The children tap hghtly on the floor with the 
 toes. 
 
 7. Jumping over mud puddles. Alternate rows face back 
 of the room. Ready — go! Draw a chalk circle on the 
 floor at the front of the room. Each row runs forward and 
 jumps lightly over the puddle. 
 
 8. Smelling flowers. Hold flowers. Breathe — in! Out! 
 Again — one! Two! 
 
 THE CIRCUS 
 
 1. Climbing up steps to seat. Stand! One! Two! 
 Again, ten big steps — go! (See 4, Picking Apples, page 22.) 
 
 2. Elephants. Tossing trunk over head. One! The 
 hands are clasped in front and thrown over the head. Two! 
 They are flung forward downward. Again — one! Two! 
 
 3. Tossing trunk over the shoulder. One! Fling the arms 
 to the right and twist the body to the right. Two! Over 
 to the left. The flies trouble the elephant. Again — one! 
 Two! 
 
 4. Tight rope zualking. Ready — go! Stop! The arms 
 are raised to the sides (shoulder level), a slow step forward 
 is taken with the right foot, and arms and trunk bend slightly 
 to the left as in balancing. Same is repeated with the left 
 foot and the body is bent to the right. 
 
 5. The band. Have certain rows beat drums, others 
 play the trombone. Ready — go! One row after the 
 other marches around the room playing some band instru- 
 ment previously decided upon. 
 
 ^). Jumping through hoops. Face the side of the room. 
 One! With knees slightly bent, grasp back of seat and front 
 edge of desk. Two! Jump over the seat, landing on the 
 
FIRST GRADE STORY PLAYS 
 
 43 
 
 toes. Again — one! Two! The knees should be bent 
 on landing. 
 
 7. Tired, Breathe — in! Breathe — out! Again — 
 one! Two! 
 
 THE HAND-ORGAN MAN 
 
 1. Playing the hand organ. Stand! One! With right 
 hand closed as if grasping the handle of a crank, make a 
 circle in front of the body. Repeat — one! Two! Three! 
 Four! Again — go! Stop! Repeat with left hand — go! 
 Stop! 
 
 2. Monkey, Alternate rows face the back of the room. 
 Ready — go! Two rows hop around one row of desks and 
 back to seats. Little jumps, looking up. 
 
 3. Italian girl dances. Walk three steps forward, starting 
 with the right foot; point the left toe forward — go! Girls 
 take hold of skirts. Boys put hands on hips with fingers 
 turned in. Put the toes down first as each step is taken. 
 Same starting with the left foot — go! Part of the children 
 may sing or whistle some familiar marching tune as this 
 step is taken. 
 
 4. Picking up pennies, Down! Stoop, bend the trunk 
 forward, with the back straight and pick up a few pennies. 
 Up! Stand and put money in pocket. Again — one! Two! 
 
 5. Italian girl skips down the street. She holds monkey 
 by the string. Ready — go! One row at a time skips 
 around the room and down to seats. 
 
 6. Rest, Breathe — in! Breathe — out! Again — 
 one! Two! 
 
 THE CARPENTER 
 
 I. Driving to the lumber yard. Stand! Ready — go! 
 One row at a time gallops around the room and down to the 
 seats. 
 
44 PHYSICAL TRAINING 
 
 2. Sazcing. Put an imaginary board on the seat; hold 
 the board with the left hand and the left knee. One! Bend 
 the trunk forward as the arm is pushed forward and down- 
 ward. Two! Raise trunk and pull arm back. Again — 
 one! Two! Keep it up — go! Stop! Same with the 
 left arm — go! Stop! The right knee and hand will now 
 support the board. 
 
 3. Planing. Place the right foot forward ; the hands 
 grasp the plane. One! Move arms from right to left in 
 front of the body. Two! Move arms from left to right. 
 Again — one! Two! 
 
 4. Boring holes. Face the side of the room. Boring 
 hole in wall — one! Describe circle with right hand. 
 Again — two! Keep it up — go! Stop! Same with left 
 — go! Stop! 
 
 5. Pou7iding. Rows one and two, face; three and four, 
 etc. Close fists and raise arms to right shoulder. One! 
 Evert rows fling arms forward downward to desks. Two! 
 Odd rows pound while even rows bring arms back to 
 shoulders. Again — one! Two! Keep it up — go! Stop! 
 
 6. March ho?ne. Ready — go! One row after the other 
 around the room and down to seats. 
 
 7. Plounng on bruised finger. Breathe — in! Breathe — 
 out! Again — one! Two! 
 
 THE FAIRY QUEEN 
 
 1. The queen calls her fairies. Stand! One child may 
 be chosen to be the queen ; as she raises her wand, each row 
 in turn runs around the room and down to the seats. Run 
 lightly on the toes, fluttering wings as you go. 
 
 2. The queen orders the moon to shine. Fairies breathe 
 
 in! Out! Blow the clouds away from the moon. Again — 
 one! Two! 
 
 I 
 
FIRST GRADE GAMES 
 
 45 
 
 3. Playing with the rose petals. Down! Stoop and bend 
 trunk forward. Two! Pick up rose petals, rise and toss 
 them over the head. Again — one! Two! 
 
 4. Throw petals at each other. Two adjoining rows face 
 each other. One! Kneel on the right knee, gather hand 
 full of petals. Two! Rise and throw petals at each other. 
 Use overhand throw. Again — one! Two! 
 
 5. Coming of the sun. Fairy queen raises her wand. All 
 must run and hide so they can't be seen (under desks, etc.). 
 
 This story play could be worked up into a very pretty 
 little festival. The queen should have a throne and should 
 command all activities of the fairies, — the rising of the moon, 
 the shining of the stars, etc. A little dance may be given 
 by the fairies at the end of the play. 
 
 FIRST GRADE 
 GAMES 
 
 CAT AND MICE 
 
 Active, 
 
 Schoolroom or playground. 
 
 10-14 plciyers. 
 
 One player, who is chosen to be the cat, hides behind the 
 teacher's desk, or a chair at the front of the room. The rest 
 of the players, who are the mice, tiptoe toward the front of the 
 room. On reaching the place where the cat is hidden, they 
 make a scratching noise, as if nibbling cheese. The cat runs 
 out and tries to catch as many mice as possible. As soon as 
 the cat jumps out, the mice run to their seats. Those who 
 are caught must go to a trap, which is marked off at one end 
 of the room. 
 
 The cat should try to deceive the mice by allowing them 
 
46 PHYSICAL TRAINING 
 
 to nibble a few seconds before running out. A different 
 person should be chosen for the cat as often as the teacher 
 thinks necessary. In some versions, the last person caught 
 is the cat for the next game. 
 
 It will be easier to maintain a fine spirit in the school- 
 room if only one or two rows run at a time. 
 
 HERR SLAP JACK 
 
 Active. 
 
 Playground^ schoolroom, or gymnasium, 
 
 10-60 players. 
 
 All join hands and form a circle. One player, who is 
 chosen to be *'it", runs around the outside of the circle, taps 
 some one on the back, and continues to run in the same 
 direction around the circle. The one who is tapped immedi- 
 ately 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. 
 
 The game may be varied by having the players shake 
 hands three times, curtsey, or perform some gymnastic 
 movement when they meet. 
 
 Schoolroom. The pupils remain seated. The one who is 
 **it" runs up and down the aisles and taps some one on the 
 back. T\\t two runners should keep to the outside aisle. 
 
 MULBERRY BUSH 
 
 Singing game. Active. 
 
 Schoolroom, playground, or gymnasium. 
 
 6-60 players, 
 
 2. This is the way we wash our clothes. 
 
 We wash our clothes, we wash our clothes; 
 This is the way we wash our clothes, 
 So early Monday morning. 
 
FIRST GRADE GAMES 47 
 
 Here We Go Round The Mulberry. Bush 
 
 Arr. by Ethei S.Drummond 
 
 I Here we go round the mul -. ber - ry bush, the mul - ber- ry bush, the 
 
 ^ 
 
 fc 
 
 j, I l i'j'j'j >L^y'>j i' l j > 
 
 1 
 
 mul-ber-rybushj Here we go round the raul-ber-ry bush so ear-ly in the morn-ing. 
 
 3. This is the way we iron our clothes, 
 
 We iron our clothes, we iron our clothes ; 
 This is the way we iron our clothes, 
 So early Tuesday morning. 
 
 4. This is the way we scrub the floor, 
 
 We scrub the floor, we scrub the floor ; 
 This is the way we scrub the floor. 
 So early Wednesday morning. 
 
 5. This is the way we mend our clothes. 
 
 We mend our clothes, we mend our clothes ; 
 This is the way we mend our clothes, 
 So early Thursday morning. 
 
 6. This is the way we sweep the floor, 
 
 We sweep the floor, we sweep the floor ; 
 This is the way we sweep the floor, 
 So early Friday morning. 
 
^8 PHYSICAL TRAINING 
 
 7. Thus we play when our work is done, 
 
 Our work is done, our work is done; 
 Thus we play when our work is done, 
 So early Saturday morning. 
 
 8. This is the way we go to church, 
 
 We go to church, we go to church ; 
 This is the way we go to church, 
 So early Sunday morning. 
 
 All join hands and walk around from right to left, swinging 
 the arms in and out in time to the music. In the second and 
 following stanzas the players go through the movements 
 which are indicated by the lines. At ''so early in the morn- 
 ing'' the players release hands and turn rapidly about in 
 their own places. 
 
 SQUIRREL AND TREES 
 
 Active 
 
 Schoolroom or playground., 
 10-60 players. 
 
 The players stand in circle formation in groups of three. 
 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 *Mt" (squirrel without a home), and stands 
 in the center of the circle. The 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. 
 
 'i he players who are trees should be changed about so 
 that all will get a chance to run. 
 
FIRST GRADE GAMES 
 
 49 
 
 THE FARMER IN THE DELL 
 
 Singing game. Active, 
 Schoolroom or playground, 
 10-^0 players. 
 
 The Farmer In The Dell 
 
 Arr.by Ethel S.Drummond 
 
 i J' j > I J: ' i' 
 
 * 
 
 i^=J 
 
 "* # 
 
 the far - mer in 
 
 The 
 
 far - mer 
 
 the dellj 
 
 .the 
 
 ^ 
 
 j ^N ^' N ^' J ^' 1 J- 1 
 
 ^ 
 
 dell; Heigh . oh! the cher - ry oh! the far - mer in the 
 
 dell. 
 
 yr^ 
 
 :^^^ 
 
 The farmer takes a wife ; 
 The farmer takes a wife ; 
 
 Heigh-oh ! the cherry-oh ! 
 The farmer takes a wife. 
 
 The following stanzas vary only in the choice, and are as 
 follows : 
 
 The wife takes a child, etc. 
 
 The child takes a nurse, etc. 
 The nurse takes a cat, etc. 
 The cat takes a rat, etc. 
 The rat takes the cheese, etc. 
 
 The players form a circle with one phiyer in the center, 
 who is the farmer. As the stanzas are sung, the players move 
 from right to left around the circle. As the second stanza is 
 
50 PHYSICAL TRAINING 
 
 sung, "The farmer takes a wife", the farmer chooses a player 
 to stand with him in the center. This continues, the wife 
 choosing a child, the child a nurse, etc., down to the cheese. 
 When the cheese is chosen, every one claps hands, jumps up 
 and down, and shouts. The cheese stays in and is the farmer 
 for the next game. 
 
 CHARLIE OVER THE WATER 
 
 Active, 
 Playground, 
 10-60 players. 
 
 All join hands and form a circle. A player who is ''it" 
 stands in the center of the circle. Those in the circle dance 
 around, repeating the following rhyme : 
 
 ** Charlie over the water, 
 Charlie over the sea; 
 Charlie catch a blackbird, 
 Can't catch me " 
 
 As soon as they shout ''me, " they stoop. "Charlie" tries 
 to tag some one before he can stoop. If he succeeds, he may 
 take a place in the circle, and the one who was tagged is "it ". 
 
 LOOBY LOO 
 
 Singing game. Active. 
 Schoolroom or playground. 
 6-60 players. 
 
 I. Here we dance Looby Loo, — 
 Here we dance Looby hght, — 
 Here we dance Looby Loo, — 
 All on a Saturday night. 
 
FIRST GRADE GAMES 
 
 Looby- Loq 
 
 SI 
 
 Arr.by Fannie Robertson 
 
 n; j> j'j^J j^ i r'f -' iJ' J^J^J JH j_j- i 
 
 I Here we dance Loo-by Loo,_ 
 
 Here we dance Loo-by light, _ 
 
 ^ 
 
 r y \ • i \ ^1 ^ ' r y I * ^=^^ 
 
 h jow^J i^i rr ' \ n p ^^ 
 
 Here we dance Loo-by Loo, _ 
 
 All on a Sat -ur- day night. _ 
 
 ^ 
 
 f 7 I J. f y I J. r I j' S 
 
 2. Here we dance looby loo, etc., 
 I put my left hand in, etc. 
 
 3. Here we dance, looby loo, 
 I put my right foot in, etc. 
 
 4. I put my left foot in, etc. 
 
 5. I put my little head in, etc., 
 
 6. I put my whole self in, etc. 
 
5^ 
 
 PHYSICAL TRAINING 
 
 All join hands, form a circle, and dance around from right 
 to left while singing the first stanza. As the second stanza is 
 sung the players stand still, put the right hand in towards 
 the center of the circle, then turn and point it toward the 
 outside of the circle, face the center, and shake the hand in 
 time with the music (Fig. 9). Turn rapidly about in 
 
 ^H^^^J 
 
 ■ 
 
 
 ^^^HPl^ ■'''^v '^B^M 
 
 
 " 
 
 1 
 
 
 ^■^ ^^H 
 
 y 
 
 u 
 
 n 
 
 ? 
 
 
 I- 
 
 F'lr,. 9. — Looby Loo. 
 
 place as the last line is sung, shouting ''O!" on last note of 
 the measure. The players then join hands, and dance about 
 while singing the chorus. The game is continued and the 
 players go through the movements indicated by the words. 
 On the last stanza, a little jump toward center of the 
 circle is taken. While singing the chorus (first stanza), 
 the children may run or skip about the circle. When 
 playing in the schoolroom they may skip forward and back 
 in the aisles. 
 
FIRST GRADE GAMES 53 
 
 SQUIRREL AND NUT 
 
 Active, 
 Schoolroom, 
 10-60 players, 
 A walnut. 
 
 The pupils remain seated with their heads bowed on the 
 desks (squirrels asleep), the right hands resting on the desk, 
 palms up (the squirrel's pantry). 
 
 One pupil is chosen to be the squirrel, who is looking for a 
 pantry in which to store his nut. He runs lightly up and 
 down the aisles, drops his nut in one of the pupils' hands, and 
 runs quickly around the outside of the room to his home 
 (seat). As soon as the second player gets the nut he chases 
 the first player around the room and tries to catch him. 
 Should the first player be tagged before reaching his home, 
 he is again ''it"; but if he reaches his home in safety, the 
 second player is the squirrel for the next game. 
 
 GO ROUND AND ROUND THE VILLAGE 
 
 Singing game. Active, 
 Playground or schoolroom, 
 10-60 players, 
 
 2. Go in and out the window. 
 Go in and out the window. 
 Go in and out the window, 
 As we have done before. 
 
 3. Now stand and face your partner, 
 Now stand and face your partner, 
 Now stand and face your partner, 
 And bow before you go. 
 
54 
 
 PHYSICAL TRAINING 
 
 Go Round And Round The Village 
 
 Arr. by Ethel S.Druramond 
 
 4^M i j' j' jMji^'O' l j '-^f-J"^ 
 
 ^^ 
 
 I Go round and round the vil-lage Go round and round the vil-lage* Go 
 
 m af n ngh i M C Hf ^ 
 
 J' p p i n ^J' N'; I j-j l 
 
 round and round the vil - lage as 
 
 we have done be 
 
 m 
 
 fore. . 
 
 I i nn i f I ' II 
 
 Now follow me to London, 
 Now follow me to London, 
 Now follow me to London, 
 As we have done before. 
 
 Playground, Players join hands and form a circle with 
 one player outside. The circle stands still, representing the 
 houses of a village. The words are sung by the circle players 
 while the first player skips around the outside of the circle. 
 As the second stanza is sung, the players raise their clasped 
 hands and the first player skips in and out of the arches, 
 trying to complete the circle before the stanza is finished. 
 At the beginning of the third stanza the first player stops in 
 the rmg and chooses a partner; the two then go outside and 
 skip around the circle, the second player following the first. 
 At the end of the fourth stanza the first player returns to the 
 
FIRST GRADE GAMES 
 
 55 
 
 circle, and the second player proceeds as the first player did 
 in the above description. 
 
 Schoolroom. The class remains seated and sings the 
 stanzas, while two or three pupils, chosen by the teacher, run 
 lightly up and down the aisles and tag two or three others, 
 who rise and follow them. As the second stanza is sung, the 
 pupils stand in the seats, join hands across the aisles, and 
 the skippers pass under the arches. 
 
 TEACHER AND CLASS 
 
 Ball game. 
 
 Schoolroom or playground. 
 
 5-60 players. 
 
 Bean bags or balls. 
 
 This game may be played with either bean bags or balls. 
 It is a simple tossing game and is good practice for children 
 who are just learning to catch and hold a bean bag or ball. 
 The tossing should be underhand ; but later on in the second 
 and third grades this may be varied ; tossing overhand, 
 throwing, and catching with the right or the left, hand may 
 be introduced as the pupils gain in skill. 
 
 The players should be arranged in lines of from eight to 
 ten, with one other child who stands facing the line (the 
 teacher). The teacher throws the bean bag to the player 
 at the head of the line; the player catches it and throws it 
 back to the teacher, and so on down the line. Should any- 
 one fail to catch the bean bag, he must pick it up and throw 
 it to the teacher, then go to the foot of the line. If the 
 player who is the teacher misses the bag, he goes to the foot 
 of the line and the player at the head of the line becomes the 
 teacher. 
 
-6 PHYSICAL TRAINING 
 
 FIRST GRADE 
 RHYTHMIC PLAYS 
 
 Rhythmic work should be an important factor in the 
 physical training of the lower grades. Much of the story- 
 play work is rhythmic, but, aside from this, additional train- 
 ing in rhythm should be given. This should always be ac- 
 companied by music; if a piano or a victrola cannot be had 
 the teacher or a few of the pupils may sing or clap hands. 
 
 The directions for these plays are written for teachers. 
 When used in the schoolroom they should of course be 
 amplified and adapted to the pupils' understanding. Pupils 
 should be trained to listen to the phrasing and the accent of 
 the music, as counting aloud detracts from the spirit of the 
 play. 
 
 ELEMENTARY MARCHING 
 
 1. Marching. In single file around the room. The chil- 
 dren may clap their hands very Hghtly, as an aid to the 
 rhythm; but prolonged or loud clapping has a tendency 
 to produce heavy dragging steps. 
 
 2. Stopping on chord. The pianist plays a chord during 
 the march, the children stop, face about, and march forward 
 in a new direction. 
 
 3. Marching. In twos and in fours. If the work can 
 be carried on in the hall or playroom, the following order 
 may be used. Children march down the center of room in 
 single file. On reaching the front of the room they separate, 
 the even numbers going to the left, and the odd numbers 
 to the right, around the sides of the room to the back. They . 
 should meet at the back of the room and march down the 
 center in twos. When they reach the front the even-num- 
 
FIRST GRADE RHYTHMIC PLAYS 57 
 
 bered couples turn toward the left and the odd-numbered 
 to the right. Odds and evens meet at the back of the room, 
 and march down the center in fours. This may be con- 
 tinued and eights formed the next time around. 
 
 4. Marching. On toes (quick march time) ; marching 
 with slow steps (slow march time). Quicken or retard the 
 march time at irregular intervals. This work is excellent 
 training in rhythm and is intensely interesting to the chil- 
 dren. 
 
 5. Zigzag Marching. Alternate rows face the back of 
 the room. The first row marches forward around the room, 
 then up and down the aisles in serpentine fashion followed 
 by the other rows. 
 
 ANIMAL IMITATIONS 
 
 1. Rabbits (slow f time). Stoop down and hop on all 
 fours ; or the hopping may be done on the feet with the fore- 
 fingers held at the head to imitate rabbits' ears. 
 
 2. Ducks (slow i time). Sit down on the heels ; place the 
 hands on the knees ; waddle slowly forward. 
 
 3. Horses galloping (fast f time). 
 
 4. High-stepping horses (f time). 
 
 5. Birds (fast f time). Run Hghtly on the toes, waving 
 the arms up and down to represent wings. The flight of 
 different kinds of birds may be imitated. In this case the 
 rhythm should be changed. 
 
 6. Butterflies (fast f time). Quick running, with slow, 
 gentle movement of arms over head and down to the sides. 
 
 IMITATIVE PLAYS 
 
 1. Running (quick march music). 
 
 2. Skipping (schottische time). Skipping in single file, in 
 twos, in threes, in fours, etc. 
 
^8 PHYSICAL TRAINING 
 
 3. Skating (slow march music). In twos, slide diagonally 
 forward on the right ; repeat, sliding with the left. (See 
 I, Skating, page 31.) 
 
 4. Jumping rope (schottische time). (See 5, Spring 
 Activities, page 39.) 
 
 5. Swinging (slow waltz time). (See 3, Going to the Play- 
 ground, page 21.) 
 
 OCCUPATION PLAYS • 
 
 1. Playing house. (See Mulberry Bush, page 46.) Wash- . 
 ing clothes — Ironing — Sweeping — Sewing — Rocking i 
 baby to sleep. I 
 
 2. The woodman (very slow i time) — Chopping. (See 
 4, Lincoln's Boyhood, page 36.) 
 
 3. Spading the garden (| time). (See 3, Making Vege- 
 table Garden, page 40.) 
 
 1 
 
 THE SHOEMAKER 
 
 (Danish) 
 
 Formation. Double circle. Partners face each other. 
 
 I. Measures 1-2. With arms raised in front to shoulder 
 level, fists closed, roll one arm over the other three times. 
 If desired, the children may sing, " Wind, wind the thread." 
 
 Repeat, reversing the rolling. 
 
 Measure 3. Pull hands apart twice with a jerk. Singing 
 ** Pull the thread, pull the thread.'' 
 
 Measure 4. Fists closed. Tap one fist with the other 
 three times, as if driving in pegs. Singing, '' And tap, tap, 
 tap.'' 
 
 Measures 5-8. Repeat from the beginning. 
 
 n. Measures 9-16. Join inside hands. Girls take hold 
 of skirts with outside hand, boys put hands at waists and 
 
FIRST GRADE RHYTHMIC PLAYS 
 
 59 
 
 Allegro 
 
 The Shoemaker 
 
 Danish 
 
 Arr. by Ethel S.Drummond 
 
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 skip around the circle, starting with outside foot. (See i, 
 Little Bo-Peep, page 104.) 
 
 Repeat as many times as desired. 
 
 SIMON OF ZELLE 
 
 Formation. The boys stand in one row clasping hands; 
 opposite them, about four feet distant, stand the girls, also 
 clasping hands. The outside hands of the pupils at ends of 
 lines are on the hips and their inside hands are clasped and 
 raised high. 
 
 The following words accompanying the play : 
 
6o 
 
 PHYSICAL TRAINING 
 
 Simon Of ZeUe 
 
 German 
 
 Arr. by Fannie Robertson 
 
 11^ J J] I J J^i | J. ;i|j f I/] j)i) | j ij) 
 
 Here comes Si-mon of Zel - le, Here come the hon - or- able ^ 
 
 1 2 3 4 _ 5 6 
 
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 pen . tie - men, Here the no-ble men _ all 
 
 7 8 9 10 11 12 
 
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 1. Here comes Simon of Zelle ; 
 
 Here come the honorable gentlemen ; 
 Here the noblemen all. 
 
 2. What asks Simon of Zelle ? 
 
 What ask the honorable gentlemen ? 
 What the noblemen all ? 
 
 3. ** To win/' cries Simon of Zelle. 
 
 To win, come the honorable gentlemen ; 
 To win, the noblemen all. 
 
 4. What asks Simon of Zelle ? 
 
 What ask the honorable gentlemen.? 
 What the noblemen all .? 
 
 5. A crown, asks Simon of Zelle, 
 
 A crown, ask the honorable gentlemen ; 
 A crown, the noblemen all. 
 
FIRST GRADE RHYTHMIC PLAYS 6 1 
 
 6. No ! Herr Simon of Zelle ! 
 
 No ! You honorable gentlemen ! 
 No ! You noblemen all ! 
 
 7. In rage rides Simon of Zelle ; 
 
 In rage, the honorable gentlemen ; 
 In rage, the noblemen all. 
 
 8. A friend, asks Simon of Zelle ; 
 
 A friend, ask the honorable gentlemen ; 
 A friend, the noblemen all. 
 
 9. Yes ! Herr Simon of Zelle, 
 
 Yes ! You honorable gentlemen, 
 Yes ! You noblemen all ! 
 
 10. In peace rides Simon of Zelle ; 
 
 In peace, the honorable gentlemen ; 
 In peace, the noblemen all. 
 
 I. Measures 1-4. The boys sing the first stanza, walk 
 forward three steps, and bring their feet together. In the 
 third and fourth measures they bow. (See i. Mistress 
 Mary, page 107.) 
 
 Measures 5-8. They retire to position in the same man- 
 ner and bow. 
 
 Measures 9-12. They advance and bow as before. 
 
 Measures 1-4. The second stanza is sung by the girls. 
 The boys retire and bow as before and remain standing in 
 this position. 
 
 Measures 5-8. The girls advance as did the boys, but 
 make a curtsey instead of a bow. (See i. Mistress Mary, 
 page 107.) 
 
62 PHYSICAL TRAINING 
 
 Measures 9-12. The girls retire and curtsey. 
 
 The third, fourth, fifth, and sixth stanzas are sung alter- 
 nately by the boys and girls. The boys always advance and 
 retire twice as described above, while the girls advance and 
 retire but once. 
 
 The seventh verse is sung by all, and the music is played 
 faster. The girls clap their hands, the boys bend their 
 arms, clench their fists, and take gallop steps (ride) about 
 the girls until each has reached his place. The boy at the 
 left end is the leader. 
 
 The first two stanzas are sung again while the players 
 advance and retire as before, and are followed in like manner 
 by the eighth and ninth stanzas. A faster rhythm is used 
 for these stanzas. 
 
 All sing the tenth stanza. There are no clenched fists; the 
 boys take partners and all skip in a circle about the room. 
 
 THE FARMER BOY'S RETURN 
 
 (Adapted from a Finnish Folk Play) 
 
 Formation. A single circle, each boy in front of partner. 
 The boy extends his arms backward to the girl, and they 
 join hands. Proceed around the circle in clockwise fashion. 
 
 I. Measures 1-8. Take sixteen steps, bending the knee 
 each time a step is taken. Each one begins with the outside 
 foot. (Weary.) 
 
 n. Measures 9-16. Take thirty-two short, quick running 
 steps forward. (To get home.) 
 
 If desired the players may join hands forming a single 
 circle, and proceed about the circle in clockwise fashion, in- 
 stead of with partners, as described above. 
 
FIRST GRADE RHYTHMIC PLAYS 
 
 63 
 
 The Farmer Bo/s Return 
 
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 Moderate 
 
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 CHIMES OF DUNKIRK 
 
 Formation. A double circle around the room, partners 
 facing each other, hands on hips. 
 
 I. Measures 1-2. Tap feet three times : right, left, right. 
 Measures 3-4. Clap hands three times. 
 
 Measures 5-8. Partners take hands and turn each other 
 around with short running steps on toes. 
 Measures 1-8. Repeat from beginning. 
 
 II. Measures 9-16. Partners join inside hands, face 
 forward and run around the circle with sixteen short run- 
 
64 
 
 PHYSICAL TRAINING 
 
 The Chimes Of Dunkirk 
 
 Moderate 
 
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 ning steps. If desired, partners may be changed by having 
 the players on the inside step forward on the last measure. 
 
 BAA, BAA, BLACK SHEEP 
 
 Formation. A single circle joining hands, with one 
 player in the center, who is the little boy in the lane. 
 
 I. " Baa, baa, black sheep, 
 Have you any wool .? " 
 
 The little boy sings the two lines while the sheep (players 
 in circle) take eight slides to the left. Slide on the left foot, 
 bring the right foot up to the left, and transfer the weight 
 to It ; continue the sliding. 
 
 " Yes, sir, yes, sir," 
 
 The sheep place hands on hips, nod the heads up and 
 down, with two very emphatic nods. 
 
FIRST GRADE RHYTHMIC PLAYS 
 
 Baa, Baa, Black Sheep 
 Andante 
 
 65 
 
 Arr. by Faimle Robertson 
 
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 Baa^baa^blackBheep^aveyouan-ywool? Yes, sir, yes, sir, three bags fullj 
 1 ,2 3 4 5 .6 ..7.8. 
 
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 One for ny mas -ter, one for my dame, But none for the lit - tie boy that cries in the lane. 
 9 10 I 11 \2i^ , 13 14 15 16 
 
 y 10 I 11 V4^ , 13 14 10 10 
 
 ■n' vpp ipp i jr i j f i jr If r iff ^ 
 
 '^ Three bags full." 
 
 Stretch the right hand forward, three fingers extended. 
 On the word '' full " extend the arms in a circle in front, 
 tips of fingers meeting. 
 
 ^^ One for my master," 
 
 Turn to right, with a low sweeping gesture of the right 
 
 arm, and bow. (( r\ r 1 ?> 
 
 (Jne tor my dame, 
 
 Repeat to the left. 
 
 '' But none for the Httle boy " 
 
 Little boy (girl) in center pretends to cry, as the children 
 in the circle put hands on hips and shake their heads four 
 
 Limes. (( nni * * 1 1 " 
 
 Ihat cries in the lane. 
 
 Turn about to the right with three short running steps 
 and face the center. Stamp the right foot and point the 
 
ee PHYSICAL TRAINING 
 
 right forefinger at the boy (girl) in the center. Little boy 
 (girl) in center runs out to the circle. 
 
 n. Measures 1-2. Do not sing unless there is no other 
 music. Three slides to the left, raise and sink the heels. 
 
 Measures 3-4. Repeat, sliding to the right. 
 
 Measures 5-6. Walk to the center with the hands held 
 high, take three walking steps and bring the heels together. 
 
 Measures 7-8. Retire to position. 
 
 Measures 9-16. Repeat the above step and clap hands on 
 the last note of the sixteenth measure. 
 
 Repeat the play from the beginning. 
 
 DANISH GREETING 
 (Danish) 
 Formation. Single circle, facing in. 
 
 I. Measure i. Clap the hands twice and turn toward 
 partner as the outside foot (one away from partner) is drawn 
 back. Girls take hold of the skirts; boys place the hands 
 akimbo, bend forward from the waist, and bow. 
 
 Measure 2. Remain in this position and clap hands twice. 
 Swing on the toes, turning toward the inside of the circle and 
 bow to neighbor. 
 
 Measure 3. Stamp the foot away from partner. Stamp 
 the foot near partner. 1 
 
 Measure 4. Turn away from partner with three light | 
 running steps, and face the center. I 
 
 Measures 5-8. Repeat all of the above steps. 
 
 n. Measures 9-12. Join hands, forming a single circle, 
 and take sixteen short running steps to the left. 
 Measures 13-16. Run sixteen steps to the right. 
 Repeat as often as desired. 
 
FIRST GRADE RHYTHMIC PLAYS 
 
 Danish Greeting* 
 
 ^1 
 
 Moderato 
 
 Arr. by Ethel S.Drununond 
 
 I SEE YOU 
 
 (Swedish) 
 
 Formation. Two double rows facing each other with a 
 distance of about six feet between the rows. 
 
 In the double row, Number One stands in front of Number 
 Two, with hands on hips, while Number Two places hands on 
 Number One's shoulders. 
 
 I. Measure i. Number Two leans head to the left and 
 looks over Number One's left shoulder, playing peek-a-boo 
 with Number Two across the way. 
 
 Measure 2. Number Two, with a quick bird-like move- 
 ment of the head, leans to the right and looks over Number 
 One's right shoulder. 
 
68 
 
 PHYSICAL TRAINING 
 
 I See You 
 Swedish 
 
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 see you.tra la la la la la. You see me and I see you, then you take rae ahd 
 
 6 m l-m- ^8 I 9^ 10 _ 11 ■ 
 
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 |i^j ^hP-'auA' i' I j' ^' j' J' ^^ 
 
 fll takeyouj You see me and I see you^Then you take me and 111 take you. 
 
 §^; 
 
 12 
 
 13 
 
 - 14 
 
 15 
 
 ^ 
 
 Measure 3. Number Two makes two quick movements 
 of the head, looking to the left and right, holding the latter 
 position. 
 
 Measure 4. Repeat, looking to the left and pause. 
 
 Measures 5-8. Repeat from the beginning, looking first 
 to the right. 
 
 II. Measures 9-12. On the first note of the ninth 
 measure all players clap their own hands together, while 
 Number Two springs forward from the left of his partner 
 and meets Number Two from the opposite side. The two 
 join hands and swing about to the left with a sliding step. 
 (Iwo slides to a measure.) 
 
 Measures 13-16. On the first note of the thirteenth meas- 
 ure all clap their own hands, join hands with first partner 
 
FIRST GRADE RHYTHMIC PLAYS 69 
 
 and swing about to places with sliding step. Partners lean 
 away from each other and swing about with vigorous step. 
 
 Note, At the end of the sixteenth measure all resume 
 original positions, but with positions of Numbers One and 
 Two reversed, so that Number One stands back of Number 
 Two. 
 
 The entire game is repeated with the Number Ones play- 
 ing peek-a-boo. Singing should accompany the play. 
 
SECOND GRADE 
 STORY PLAYS 
 
 See Directions for Teaching the Lessons. 
 
 The work for the second grade is more formal than that of 
 the first ; greater emphasis should be placed upon the de- 
 velopment of rhythm, as well as upon the unity and form 
 of the work. 
 
 All exercises written for the right side should be given 
 the same number of times on both sides. 
 
 THE WINDS AND THE CORN 
 
 Select certain of the rows to be the North Wind, others the 
 South, the West, and the East Winds. 
 
 1. Nodding of the corn tassels. Stand! Place the feet 
 well apart (firmly planted in the ground). One! Gentle 
 breeze blows the tassels (heads) to the right. Two! Blows 
 tassels to the left. Again — one! Two! 
 
 2. South zc'ind blozi^s. Ready — go! The rows repre- 
 senting the south wind run slowly and gently around the 
 room two times. The remainder of the children represent a 
 field of corn. They stand with arms stretched diagonally 
 upward, the hands drooping. As the south wind runs they 
 move hands very gently up and down. 
 
 3. fVest wind blows. Ready — go! The rows represent- 
 ing the west wind run around the room two or three times 
 
 70 
 
SECOND GRADE STORY PLAYS 71 
 
 with somewhat faster rhythm. The children raise the arms 
 (leaves of cojn) up over the head and lower to the sides. 
 Keep the class together by using Up! Down! As the 
 children representing the wind reach the seats the leaves 
 of corn (arms) are raised slowly upward and sink slowly and 
 gently to sides (the wind dying down). 
 
 4. East wind blows. Ready — go! The rows represent- 
 ing the east wind run very fast around the room four times, 
 with the arms raised to shoulder level. The children repre- 
 senting corn have arms down at sides. Down! Sway trunk 
 slowly forward from waist. Up! Raise trunk slowly. 
 Do not allow children to bend the trunk backward, on the 
 return movement. Keep it up — go! Stop! The wind 
 blows all the cornstalks forward. 
 
 5. North wind blows. Ready — go! The rows repre- 
 senting north wind rush forward and around the room five or 
 six times, arms flapping up and down. (Let them make 
 whistling noise like the wind as they go.) The stalks of the 
 corn are twisted. One! The trunk is twisted to the right. 
 Two! Far over to the left. Again — one! Two! Keep 
 it up — go! Stop! 
 
 6. Wind dying down. Breathe — in! Breathe — out! 
 Again — one ! Two ! 
 
 THE BUTTERFLY BALL 
 
 The teacher stands before the class, and recites the verses. 
 When the children have become familiar with the words, 
 one of them may be chosen in place of the teacher. 
 
 **Come, take up your hats, 
 And away let us haste 
 To the Butterfly's ball 
 And the Grasshopper's feast." 
 
72 PHYSICAL TRAINING i 
 
 1. Ready for the hall. Stand! Reach for hats, and be j 
 ready to go. Let us all be butterflies. Ready — go! One 
 row at a time around the room to seats. Run lightly on the ' 
 toes waving wings (arms) as you go. The arms are gently 
 moved sideways upward and downward as the children run. 
 
 *'The trumpeter Gadfly 
 Has summoned the crew, 
 And the revels are now 
 Only waiting for you.'' 
 
 2. The trumpet sounds. Ready, trumpeters, mark time — 
 mark! Forward — march! Trumpeters, halt! (See i, 
 lesson 2, page 119.) Pay little attention to right and left. 
 Throughout marching and marking time the arms are raised 
 as if holding a trumpet. Trumpeters, halt! Sit! Chil- 
 dren may toot in time to moving feet. 
 
 **And the sly little Dormouse 
 Crept out of his hole, 
 And led to the feast 
 His blind brother^ the Mole." 
 
 3. The Dormouse creeps out. Peep around the corner 
 of the desk. Stand! Take the hand of the partner in the 
 next row. Ready — go! Run lightly and timidly around 
 the room followed by the mole, who totters along. The 
 odd rows represent the dormouse, and the even rows the 
 mole. Two rows run around the room and back to seats. 
 
 "And the Snail with his horns 
 
 Peeping out from his shell, j 
 
 Came from a great distance, — } 
 
 The length of an ell." | 
 
 4. The Snail comes. Down! Bend the trunk from the j 
 hips (back flat). Up! Raise the trunk very slowly. Again ; 
 — one! Two! 1 
 
SECOND GRADE STORY PLAYS 73 
 
 "Then the Grasshopper came 
 With a jerk and a spring; 
 Very long was .his leg, 
 Though but short was his wing." 
 
 5. The Grasshopper hops in. Ready — go! A hop skip 
 around the room. Keep the right foot always in front. One 
 row after the other around the room and down to seats. 
 
 "Then home let us hasten, 
 While yet we can see ; 
 For no watchman is waiting 
 For you and for me." 
 
 6. Asleep, Sit down and rest head on desk. Very quiet. 
 
 THE FARMER BOY 
 
 1. Feeding the cows. Stand! One! Bend over, scoop 
 out feed from the grain bin, and put in a bucket on the bench 
 (desk). Two! Fill many times for all the cows — go! 
 Stop! 
 
 2. Putting hay in the manger. One! Bend forward with 
 the hands in front as if grasping a pitchfork, and push the 
 arms forward to get a load of hay. Balance load over 
 shoulder. Two! Walk a few steps forward (two desks 
 down) and pitch hay into manger. Again — one! Two! 
 Walk back and get another load. 
 
 3. Milking, Ready — go! Stop! 
 
 4. Carrying milk to dairy. Ready — go! Two rows 
 march around one row of seats. 
 
 5. Straining milk. One! Stoop over, knees straight. 
 Two! Pick up the pail, raise the arms to the side and pour 
 milk through the strainer. Again — one! Two! Put on 
 high shelf. One! Hold the pan with both hands and reach 
 
74 PHYSICAL TRAINING 
 
 far up to the top shelf. Two! Down for another pan. 
 
 Again — one! Two! 
 
 6. Resting, Breathing as in previous lessons. 
 
 THE DAIRY 
 
 1. Skimming milk. Stand! Take down pan of milk. 
 Reach! On toes with arms over head. Down! Put pan 
 on the table (desk). Skim! Move the hand from right to 
 left in front of the body. Back! Move hand back to the 
 right. Again — one! Two! 
 
 2. Pouring cream into churn. One! Lift jar from the 
 table (desk). Two! Turn hands as if pouring. Again — 
 one! Two! 
 
 3. Churning. Arms extended in front of body. Fists 
 closed (grasp handle of churn). Up! Raise arms upward 
 as high as head. Pull churn handle up. Down! Push 
 down with hands. Again — one! Two! Keep it up — go! 
 All together— up! Down! Stop! 
 
 4. Working butter. One! Take butter out of the churn 
 with a ladle. Two! Get more butter. Again — go! Stop! 
 Work the butter into rolls. 
 
 5. Taking butter to store to sell. Ready — go! One row 
 at a time runs around the room and down to the seats. 
 
 6. Home to rest. Breathing. Same as in previous les- 
 sons. 
 
 WALK TO THE PARK 
 
 1. Rinining through the dry leaves. Stand! Ready — 
 go! One row after the other runs around the room and 
 down to seats. (See i, Raking Leaves, page 26.) 
 
 2. Ready for fun. Place the hands on the hips. Breathe 
 — in! Breathe — out! Again — one! Two! 
 
SECOND GRADE STORY PLAYS 75 
 
 3. Pushing the swings. Ready — go! Stop! (See 3, 
 The Playground, page 21.) 
 
 4. Picking up pebbles. Down! Stoop down, bend the 
 trunk forward and pick up a few pebbles. Get nice flat 
 ones that will skip. Up! Stand and put pebbles in pocket. 
 Again — one! Two! See how many you can find — go! 
 Keep together. Down! Up! Stop! 
 
 5. Skipping pebbles. Place left foot forward. One! 
 Put the right hand in the pocket, and get a pebble ; draw back 
 and bend body a little to the right. Throw! Draw the 
 right arm back, and with an underhand jerk throw an imagi- 
 nary pebble forward. Again — one! Two! 
 
 6. Jumping the stream. Ready — go! Draw two chalk 
 lines on the floor at the front of the room. Alternate rows 
 face the back of the room. One row after the other runs 
 and jumps over the stream. The lines pass up and down the 
 aisles in serpentine fashion and stop at the seats. 
 
 7. Starting home. Breathing. Same as in previous les- 
 sons. 
 
 WITCHES 
 
 To be given at Hallowe'en time. 
 
 1. Witches riding broomsticks. Stand! Ready — go! 
 Raise hands forward as if astride a broomstick. (Show chil- 
 dren picture of witch riding on a broomstick.) One row at 
 a time gallops around the room and back to the seats. 
 
 2. Lighting a bonfire. Stoop down, bend knees. Breathe 
 — in! Breathe — out! Again — one! Two! 
 
 3. Hobgoblins flying. Up! Raise arms over head. Flap! 
 Arms dropped sideways downward and clapped at sides. 
 Again — one ! Two ! 
 
 4. Tossing sticks on fire. One! Stoop down, pick up 
 
^5 PHYSICAL TRAINING 
 
 sticks. Two! Rise and throw on fire. Again — one! 
 
 Two ! 
 
 5. Listeyiing for elves. Stand with feet slightly apart. 
 One! Lean way over to the right side; place right hand to 
 the ear and listen. See if you can hear the patter of the elves' 
 feet. Two! Listen to the left. Again — one! Two! 
 
 6. Coming of the elves. Alternate rows face back of room. 
 Skip Hke elves. Ready — go! Two rows skip around one 
 row of seats. Lightly on the toes. 
 
 7. JV itches zvhistle through the air. Breathe — in! 
 Breathe — out! Again — one! Two! 
 
 REPAIRING THE STREET 
 
 1. Driving horses to street. Stand! Ready — go! One 
 row at a time gallops around the room and back to the 
 seats. 
 
 2. Digging to take up the pavement. Stand with the left 
 foot diagonally forward, arms raised to shoulder as if 
 grasping the handle of a pickax. One! Fling the arms 
 forward downward and bend the trunk forward. Two! 
 Bring the hands to the shoulder and raise the trunk. Again 
 — one! Two! 
 
 3. Shoveling dirt from the zvagon. One! Put the left foot 
 in the seat. Two! Put the right foot in the seat and face 
 the front of the room. Place the left foot a little in front of 
 the right. Stand firmly, and raise the arms in front of the 
 body as if grasping the handle of a shovel. Shovel! Push 
 the shovel forward downward. Get the shovel full of dirt. 
 Throw! Throw it over into hole (right aisle). Again — 
 one! Two! Shovel and throw on the other side (left aisle). 
 Jump from the seat — one! Two! (See 5, Trees, page 
 24.) 
 
SECOND GRADE STORY PLAYS 77 
 
 4. Stamping on the dirt. One! Bend the right knee up- 
 ward (right angles should be formed at the knee, also at the 
 hip). Two! Stamp lightly on the floor. Same with the 
 left — one! Two! Again — one! Two! Three! Four! 
 
 5. Resting from work. Breathing. Same as in previous 
 lessons. 
 
 RUMPELSTILTSKIN 
 
 Tell the children the story of Rumpelstiltskin, as found 
 in ^^ Grimm's Fairy Tales.'' 
 
 1. Miller boasts of daughter who can spin straw into gold. 
 Stand! Alternate rows face the back of the room. Ready 
 
 — go! All rows with boastful air strut slowly forward, 
 thumbs and fingers holding lapels of coat. Each pair of 
 rows passes around one row of seats. 
 
 2. King sends for daughter and shuts her in room to spin. 
 She sighs because she cannot spin straw into gold. Breathe 
 
 — in! Breathe — out! Again — one! Two! 
 
 3. Rumpelstiltskin spins the gold. Sit! Face the side 
 of the room. Raise right arm forward. One! Describe 
 a circle in front of the body with the hand ; at the same time 
 bend the right knee, and replace the foot on the floor (tread- 
 ing a pedal). Again — one! Two! Keep it up — go! 
 Stop! 
 
 4. Piling up the gold. Stand! One! Bend over, gather 
 strands of gold. Two! Stand up and bind strands together 
 in a bundle. Again — one! Two! Hurry before the King 
 comes — go ! Stop ! 
 
 5. Rumpelstiltskin sings as he brushes his hearth: 
 
 *'To-day I brew, to-morrow I bake, 
 Next day the Queen's child 
 
 I shall take; 
 How glad I am that nobody knows 
 My name is Rumpelstiltskin.*' 
 
78 PHYSICAL TRAINING 
 
 Ready — go! Stop! Raise arms as in sweeping and 
 move them from right to left in front of the body. 
 
 6. Ru77ipelstiltskin cannot get the queen s baby. He is so 
 angry that he stamps his wooden foot. It sinks into the 
 ground, and he pulls it so hard that it falls off. He hops 
 away on one foot — go! One row at a time hops around the 
 room and down to seats. 
 
 7. The queen lives happy forever after. Breathe — in! 
 Breathe — out! Again — one! Two! 
 
 THE PURITAN 
 
 1. Preparation for Thanksgiving. Stand! Beating batter 
 for cakes. Ready — go! Stop! Face desks, hold bowl 
 with left hand, and beat with the right. 
 
 2. Flitting cakes in oven. One! Take cakes from the 
 table (desk), bend and sHghtly twist trunk toward back of 
 room, push arms forward, as if placing cake in oven. Two! 
 Raise trunk and get more cakes. Again — one! Two! 
 
 3. Picking grapes. Basket on left arm. One! Reach 
 up over the head. Two! Put grapes in basket. Reach up 
 for the big bunches. Again — ^ one! Two! 
 
 4. Putting food on table. One! Stoop down and get 
 heavy plate of apples. Two! Put it on the table. One! 
 Get a basket of grapes. Two! Put the grapes at the other 
 end of the table. Again — one! Two! Now the cake, etc. 
 
 5. Indian zcarriors come. Alternate rows face the back 
 of the room. Ready — go! Two rows march around one 
 row of seats with arms folded on the chest, heads erect, and 
 stepping very high. 
 
 6. Smoking pipe of peace. Form a circle. Two rows 
 march around one row of seats. Breathe — in! Breathe — 
 out! Again — one! Two! 
 
SECOND GRADE STORY PLAYS 79 
 
 GATHERING CORN 
 
 1. Driving to the field. Stand! One row at a time gallops 
 around the room. The cold makes the horses frisky. Hold 
 them hard. 
 
 2. Warming the fingers. Breathe — in! Blow! Again 
 
 — one! Two! 
 
 3. Husking the corn. One! Bend the trunk forward, 
 make a motion as if breaking off an ear of corn and pulling 
 off husks. Two! with an underhand throw, toss the corn 
 into the wagon. Again — -one! Two! Work fast — go! 
 Stop! 
 
 4. Shoveling corn into the bin. Stand in wagon (seat). 
 One! Place the right foot in the seat. Two! Place the 
 left foot in the seat and face the front. Shovel! Push the 
 arms forward and downward as if getting a shovelful of corn. 
 Raise the trunk, balance the shovel. Throw! Toss the 
 corn over to the side into the bin. Again — one! Two! 
 
 5. Going in for supper. Jump to floor. (See 5, Trees, 
 page 24.) Alternate rows face the back of the room. Ready 
 
 — go! Two rows skip around one row of seats. 
 
 6. Smell fried chicken. Breathe — in! Breathe — out! 
 Again — one! Two! 
 
 TRAVELS 
 
 I. In Holland. Rowing on canal. Turn around in seat 
 and sit facing the back of the room. Grasp oars. (See posi- 
 tion of hands in Fig. 75.) One! The trunk sways forward 
 as the arms are extended forward. Two! The trunk is 
 raised and the arms pulled in toward the body. Again — 
 one! Two! Keep it up — go! Keep together — stroke! 
 Stroke! Stop! 
 
8o PHYSICAL TRAINING 
 
 2. Dutch step. Stand! Place knuckles on hips. One! 
 Step to the side with the right foot. Two! Swing the left 
 foot forward and brush the heel on the floor. Three! Hit 
 left heel on the floor. Repeat to the left with three counts 
 (begin by stepping on the left) — go! Keep going — 
 stop ! 
 
 3. Indians shooting arrows. Kneel on right knee. One! 
 Twist the trunk slightly to the left ; take arrow from quiver 
 at the left side, with the right hand. Two! Hold the bow 
 with the left hand and place the arrow on the bow with the 
 right. Three! Raise the arms to shoulder level. The left 
 arm is extended straight in front, while the right is a 
 trifle bent as it holds the arrow. Take aim. Four! Shoot. 
 Again — one! Two! Three! Four! Repeat, resting on 
 the left knee and using the left hand to secure the arrow, etc. 
 
 4. Swiss boy climbing mountains. Alternate rows face 
 the back of the room. Ready — go! Two rows march 
 around one row of seats with high steps. Use imaginary 
 staff* to aid in climbing. 
 
 5. Japanese. Ready — go! One row at a time passes 
 around the room, with little shufl3ing steps on the toes, 
 holding imaginary fan in front of face. 
 
 6. Flutter fan. Breathe — in! Breathe — out! Again 
 — one! Two! 
 
 THE WIND 
 
 1. Rinmi7ig against the wind. Stand! Alternate rows 
 face the back of the room. Ready — go! Two rows run 
 around one row of seats. The arms are thrown backward, 
 the head up and back as if pushing against the wind. 
 
 2. Wind whistles. Breathe — in! Breathe — out! Let 
 the children make a whistling noise on the exhalation. 
 Again — one! Two! 
 
SECOND GRADE STORY PLAYS 8 1 
 
 3. The windmill. One! Raise the right arm forward 
 upward over head. Two! Raise the left arm forward up- 
 ward while the right sinks downward backward. Again — 
 one! Two! Keep it up — go! Stop! 
 
 4. The weather vane. Raise arms at sides to shoulder level. 
 One! Twist trunk to right. Two! Twist trunk to left. 
 Again — one ! Two ! 
 
 5. Trees bend. Place hands on hips. Bend! Trunk 
 bends slowly over to the right side. Raise! Forward — 
 bend! Trunk bends slowly forward and downward from the 
 waist. Raise! Bend! Trunk bends slowly to left. Raise! 
 Again — one! Two! Three! Four! Five! Six! 
 
 6. Wind blows cap off. Run after cap. Ready — go! 
 One row at a time runs around the room and down to seats. 
 
 7. Tired. Breathe — in! Breathe — out! Again — 
 one! Two! 
 
 GETTING CHRISTMAS TREES 
 
 1. Pull on caps and sweaters. Stand! Off to the woods 
 on snowshoes with sled. Ready — go! One row at a 
 time passes around the room to the seats. Lift the feet 
 each time a step is taken so that one snowshoe slides on 
 the other. Hands behind, holding rope of sled. 
 
 2. Looking for Christmas trees. One! Shade eyes with 
 right hand ; look to right. Two! Shade eyes with left hand ; 
 look to left. Again — one! Two! 
 
 3. Chopping. Stand with the left foot diagonally for- 
 ward, arms raised to the right shoulder as if grasping an ax, 
 and trunk twisted to the right. One! Swing the arms for- 
 ward and downward, and to the left. Two! Raise the arms 
 to the shoulder and twist trunk to the right. Again — one! 
 Two! Keep it up — go! Stop! Chop tree on the other 
 
82 PHYSICAL TRAINING 
 
 side. Place right foot diagonally forward, and arms to the 
 left shoulder, twisting body to the left. One! Two! 
 Again — one! Two! Keep it up — go! Stop! 
 
 4. Pulling tree to sled. Face back of room. Ready — go! 
 Stop! Step slowly backward, arms extended in front as if 
 pulling. Lift tree on the sled and strap it tight. 
 
 5. Pidluig sled home. Ready — go! One row at a time 
 runs around the room. Lift feet up high as you run or your 
 shoes will trip you. 
 
 6. Arms tired. Stretch arms slowly upward, and breathe 
 — in! Draw arms slowly downward to sides and breathe — 
 out! Again — one! Two! 
 
 THE CHRISTMAS BELL 
 
 1. Miner going down into mine in elevator. Put the head || 
 on desk and close -the eyes. Stand in seats. Jump out of' 
 elevator to ground. One! Two! With a light jump — one! 
 Jump from seat and land on toes with bent knees. Two! 
 Stretch knees, sink heels, and face front of the room. 
 
 2. Looking up shaft. Take in the fresh air. Breathe — 
 in! Breathe — out! Again — one! Two! 
 
 3. Digging ore. Place the right foot diagonally forward 
 and bend the arms to the shoulder as if grasping a pickax. 
 One! Swing the arms forward and downward. Two! 
 Bring the arms up to the shoulder. Again — one! Two! 
 
 4. Shoveling ore into car. Place the right foot forward and 
 bend the arms as if holding a shovel. One! Extend the 
 arms forward downward and bend the trunk forward as if 
 getting a shovelful of ore. Two! Raise arms and stand 
 erect as if balancing shovel, look to the left, and pitch the 
 ore over into the car. Again — one! Two! 
 
 5. Cars taking ore to foundry to make Christmas bells. 
 Ready — go! (See i, The Farm, page 24.) 
 
 II 
 
SECOND GRADE STORY PLAYS 83 
 
 6. Ringing Christmas bells. The arms are raised above 
 the head with the hands closed as if grasping a bell rope. 
 One! Pull down on rope and ring bell. Two! Raise 
 arms high above head and look up. Again — one! Two! 
 
 THE SCARECROW THAT CAME TO LIFE 
 
 Tell the children stories from ^^ The Land of Oz " (by 
 Frank Baum, published by Reilly and Britton, Chicago), 
 and they will be ready with many suggestions for story plays. 
 
 1. Scarecrows, Stand! Place feet apart, arms raised 
 to shoulder level, hands drooping and hanging limp in the 
 air. The eyes are closed. 
 
 2. Right eye blinks. One! Open right eye wide. Two! 
 Close. One! This time keep it open. Now left — one! 
 Two! and — open! 
 
 3. Sleepyhead, One! Head bends over to the right. 
 Two! Up to position. Over to the left — one! Two! 
 Again — one ! Two ! Three ! Four ! 
 
 4. Jrms come to life. One! Right arm falls to side. 
 Two! Arm is raised stiffly to shoulder level. Three! Sinks 
 to the side. Left arm comes to life — one! Left falls 
 to the side. Two! Left arm is raised to shoulder level. 
 Three! Sinks down to side. 
 
 5. Trunk bends. Over! Bend the trunk forward (45°). 
 Keep the back flat and the knees straight. Up! Raise 
 trunk. Again — one! Two! 
 
 6. Legs come to life. One! Bend the right knee slowly 
 upward (right angle at hip and knee). Two! Slowly 
 replace the foot on the floor. Again — one! Two! This 
 time the knee bends more quickly. Try left leg — one! 
 Slowly this time. Two! Again — one! Two! 
 
 7. Marching, Ready — go! One row after the other 
 
8^ PHYSICAL TRAINING : 
 
 marches around the room and down to seats. Very stiff and 
 straight. Pull the knees up high. , 
 
 THE SCARECROW GOES ON A JOURNEY 
 
 (See '' The Scarecrow of Oz " by Frank Baum, for story 
 in full.) 
 
 The Scarecrow is sent out by a good sorceress of Oz to 
 help some poor mortals in distress. 
 
 1. Ready for the journey. Stand! Alternate rows face 
 the back of the room. Ready — go! Two rows march 
 around one row of seats. March quickly. 
 
 2. Mountains too steep to climb. Flings magic rope to the 
 peak. Raise right arm to the shoulder. Throw! Fling 
 arms forward and upward. Try again — throw! 
 
 3. Climbing the rope. One! Raise the right hand over 
 the head, bend the right knee, bring the hand down to side, 
 and place the foot on the floor. One! Raise the left arm 
 and bend the left knee. Two! Bring arm and foot to 
 position. Ready, up the rope hand over hand — go! Stop! 
 At top of the mountain. 
 
 4. Pulling rope up. One! Place the feet apart, reach for- 
 ward with the arms (right hand a little in front of left), bend 
 the trunk forward and reach forward with the right hand. 
 Two! Pull the arms in toward body and raise the trunk. 
 Same with the left hand — one! Two! Keep it up (alter- 
 nating right and left) — go! Stop! 
 
 5. Crossing great chasm. Spider spins strands for scare- 
 crow to walk on. Ready to cross — go! Stop! (See 4, 
 The Circus, page 42.) 
 
 6. Hurrying to city to help mortals. Ready — go! One 
 row at a time runs around the room and down to seats. 
 Run with big leaps. 
 
 7. Out of breath. Breathe — in! Breathe — out! 
 
SECOND GRADE STORY PLAYS 85 
 
 BEAN BAG DRILL I 
 
 Bean bags should be made of heavy, closely-woven mate- 
 rial, such as ticking or denim. They should be about six 
 by eight inches when finished, stitched twice around the 
 outer edge, and filled about half full of dried beans. 
 
 Do not use music except for marching. 
 
 1. Stand! Mark time — march! Class, halt! (See i, 
 lesson 2, page 119.) Do not pay very much attention to 
 right and left, but see that the children have good rhythm. 
 
 2. Hands on hips — place! Breathe — in! Breathe — out! 
 
 3. One ! Two! Toss the bean bag into the air with both 
 hands, and catch with both hands. Repeat eight times, 
 tossing and catching — go! Keep the children together 
 by counting One, Two, etc. 
 
 4. One! Two! Toss with right hand and catch with 
 both. Repeat eight times — go! 
 
 5. One! Two! Toss with left hand and catch with both. 
 Repeat eight times — go! 
 
 6. Place bean bag on desk. Hands on hips — place! 
 Bend and stretch the knees eight times — go! The heels 
 are raised at the same time that the knees are bent. This is 
 a quick bending and stretching. 
 
 7. Take bean bag from desk. Place feet apart. One! 
 Drop bag on floor. Two! Bend trunk forward, keeping 
 knees straight and pick it up. Repeat — one! Two! 
 
 8. If the children have their own bean bags with their 
 names plainly marked on them, and keep them in their own 
 desks, the following exercise may be given : March around 
 the room with bags on the heads. Ready — go! One row 
 after the other and down to seats. Straight and tall. 
 
 9. Sit! Hands on hips — place! Backs away from seats. 
 Breathe — in! Breathe — out! Again — one! Two! 
 
86 PHYSICAL TRAINING 
 
 THE SHEPHERD 
 
 1. Playing on pipes. Stand! Ready — go! One row] 
 after the other passes around the room and down to seats, 
 with arms raised playing an imaginary pipe. 
 
 2. Wind in trees. Hands on hips — place! Breathe — 
 in! Breathe — out! Again — one! Two! 
 
 3. Using sling. One! Take stone from bag at waist 
 with right hand. Two! Raise the sHng with the left hand, 
 aim, pull the string back with the right hand and shoot. 
 Again — one ! Two ! 
 
 4. Getting sheep out of pit. Place the feet apart. One! 
 Arms stretched forward as the trunk is bent forward and 
 downward. The knees are somewhat bent. Two! Raise 
 trunk, pull the arms in toward the body as if pplling up a 
 weight. Place sheep over on the right side. Again — one! 
 Two! 
 
 5. Walking through marsh. Alternate rows face the back 
 of the room. Ready — go! Two rows march around one 
 row of seats, lifting the knees very high. Stop! ' 
 
 6. Jumping over wall. Face the side of the room. One! ' 
 Grasp the back of the seat and the front edge of the desk. : 
 Bend knees a little. Two! Spring and jump over the seat, 
 landmg on the toes with knees slightly bent. Face about. 
 Again — one! Two! 
 
 7. Resting. Breathing. Same as in previous lessons. 
 
 BEAN BAG DRILL H 
 
 Do not use music except for marching. 
 
 I. Stand! Marching around the room with bean bags on 
 heads. (See 8 Bean Bag Drill I, page 85.) Ready -go! I 
 One row after the other marches around the room and down 
 to seats. 
 
SECOND GRADE STORY PLAYS 87 
 
 2. Hands on hips — place! Breathe — in! Breathe — 
 out ! Again — one ! Two ! 
 
 3. One! Two! Toss the bean bag with the right hand 
 up in the air and catch with both. One! Two! Toss the 
 bean bag with the left and catch with the right. Repeat 
 eight times, alternating with right and left hand — go! 
 Keep together. One! Two! 
 
 4. One! Raise the right arm to the side and drop the 
 bean bag. Two! Bend right knee and trunk to the side, 
 and pick up the bag. Again — one! Two! Repeat, to 
 the left — one! Two! Again — one! Two! 
 
 5. Rows face. One bean bag for two children. One! 
 Toss bag to partner in next aisle. Two! Partner catches 
 it. Three! Partner tosses it back. Four! The bag is 
 caught by the pupil who had it first. Again — go! Keep 
 together. One! Two ! etc. Sit! 
 
 6. Throwing into circle. Draw a straight chalk line 
 in front of each aisle. About two yards in front of this, draw 
 a chalk circle for each aisle. At a signal from the teacher 
 the first pupil in each row steps up to chalk line and throws 
 his bag to circle. As soon as the bag is thrown he goes back 
 and sits down. Teacher gives a signal and the second pupil 
 in each row goes forward to the line and throws for the 
 circle; and so on until all have thrown. The row having 
 the greatest number of bags in a circle wins. A bag on the 
 line does not count. 
 
 7. Raise arms to sides, shoulder level, and breathe — in! 
 Sink arms downward and breathe — out! Again — one! 
 
 Two! 
 
 INDIAN 
 
 I. Walking like Indian warrior. Stand! Alternate rows 
 face the back of the room. Ready — go! (See 5, The Puri- 
 tan, page 78.) Two rows march around one row of seats. 
 
88 PHYSICAL TRAINING 
 
 2. Paddling a canoe. Get in canoe. One! Place left 
 foot in seat. Two! Place right foot in seat, and stand. 
 Three! Sit on the desk and face the back of the room. 
 Arms raised at right side, left hand high, as if grasping a 
 canoe paddle. One! Arms stretched forward at right side, 
 and trunk bent forward ; the arms are then pulled back 
 and brought in at the right side and the trunk raised. Two! 
 The movement is repeated. Keep it up — go! Stop! 
 This should be repeated on the left side. 
 
 3. Sighting game . Up from desks. One! Stand! Two! 
 Face the side of the room. Three! Jump lightly to the 
 floor. One! Place the right hand over the eyes and look 
 to the right. Two! Repeat with the left hand over the eyes 
 and look to the left. Again — one! Two! 
 
 4. Shooting with arrows. One! Two! Three! Four! 
 Again — one! Two! Three! Four! (See 3, Travels, 
 page 79.) 
 
 5. Carrying game home. A wigwam may be made at the 
 front of the room. Three children stand with arms stretched 
 upward, finger tips touching. Alternate rows face the 
 back of the room. Ready — go! Pick up the game, throw 
 it over the shoulder and march around the room through the 
 wigwam ; drop the game and march to the seats. 
 
 6. Smell meat cooking. Breathe — in! Breathe — out! 
 Again — one! Two! 
 
 BALL DRILL I 
 
 Music : any waltz with well-marked rhythm. 
 
 Use a light rubber ball, about two and one-half inches in 
 diameter. 
 
 I. Stand! Class forward — march! Class, halt! One 
 row at a time marches around the room, takes balls from a 
 box at the side of the room, and marches to seats. 
 
SECOND GRADE STORY PLAYS 89 
 
 2. One! Two! Toss the ball in the air with both hands 
 and catch with both — Two measures. 
 
 Repeat seven times — go! — Fourteen measures. 
 
 3. Bouncing ball, both hands, One! Two! Bounce the 
 ball on the floor and catch it with both hands — Two meas- 
 ures. 
 
 Repeat seven times — go! — Fourteen measures. 
 
 4. Face partners. One ball between two children. One! 
 Two! Toss to partner, who catches with both hands — Two 
 measures. 
 
 Partner tosses ball back and it is caught with both hands 
 by the pupil who first threw it — Two measures. 
 Repeat three times — go! — Twelve measures. 
 
 5. Hold ball tightly. Raise arms to sides, shoulder 
 level, and breathe — in! Breathe — out! Again — one! 
 Two! 
 
 Practice this drill at first without music. When the pupils 
 understand the movements, use music. 
 
 THE FIRE 
 
 1. Horses galloping to fire. Stand! Ready — go! One 
 row after the other gallops around the room, or the rows may 
 be numbered and go when the teacher blows a whistle a cer- 
 tain number of times. 
 
 2. Turning on water. Breathe — in! Breathe — out! 
 Water makes a sizzling noise. Again — one! Two! 
 
 3. Climbing ladder, (See 4, Picking Apples, page 22.) 
 
 4. Chopping hole in roof, (See 4, Lincoln's Boyhood, 
 page 36.) 
 
 5. Driving tired horses home. Ready — go! One row 
 after the other runs slowly around the room. 
 
 6. Resting, Breathing. Same as in previous lessons. 
 
90 PHYSICAL TRAINING 
 
 BICYCLE 
 
 1. Pumping up tire. Stand! Place right foot diagonally 
 forward, arms raised in front as if grasping a bicycle pump. 
 One! Push forward downward, bend the forward knee ; the 
 trunk bends forward from the waist. Two! Pull the arms 
 in toward the waist, straighten the knee, and raise the trunk. 
 Again — one! Two! 
 
 2. Making noise like pump. Breathe — in! Breathe — 
 out! Again — one! Two! 
 
 3. Riding bicycle. Sit. Turn in seat and face side of 
 room. Take hold of back of seat and edge of desk and work 
 feet up and down as if pedaling a bicycle. 
 
 4. Riding fast. Stand! Alternate rows face the back 
 of the room. Ready — go! Run up and down the aisles 
 serpentine fashion, guiding the bicycle. 
 
 5. Tired. Breathing Breathe — in! Breathe — out! 
 Again — one! Two! 
 
 BALL DRILL II 
 
 Music, same as for Ball Drill I, page 88. 
 
 1. Stand! Class forward — march! Get the ball and 
 march to seats. Class, halt! 
 
 2. One! Two! Toss the ball in the air with the right 
 hand and catch with both — Two measures. 
 
 Repeat seven times — go! — Fourteen measures. 
 
 3. One! Two! Toss the ball in the air with the left 
 hand and catch with both — Two measures. 
 
 Repeat seven times — go! — Fourteen measures. 
 
 4. One! Two! Bounce the ball with the right hand 
 and catch with both — Two measures. 
 
 Repeat seven times — go! — Fourteen measures. 
 
SECOND GRADE STORY PLAYS 9 1 
 
 5. One! Two! Bounce the ball with the left hand and 
 catch with both — Two measures. 
 
 Repeat seven times — go! — Fourteen measures. 
 
 6. One! Two! Toss the ball with the right hand and 
 catch with the left — Two measures. 
 
 Repeat seven times — Go!- — Fourteen measures. 
 
 7. One! Two! Bounce with the right hand and catch 
 with the left — Two measures. 
 
 Repeat seven times — go! — Fourteen measures. 
 
 8. Faulting over seats — one! Two! Three! (See 6, 
 The Shepherd, page 86.) This exercise is done in three 
 counts, '' One! " for the grasp, heel raising, and knee 
 bending, '' Two! " for the vault, and ''Three! " to stretch 
 the knees and sink the heels. 
 
 9. Hands on hips — place! Breathe — in! Breathe — 
 out ! Again — one ! Two ! 
 
 ROBIN HOOD 
 
 1. In Sherwood Forest. Stand! Alternate rows face the 
 back of the room. Ready — go! Two rows skip around 
 one row of seats. 
 
 2. Gathering firewood. Down! Stoop down, bend the 
 trunk forward and pick up sticks. Up! Stand and place 
 them on the left arm. Again — one! Two! 
 
 3. Lighting fire. Breathe — in! And — blow! Again 
 — one! Two! 
 
 4. Practicing at archery. (See 3, Travels, page 79.) In 
 this exercise do not kneel ; place the left foot forward. 
 
 5. Picking up arrows. Alternate rows face the back of the 
 room. Ready — go! Walk forward slowly and pick up 
 arrows. Keep the knees straight, bend the trunk forward, 
 and pick up arrows with the right hand. Later, change and 
 
^2 PHYSICAL TRAINING 
 
 pick them up with the left. Two rows pass around one 
 row of seats. 
 
 6. Scaling zvall of Nottmgham castle. Raise the right arm 
 over head as if holding a rope. One! Bend the right knee. 
 Two! Place the foot on the floor and pull the arm down to 
 the waist. Three! Bend the left knee; raise the left arm 
 over the head. Four! Replace the foot on the floor and pull 
 the arm to waist. Again — one! Two! Three! Four! 
 Quickly. This time up to the top — go! Stop! 
 
 7. Getting breath. Breathe — in! Breathe — out! 
 Again — one! Two! 
 
 J' MAY DAY 
 
 I; 
 
 1. Off to get May flowers. Stand! Ready — go! One 
 row after the other runs around the room to seats. Baskets 
 on arms. 
 
 2. Synelling flozvers. Breathe — in! Breathe — out! 
 An;ain — one! Two! 
 
 ;. Picking flowers. Down! Stoop; bend the trunk 
 forward; pick a few flowers. Up! Stand and put the 
 flowers into the basket. Again — one! Two! 
 
 '4. Waving branches of lilacs as the May Queen comes. 
 One! Arms over head. Wave the arms to the right and 
 bend the body slightly to the right. Two! Over to the 
 left. Again — one! Two! 
 
 s 5. The hobby horse. Alternate rows face the back of the 
 room. Ready — go! Two rows gallop around one row of 
 seats. (Tell the children about old customs and show 
 them a picture of a hobby horse.) 
 
 6. Dancing around May Pole. Alternate rows face the 
 hack of the room. Ready — go! Hold streamer with 
 right hand and two rows skip around one row of seats. 
 
 7. Resting. Breathing. Same as in previous lessons. 
 
SECOND GRADE GAMES 
 
 METHODS OF CROSSING A STREAM 
 
 93 
 
 1. Wading, Stand! Ready — go! One row after the 
 other walks around the room, and down to seats. Lift 
 knees up high. 
 
 2. Swimming. Raise the arms forward at shoulder level. 
 One! Part the arms sideways (shoulder level). Two! 
 Bend them (Fig. 42). Three! Shoot them forward. 
 
 3. Rowing, (See i, Travels, page 79.) 
 
 4. Stepping on stones. Ready — go! One row after the 
 other steps carefully on toes around the room. 
 
 5. Jumping across. Alternate rows face back of room. 
 Draw two chalk lines on floor. (See 6, Going to the Woods, 
 page 26.) Ready — go! 
 
 6. Resting. Breathing. Same as in previous lessons. 
 
 SECOND GRADE 
 
 GAMES 
 
 STONE 
 
 Active. 
 
 Playground or gymnasium. 
 
 10-60 players. 
 
 A goal is marked ofF at each end of the ground. The 
 players form in a circle between the two goals. One player 
 is chosen to be the stone, and sits very still in the middle of 
 the circle, while the circle players walk or skip around 
 clapping their hands as they go. When the stone jumps up 
 and chases them they run toward either goal. If the stone 
 tags them before reaching the goal, they become stones and 
 must go into the circle and sit down with the first stone. 
 
 The circle players again skip about the circle ; no stone 
 
94 
 
 PHYSICAL TRAINING 
 
 must move until the first stone runs, then all give chase and 
 try to catch the players. The game continues until all are 
 caught. The last one to be tagged is the first stone for the 
 next game. 
 
 LONDON BRIDGE 
 
 Si?iging game. Active. 
 
 Playground, gymnasium^ or schoolroom. 
 
 IO-20 players. 
 
 London Bridge 
 
 Arr. by Ethel S.Drummond 
 
 Lon - don bridge is fall-ing down, Fall - ing down, fall - ing down^ 
 
 ^ )m If • 
 
 ^ 
 
 Lon - don bridge is fall - ing down 
 
 Build it up with iron bars, 
 
 Iron bars, iron bars ; 
 Build it up with iron bars, 
 
 My fair Lady ! 
 
 Iron bars will bend and break, 
 Bend and break, bend and break 
 
 Iron bars will bend and break. 
 My fair Lady ! 
 
SECOND GRADE GAMES 95 
 
 Build It up with gold and silver, etc. 
 Gold and silver'U be stolen away; etc. 
 Get a man to watch all night, etc.. 
 Suppose that he should fall asleep ; etc. 
 Get a dog to bark all night, etc. 
 Suppose the dog should meet a bone ; etc. 
 Get a cock to crow all night, etc. 
 Here's a prisoner I have got, etc. 
 What's the prisoner done to you ? etc. 
 Stole my watch and broke my chain, etc. 
 What will you take to set him free ? etc. 
 One hundred pounds will set him free, etc. 
 One hundred pounds we have not got, etc. 
 Then off to prison you must go, etc. 
 
 Two players stand facing each other with both hands 
 clasped and arms raised so that an arch is formed. The 
 remaining players form a long line and run under the arch. 
 At the end of each stanza as the word '*Lady" is sung, the 
 players forming the bridge lower their arms and capture 
 the player who is passing under the arch at that time. This 
 player is then taken aside and asked to choose between two 
 valuable articles, such as a gold piano or a diamond necklace. 
 The two players have previously decided privately what they 
 will represent. The prisoner then stands behind the player 
 of his choice. The game goes on until all players have been 
 captured and chosen the article they wish. A tug of war 
 then takes place. The two players representing the bridge 
 grasp hands tightly, and the remaining players take hold 
 around each others' waists Each line pulls, trying to break 
 the other line. The side which holds fast without breaking 
 away wins the game. 
 
^6 PHYSICAL TRAINING 
 
 ROGER IS DEAD 
 
 Si7iging game. Active, 
 Playground or gymyiasium. 
 10-30 players. 
 
 Old Roger Is Dead 
 
 Arr. by Ethel S.Drummond 
 
 OM Koger is dead and lies in his grave, H'm, ha, Lies in his grave 
 
 ■n' li > I f ? ? f ; ^iiU-4' i. I J: J^-i 
 
 They planted an apple tree over his head, 
 H'm, ha ! Over his head. 
 
 The apples were ripe and ready to drop ; 
 H'm, ha ! Ready to drop. 
 
 There came an old woman a-picking them up, 
 H'm, ha! Picking them up. 
 
 Old Roger got up and gave her a thump, 
 H'm, ha ! Gave her a thump. 
 
 Which made the old woman go hippity hop, 
 ITm, ha ! Hippity hop. 
 
 T he players join hands and form a circle. One player is 
 chosen to impersonate old Roger; he lies down in the center 
 of the ring. Two other players are chosen to impersonate 
 the tree and the old woman ; these wait outside the ring. 
 
 1 he circle players stand still throughout the game, crossing 
 
SECOND GRADE GAMES 97 
 
 their arms on their breasts and swaying their bodies forward 
 and back in mourning attitude, as '^ H'm, ha ! Lies in his 
 grave '' is sung. As the second stanza is sung, the apple tree 
 walks into the circle and stands with arms outstretched over 
 Roger. At the third verse, the apple tree lowers and raises 
 arms with a fluttering motion. At the beginning of the 
 fourth stanza, the old woman enters the ring and pretends 
 to pick up the apples and put them in her apron. At the 
 fifth stanza, Roger gets up and chases the old woman round 
 and round the apple tree, trying to hit her. 
 
 At the beginning of the last stanza, Roger again lies down 
 and the old woman limps around him and the apple tree. 
 
 Three new players are chosen to impersonate the three 
 characters, and the game continues as before. 
 
 CAT AND RAT 
 
 Active. 
 
 Playground or gymnasium. 
 
 10-40 players. 
 
 The players join hands and form a circle. One player, 
 who stands outside the circle, is chosen to be the cat. A 
 second is chosen to be the rat ; he stands inside the circle. 
 The following conversation takes place between the two : 
 
 The cat says, ^^Fm the cat." 
 The rat says, ^^Fm the rat." 
 The cat says, ''Fll catch you." 
 The rat says, ''No, you won't." 
 
 The last is a signal for the chase to begin, and the cat 
 chases the rat. The circle players favor the rat by raising 
 and lowering their clasped hands to allow the rat to run in 
 and out of the circle at any time ; but they lower their arms 
 
98 
 
 PHYSICAL TRAINING 
 
 and bar the entrance or exit of the cat. When the cat 
 catches the rat, the rat becomes a cat and chooses a new 
 rat. The first cat returns to the ring. 
 
 Should the chase become too long, the teacher may call, 
 **Open the windows!" The children raise their clasped 
 hands and allow the chase to go on undisturbed. 
 
 At times, when there is a large number (more than thirty), 
 it is a good plan to have two or three cats and as many rats. 
 Each rat should have a handkerchief or other distinguishing 
 badge on his arm. The cat chases the same rat until caught. 
 
 MIDNIGHT 
 
 Active. 
 
 Playground^ gymnasium^ or schoolroom, 
 
 8-jo players. 
 
 A goal is marked ofF at each end of the ground ; one is for 
 the sheep's fold, the other for the fox's den. At the begin- 
 ning of the game the fox is in his den, and the sheep (remain- 
 ing players) are in the fold. The fox strolls forth into the 
 meadow (playground), while the sheep scatter about saying, 
 **Mr. Fox, what time is it ?" The fox may answer, ''Three 
 o'clock'*, ** Eleven o'clock", or anytime except midnight, 
 and they are safe. Should he answer, ''Midnight", or 
 " 1 welve o'clock ", they can be tagged unless they are safe 
 in their fold. The one caught becomes a fox, and the first 
 fox becomes a sheep and returns to the sheepfold. 
 
 The game is continued with the new fox. 
 
 The children should be urged to give the fox a merry 
 chase, and not run directly back to the sheepfold. 
 
 Schoolroom, The number of sheep should be limited in 
 the schoolroom. About six to ten children should be 
 selected for sheep. A different group may run each time. 
 
SECOND GRADE GAMES 99 
 
 THE FLOWERS AND THE WIND 
 
 Active, 
 
 Playground or gymnasium, 
 
 6-40 players. 
 
 A goal is marked off at each end of the ground. One 
 player, who is chosen to be the wind, stands in one goal, 
 while the remaining players are the flowers and stand in the 
 opposite goal. 
 
 The players who represent flowers, decide among them- 
 selves what flower they wish to be ; they walk across the 
 space between the goals and ask the wind to guess what they 
 are. As soon as the wind guesses the name of the flower 
 they represent, he may chase them back to their goal. Any 
 flowers who are caught must go to the wind's goal and chase 
 the flowers with him. The last flower to be caught becomes 
 the wind in the next game. 
 
 AUTOMOBILES 
 
 Relay race. Active. 
 Schoolroom. 
 10-60 players. 
 
 The children remain seated in rows. The leader of each 
 row decides what automobile he wishes his row to represent. 
 At a signal from the teacher, the leader of each alternate 
 row gets out of his seat on the left hand side and runs to the 
 back of the room, turns to the right and runs down to his 
 seat on the right hand side, encircling one row of seats. As 
 soon as he reaches his seat, he sits and raises his hand. 
 This is a signal for the second pupil in the row to encircle 
 his row of seats, and so on until all in the row have run. 
 The last one to run in each row holds up his hand. The one 
 
lOO 
 
 PHYSICAL TRAINING 
 
 to get back first is the winner. The remaining rows run, 
 and the winner of each of these is decided upon. The final 
 race is between the two winners. 
 
 JOLLY IS THE MILLER 
 
 Singi^ig game. Active, 
 Playground or gymnasium, 
 10-60 players. 
 
 Jolly Is The Miller 
 
 Arr.by Ethel S.Drummond 
 
 r f 
 
 There was a jol - ly mill - er and He lived by him-self, As the 
 
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 olh-er in the bag, As the wheel went round he 
 
 made his grab. 
 
 There should be an odd number of plavers for this game. 
 One player impersonates the miller, and stands in the center 
 of the circle. The remaining players lock arms and form 
 a double circle facing right or left. All the players sing the 
 
SECOND GRADE GAMES lOI 
 
 words as they walk about the circle. At the word ^'Grab '', 
 each player on the inside moves up and tries to take the 
 arm of the player in front. In the meantime, the miller 
 tries to get a partner. The player who is left without a 
 partner is the miller for the next game. 
 
 The game is livelier if all players change partners at the 
 word ^^ Grab/' 
 
 SIMON SAYS 
 Quiet, 
 
 Schoolroom, 
 6-60 players. 
 
 The class remains seated. The teacher, or a pupil selected 
 by the teacher, acts as leader. All close fists and keep 
 the thumbs upright. The leader says, " Simon says, 
 'Thumbs up ! ' '' and keeps his fists closed with thumbs up- 
 right. All should imitate. He says, ''Simon says, 'Thumbs 
 down ! ' '' and turns his fists so that thumbs are down. He 
 may say, "Simon says, 'Thumbs wiggle waggle !''' and 
 wiggle his thumbs from side to side. Everyone should 
 follow. If the leader should say, "Thumbs down!" and 
 perform the action, it should not be imitated. Any one 
 performing an action when the command is not preceded 
 by "Simon says ", is out of the game. The one who stays 
 in longest, wins. 
 
 TAG GAMES 
 
 Active, 
 
 Playground or gymnasium, 
 
 6-30 players: 
 
 One player is chosen to be "it" and tries to tag (touch) 
 some other player. If he succeeds the one tagged is "it" 
 and must chase and tag some other player. 
 
,02 PHYSICAL TRAINING 
 
 Variations of Tag : 
 
 Japanese Tag 
 
 One player who is chosen to be ''it" tries to tag some other 
 player. If he succeeds, the player tagged must place his 
 hand on the spot tagged, whether it be arm, chest, leg, or 
 back, and try to tag some other player. 
 
 Eenie, Weenie, Coxie, Wanie 
 
 The one who is ''it " clasps his hands in front of him and 
 savs "Eenie, weenie, coxie, wanie'', and then tries to tag 
 some one of the players with his clasped hands. The one 
 who is tagged becomes his partner. These two players 
 join hands, repeating the words, "Eenie, weenie, coxie, 
 wanie", and proceed to tag someone with their joined hands. 
 When the next player is tagged, he becomes "it" and pro- 
 ceeds as the first player did. After a player has been 
 tagged, he must stand still and repeat the words of the game 
 before he may tag any one 
 
 Stoop Tag 
 Active, 
 
 In this game a person may not be tagged when in a stoop- 
 ing position. The number of stoops is decided upon before 
 the beginning of the game. When the stated number is up, 
 the player can escape from the one who is "it" only by 
 running. 
 
 ^()tt\ The following games, which have been previously 
 played, may be repeated with pleasure. 
 
 Teacher and Class. (See page 55.) 
 
 Herr Slap Jack. (See page 46.) 
 
 Looby Loo. (See page 50.) 
 
SECOND GRADE RHYTHMIC PLAYS 103 
 
 SECOND GRADE 
 
 RHYTHMIC PLAYS 
 
 ELEMENTARY MARCHING 
 
 1. Marching. In twos, in fours, and in eights. 
 (See rhythmic work for the first grade.) 
 
 2. Tall men. Arms stretched over the heads. 
 
 3. Brownies. Running Hghtly on the toes, shaking fore- 
 finger (quick march time). 
 
 4. Accenting. First beat of each measure, with stamp. 
 
 5. Clapping hands. Overhead on first beat of each meas- 
 ure. 
 
 6. Clapping hands. Overhead and in back; try this 
 without marching ; later, combine with marching. 
 
 7. Marching forward. With halting. (See i, lesson 2, 
 page 119, and i, lesson 3, page 123.) 
 
 8. Marching backward. With short steps. 
 
 9. Marching by fours. Start the class marching around 
 the room ; on reaching the rear of the room, the first four 
 make a quarter-turn, face front of room and march down the 
 room, followed by the other groups. On reaching the front, 
 mark time in place until the signal for a halt is given. This 
 makes one line stretching across the width of the room. The 
 next four face and do likewise. This is continued until the 
 entire class has formed behind one of the four leaders. 
 
 IMITATIVE GAMES 
 
 1. Flying kite (f time). Raise arms as if holding a 
 flying kite, run lightly around the room watching the kite. 
 
 2. Rolling hoop (f time). Right arm raised as if grasping 
 a stick. Make motion of hitting the hoop and run lightly 
 around the room. 
 
I04 
 
 PHYSICAL TRAINING 
 
 3. Snow-balling (f time). Stoop and pick up snow, mold 
 balls, and throw. 
 
 4. Skating (slow march music). (See i. Skating, 
 page 31.) 
 
 5. Skipping stones (f time). (See 5, Walk to the Park, 
 
 page 74.) 
 
 OCCUPATION PLAYS 
 
 1. Sowing the seed (| time). March around the room, 
 scattering seeds with right hand. Seeds are in a bag at the 
 left side. 
 
 2. Sawing wood (march time). Children in rows, fac- 
 ing each other. Partners join hands, right hands above left. 
 Move the arms forward and back as in sawing. 
 
 3. Harvesting grain (march time). Children in a 
 circle facing forward, arms raised as if holding a scythe; 
 swing the scythe from side to side as a slow step is taken for- 
 ward. 
 
 Little Bo -Peep 
 
 Allegretto elliOT 
 
 ^^'' i >"n J^^Ja^''^'lUj j^ijj'j : ? 
 
 m 
 
 ^ 
 
 Lit -tic Bo-peep has lost her sheep, And can?t tell where to find them> 
 ^ 1l L 2_ 3 4 
 
 pnrw^ 
 
 ^ 
 
 ^1 
 
 Leare them a . lono and thcyn come homej Wag-ging their tails be- hind them. 
 5b# A ^ 6 7 8 
 
 Then up she took her little crook , 
 Determined for to find them) 
 What was her joy to behold them nigh, 
 Wagging their tails behind them. 
 
SECOND GRADE RHYTHMIC PLAYS 105 
 
 LITTLE BO-PEEP. 
 
 Formation. Stand in aisles^ facing front, partners join 
 inside hands (across desks). Girls take hold of skirts with 
 outside hands, boys put outside hands on hips. 
 
 I. '' Little Bo-Peep has lost her sheep", 
 
 Skip forward with three skipping steps, right, left, right, 
 and bring the feet together. In skipping, take a little hop 
 on the inside foot and raise the outside foot forward ; step 
 on the outside foot, hop on it, and raise the inside foot for- 
 ward. 
 
 This is a simple hop step that all children seem to know 
 almost instinctively. (Usually called hippity-hop.) 
 
 " And can't tell where to find them." 
 
 Shake head very slowly and sadly from side to side four 
 times. 
 
 '' Leave them alone, and they'll come home", 
 
 Skip back to position with three skip steps right, left, 
 right, and bring the feet together. 
 
 " Wagging their tails behind them." 
 
 Face partners and nod heads up and down. 
 Repeat from beginning, singing first verse. 
 
 II. Two rows skip around one row of desks singing : 
 ^^ Then up she took her little crook, 
 Determined for to find them ; 
 What was her joy to behold them nigh. 
 Wagging their tails behind them." 
 
 If this is played in the gymnasium arrange the class in 
 circle formation, facing the center, and have players advance 
 to and retire from the center of the circle. 
 
io6 
 
 PHYSICAL TRAINING 
 
 IN SUMMER 
 
 (Im Sommer) 
 
 (German Singing Game) 
 
 Formation. The players join hands and form a circle, 
 with several boys in the center of the circle. The ones in 
 the center choose partners, and they join hands, formmg a 
 smaller circle. The boy stands at the left of his partner. 
 
 In Summer 
 
 German 
 
 Arr.by Fannie Robertson 
 
 ^ J 1 jy \ J) J) ]) J^ 
 
 -i) J) J) J) I J^ J^ j^ j^ 
 
 tlm« Oh 
 
 .4 
 
 why should we not hap - py be, When youth-ful folks are 
 5 ^ 6 .7 
 
 why should we not hap- py be,When youth-ful folks are we? 
 
 9 _ 10 11 12 
 
 I. Measure i. All step on the right foot, swing the left 
 foot forward, and hop on the right. 
 
 Measure 2. Repeat, stepping on the left foot. 
 
 Measures 3-4. Continue the above steps, moving around 
 in a circle. 
 
SECOND GRADE RHYTHMIC PLAYS 
 
 107 
 
 II. Measures 5-8. Partners in the small circle join hands 
 and turn each other about with eight short running steps. 
 The boy keeps to the left of his partner as he turns her, so 
 that their right arms are extended. 
 
 Measures 9-12. Swing about in the opposite direction, 
 with left arm extended. 
 
 While the couples in the center whirl about, the players 
 in the large circle walk slowly about to the left. 
 
 Repeat with new center players. 
 
 MISTRESS MARY 
 
 Formation. Two rows of eights, facing partners. The 
 boy's part is described ; counterpart for the girl. 
 
 Mistress Mary 
 
 Allegretto Moderate 
 
 ELLIOT 
 
 ^'i JlJ^ j^j)|j) J^JljJj^ Ji iiJ ^ J' I J V J' I 
 
 Mis -tress Marjr, quite con-tra - ry^ How does your gar- den grow? With 
 1 2 3^4 
 
 'ri p I? Qlf y g p If M 1^ '' I p *''' 
 
 (^« Ji IT j' j' l || J\ ■"■'' JM J' Jij J^j l j. V 'I 
 
 cock - le shells and sil - ver bells; And fair maids all in a row. 
 
 5___6_ 7 8 
 
 f I tl I f ^ I ; V j -i-f—^i 
 
 ^ 
 
 I. " Mistress Mary, quite contrary ", 
 The boy steps to left, brings right foot up to the left, and 
 bends the trunk and head forward from the hips. The 
 arms rest lightly on the thighs. Bring the body slowly 
 back to erect position. 
 
lOcS PHYSICAL TRAINING 
 
 The girl steps to the right, draws the left foot back, and 
 bends the knees ; the trunk and the head bend forward. 
 Then she slowly straightens the knees, raises the trunk and 
 head, and places the weight on the left foot. 
 
 '' How does your garden grow ? '' 
 
 Boys take hold of hands, girls do the same and the lines 
 
 run forward toward each other. The boy starts with the 
 
 left foot. 
 
 *' With cockle shells and silver bells ", 
 
 Step to the side with the left foot, place the right foot back 
 of the left with toe touching, and clap hands at the word 
 ** shells.'' Repeat, starting with the right foot, and clap- 
 ping on *^ bells.'' (Peasant curtsey.) 
 
 " And fair maids all in a row." 
 
 Partners join hands and turn about to place, with short 
 running steps. 
 
 II. Repeat music from beginning. Do not sing unless 
 there is no other music. 
 
 Slide three slides to left, and point the right foot forward. 
 Repeat to the right and point the left foot. 
 
 Step to left and make a peasant curtsey, clapping as in the 
 above step ; repeat to the right. 
 
 Partners join hands and turn about to place with short 
 running steps. 
 
 Repeat entire play from the beginning. 
 
 LONDON BRIDGE 
 
 For 7vusir and words, see London Bridge, page 94. 
 
 Formation. In the aisles, facing front. Boys in one 
 aisle, girls in the opposite. Join inside hands, boys with out- 
 side hand on hip, girls taking hold of skirts. 
 
SECOND GRADE RHYTHMIC PLAYS IO9 
 
 I. '' London Bridge is falling down ", 
 
 Walk forward with three steps, starting with outside foot 
 
 (foot farthest away from partner) and face partners at end 
 
 of line. 
 
 " Falling down, falling down ", 
 
 Partners raise arms forward, touch finger tips and form 
 archway. On the last part of the line, let arms sink slowly 
 downward. 
 
 '' London Bridge is falling down ", 
 
 Face in opposite direction and walk forward three steps 
 facing partners at the end of the line. 
 
 " My fair lady." 
 
 Girl draws inside foot back, bends head and trunk for- 
 ward, making a curtsey. Boy keeps feet together, bends 
 head and trunk forward, and bows, hands resting lightly 
 on thighs. Partners remain facing. 
 
 IL '' Build it up with iron bars", 
 
 Step to the side with outside foot (line of direction in which 
 play was first started), and point the toe of the inside foot 
 forward. At the same time join inside hands and swing them 
 forward and upward in front and across body. Repeat, 
 stepping in the opposite direction with the inside foot and 
 swinging the outside hands forward and upward. 
 
 " Iron bars, iron bars" ; 
 
 Repeat the toe pointing. 
 
 " Build it up with iron bars", 
 
 Repeat toe pointing. 
 
 " My fair lady." 
 
 Stepping on the outside foot, boy bows and girl curtseys. 
 (See Mistress Mary, page 107.) 
 
no PHYSICAL TRAINING 
 
 Repeat the entire play, using the following verses : 
 Iron bars will bend and break, 
 Bend and break, bend and break, 
 Iron bars will bend and break. 
 My fair lady ! 
 
 Build it up with gold and silver, etc. 
 Gold and silver will be stolen away, etc. 
 
 MINUET 
 
 Formation. In double circle around the room, boys on 
 the inside. Partners join inside hands. Boy places outside 
 hand on hip, while girl takes hold of skirt. 
 
 Boy's part is described ; counterpart for girl. 
 
 I. Measures 1-2. Walk forward three steps, starting 
 left, and point right foot to the side, toward partner. (See 
 Fig. I.) 
 
 Measures 3-4. Repeat, starting with right foot, and point 
 left foot to the side away from partner. 
 
 iMeasures 5-6. Repeat, starting left. 
 
 Measures 7-8. Face partner. Boy steps to right and 
 bows. (See i. Mistress Mary, page 107.) Girl curtseys, 
 stepping to left side, and draws right foot back, transferring 
 the weight to the right foot. 
 
 Measures 1-8. Face forward in a new direction and re- 
 peat the entire movement. Boy starts with the right foot. 
 
 II Measures 9-10. Partners face, inside hands joined. 
 Boy steps to the side with the left foot and points the right 
 foot forward. Repeat stepping with the right foot. 
 
 Measures 11-12. Boy steps to the left and bows, while 
 the girl makes a curtsey. 
 
 Measures 13-16. Repeat II, starting with the right foot. 
 
SECOND GRADE RHYTHMIC PLAYS 
 
 Minuet 
 
 III 
 
 MOZART 
 
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 ^^H i J ^ 
 
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 1-1 ^BBS ESBSa 15 
 
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 13 
 
 P7P?PP 
 
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112 
 
 PHYSICAL TRAINING 
 
 III. Measures 9-12. Partners face, take right hands 
 across. Hold the hands high, making a round archway. 
 Beginning with the left foot, take five walking steps in a half 
 circle to partner's place, point the right foot forward, and look 
 at partner. Repeat with five more walking steps, return to 
 place, and point the left foot forward. 
 
 Measures 13-16. Drop hands ; boy places hands on hips 
 and girl takes hold of skirt. Step sideways on the left foot 
 and point the right foot forward. Repeat, stepping to the 
 side with the right and pointing the left foot forward. Boy 
 makes deep bow, stepping to the left side. Girl makes curt- 
 sey. 
 
 Repeat the play from the beginning. 
 
 DICKORY, DICKORY, DOCK 
 Formation. Single circle, facing the center. 
 
 Dickory, Dickory^ Dock 
 
 ELLIOT 
 
 Dick-o-ry,dick-o-ry, dockj The mouse ran up the clock; The 
 
 1 ♦^^ 3 
 
 (lock struck one, The mouse ran down; Dick-o - ry,dick-o - ry, dock. 
 
 5 I 6 7 8 
 
SECOND GRADE RHYTHMIC PLAYS 
 
 113 
 
 I. " Dickory, dickory, dock." 
 
 Arms raised over head, and waved : right, left, right, from 
 side to side. Place the hands at the waist and stamp twice, 
 right and left, on the third and fourth beats of second 
 measure. 
 
 "The mouse ran up the clock;'' 
 
 Three skip steps to center of circle : right, left, right, and 
 bring heels together. 
 
 " The clock struck one ! " 
 
 Listen, and clap hands sharply on '' one." 
 
 '^The mouse ran down; " 
 
 Run with tiny quick running steps back to place. 
 
 '' Dickory, dickory, dock." 
 
 Wave arms from side to side as in the beginning : right, 
 left, right, and stamp right, left. 
 Repeat music from the beginning. 
 
 II. Hands on hips, all slide to the right around the circle 
 with three slides. Take two stamps, right, left, and face 
 out (back to center of circle). Repeat three slides in the 
 same direction. Stamp left, right, and face in. Repeat to 
 the end of the strain. 
 
 Repeat play from the beginning. 
 
 POLKA STEP 
 
 Formation. Standing in the aisles, or in a circle around 
 the room. 
 
 Directions for teaching the step. Have the children stand 
 still and clap hands lightly in time to the music, '' One, tzvo, 
 three^\ Stamp with the right foot three times, then with the 
 left foot three times. Follow this by alternate stamping of 
 
114 
 
 PHYSICAL TRAINING 
 
 Moderato 
 
 ^^ 
 
 Peggfs Love Polka 
 
 Old English 
 
 Arr. by Ethel S.Drummond 
 
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 feet : right, left, right. Gradually make stamping lighter, 
 and get the children up on the toes as they take the stamp- 
 ing. Work for light, springing movement. Advance around 
 the room with three running steps, and stop at "three''; 
 then start forward with the foot that is back and stop again 
 on ** three.'" After a little they will be able to take the 
 steps continuously around the room. 
 
 SNAP POLKA 
 
 Music. Same as for Polka Step. 
 
 Formation. In couples around the room. Partners 
 join inside hands and hold them high. 
 
 Take three running steps forward, starting with the out- 
 
SECOND GRADE RHYTHMIC PLAYS II5 
 
 side foot, and stamping on the outside foot as the run is 
 started. Repeat with the inside foot, stamping on the first 
 step. Snap the fingers as the stamps are taken. Repeat 
 the polka step twice and do not snap the fingers. Repeat 
 from the beginning, polka-stepping, with snapping of fingers 
 on third and fourth steps. 
 
THIRD GRADE 
 
 GYMNASTICS 
 
 LESSON I 
 
 All exercises written for the right side should be given an 
 equal number of times on both sides. 
 
 Each movement should be finished and the body should 
 be brought back to the correct fundamental standing posi- 
 tion before the next exercise is given. (See Directions for 
 Teaching the Lessons.) 
 
 Aims. Educational, corrective, and hygienic aims should 
 be apparent in every gymnastic lesson. Educational effect 
 is secured in mental alertness, and in prompt response to 
 command. Corrective eflFect is sought by stimulation of 
 good habits in posture. Hygienic effect is produced by 
 deepened breathing and quickened circulation. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order, (i) Practice taking correct sitting position; 
 quick, noiseless rising from the seats; and standing in good 
 position in the middle of the aisle. 
 
 (2) Class — attention! In place — rest! (Figs. 3 and 5.) 
 The fundamental position should be taken slowly at first, 
 and the directions given for teaching it should be carefully 
 
 116 
 
THIRD GRADE GYMNASTICS 
 
 117 
 
 followed. Remember that the pupils must acquire tfte 
 feeling of what the correct standing position means. Keep 
 in mind that the fundamental standing position is an active 
 gymnastic position and one of the finest posture exercises 
 we have. The relaxed standing position does not mean 
 that a poor position may be assumed. (See Directions for 
 Teaching the Lessons.) 
 
 Admonitions. (See Directions for 
 Teaching the Lessons.) 
 
 Chest over the toes. 
 Pull in at the belt. 
 Head back. 
 Make yourself tall, 
 
 2. Arm. (i) Hands on hips — 
 place ! The hands are placed quickly 
 on the hips with the thumbs back 
 and the fingers to the front, and some- 
 what below the waist. (Fig. 10.) 
 Guard against a raising of the shoul- 
 ders, 
 
 (2) Arms upward — bend ! Po- 
 sition ! Again — one ! Two ! Close 
 the fists tight, raise them quickly to the shoulders, and 
 pull the elbows in against the sides so firmly that they 
 cannot be pulled out. (Fig. 11.) On the return move- 
 ment the arms should be stretched quickly and forcibly 
 downward, and the fundamental position should be assumed. 
 (See Directions for Teaching the Lessons.) 
 
 Admonitions. 
 
 Close the fists tight. 
 
 Elbows tight against ribs. 
 Arms well back. 
 
 Fig. 
 
 10.— 
 hips- 
 
 -H ands 
 - place ! 
 
ii8 
 
 PHYSICAL TRAINING 
 
 3. Leg. (i) Hands on hips — place ! Feet sideways 
 — place! Feet together — place ! Again — one ! Two! 
 Position ! With a hght jump the feet are placed four foot- 
 
 Ifimrhs apart. The landing should be made on the toes. On 
 
 JB 
 
 Fig. 
 
 -Arms upward — bend! 
 
 the return movement a jump is taken and the feet are 
 brought together. (Fig. lo.) 
 
 (2) Feet — close ! Feet — open ! Again — one ! Two ! 
 Move the toes together so that they are turned somewhat 
 in. The toes should be raised so as to prevent scraping on 
 the floor. Move the feet back to the original parallel posi- 
 tion. Watch lest the body szv ay forward, (Fig. 12.) 
 
THIRD GRADE GYMNASTICS II9 
 
 4. Precipitant. Hands on hips — place ! Heels — raise ! 
 Jump lightly on the toes eight times — go ! Position ! 
 On the eighth count the heels are lowered. 
 The hands remain on the hips until the command 
 ''Position!'' is given. 
 
 5. Breathing. Good gymnastic sitting po- 
 sition ! The child sits erect and grasps the 
 near corners of the desk. Chest raising — one ! 
 Two ! Again — one ! Two ! At '' one ! " the 1 
 chin is drawn in, the chest is raised, a deep ^^^^- ^^; . 
 
 r ect — close ! 
 
 breath is taken; at ''Two!" exhalation oc- 
 curs. Do not allow the head to fall forward at the end of the 
 movement. 
 
 LESSON II 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! ' 
 
 1. Order. In this time : left, right, left, right, class, 
 mark time — mark ! Class, halt ! The left foot is lifted 
 about two inches from the floor, the knee is bent, and the 
 toe is pointed downward ; the weight is then shifted to the 
 left foot and the right foot is raised from the floor, the toe 
 pointed, and the knee bent. This is continued in the easy 
 marching time given before the command. Keep the class 
 together by counting at various intervals, '' one, two", or 
 " left, right." Two movements are always made after the 
 command, '' Halt ! " In this case the class mark time 
 twice, counting " one " as the knee is bent on first movement 
 after the command, and '' two " as the other knee is bent 
 and the feet are brought together. 
 
I20 
 
 PHYSICAL TRAINING 
 
 2. Head. Hands on hips — place ! Feet sideways — 
 place ! Chest raising — one ! Two ! Again — one ! 
 Two ! At *' one ! " the abdominal muscles are contracted, the 
 chest is raised, the chin drawn in, and a deep breath taken. 
 At *' Two! '' the exhalation occurs. Be sure that during the 
 exhalation the head is not allowed to drop forward^ but is held 
 erect at the finish. 
 
 3. Leg. Hands on hips — place! Feet sideways — 
 place ! Heel raising — one ! Two ! Again — one ! Two ! 
 Repeat with eight counts in this time: one, two — go! 
 At " one! " the heels are raised from the floor. At " two! " 
 they are allowed to sink quietly. During the entire move- 
 ment the balance should be maintained. Children should 
 count while performing exercises rhythmically, and care 
 should be taken to have a pause between the counts. 
 
 ''Stop!" may be given 
 as the pupils are on 
 their toes. If the 
 rhythm has been too 
 fast many of the chil- 
 dren will find it impos- 
 sible to stop at the 
 signal. The teacher 
 can thus gain control 
 over the rhythm by 
 the use of this com- 
 mand, and can also put 
 vigor into the lesson, 
 for the children will 
 take great delight in 
 the use of the unex- 
 pected ** Stops! '' and will look upon the work as a sort of 
 game. When an exercise is carried on rhythmically, the 
 
 "^^^C 
 
 Arms sideways — raise! 
 
THIRD GRADE GYMNASTICS 
 
 121 
 
 work will be more definite ; and a greater muscular con- 
 traction will be obtained if there is a pause between the 
 various parts of the movement. 
 
 4. Arm. (i) Arms sideways — raise! Sink! Again — 
 one! Two! Repeat with eight counts in this time: one, 
 two,— go! (Fig. 13.) 
 The arms are quickly 
 raised to shoulder 
 level. {Always have 
 the children face the 
 corner of the room be- 
 fore giving an exercise 
 that calls for a raising 
 or stretching of the 
 arms sideways. The 
 reason for this is ob- 
 vious,) On the re- 
 turn movement the 
 arms sink to funda- 
 mental position, but 
 do not relax. 
 
 (2) Arms forward 
 — bend ! Position ! 
 Again — one ! Two ! 
 (Fig. 14.) The arms 
 are brought quickly 
 to the chest, the el- 
 bows are bent, the forearms are kept on a line with the 
 shoulders so that the palms face the floor, and the finger 
 tips are drawn as far apart as possible. This allows the 
 shoulder blades to lie flat against the back. Do not allow 
 the abdomen to protrude. 
 
 Fig. 14. — Arms forward — bend! 
 
J 22 PHYSICAL TRAINING 
 
 Admonitions. 
 
 Shoulder blades flat. 
 Pull the finger tips apart. 
 Belts in, 
 
 5. Precipitant. '' Crossing the Brook." Draw two chalk 
 Hnes at the front of the room just far enough apart for the 
 children to jump over. Arrange the children so they pass 
 up and down the aisles, then around the room in circle for- 
 mation. (Alternate rows face the back of the room for the 
 start.) 
 
 The leader of the first line runs lightly forward and 
 springs across the *' brook " with a running jump and 
 passes on around the room, followed by the pupil next in 
 line, and so on until all have jumped. Whoever fails to 
 land safely on the bank of the brook, "gets his feet wet", 
 and is sent to his seat to get dry shoes and stockings. At 
 the second time around, the brook is made a trifle wider. 
 If time will permit the process may go on until the skill 
 of the children is tested to a considerable degree. 
 
 The game may be varied to suit conditions ; often when 
 jumping a second time the standing jump may be sub- 
 stituted for the running jump, and the distance of the chalk 
 lines not changed. In the standing jump the children 
 walk up to the first chalk line, jump across from both feet, 
 and land lightly on their toes with the knees slightly bent. 
 Be sure that the children always look up when they land. It 
 is a good plan to stand in front of the spot where the children 
 land to prevent slipping or falling. 
 
 6. Breathing. Good gymnastic sitting position! Chest 
 raising — one! Two! Again — one! Two! Take a deep 
 breath as the chest is raised. Keep the head up and pull 
 the chin in. 
 
THIRD GRADE GYMNASTICS 1 23 
 
 LESSON III 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order! Alternate rows face the back of the room. 
 Class — attention! In this time: left, right, left, right, 
 mark time — mark! Class, forward — march! 
 
 See that the rhythm is good and that the children are 
 keeping together before giving the latter command. Give 
 the command so that the word '' march " will come as the 
 right foot touches the floor; this will allow the children 
 to start the march forward with the left foot. 
 
 The leader in the outside aisle begins the march around 
 the room and then proceeds up and down the aisles in ser- 
 pentine fashion. The children follow until they reach 
 their own seats, where they mark time until the command 
 " Class, halt! '' is given. 
 
 Care should be taken when teaching marching to avoid 
 heavy, dragging feet. The gait should be light and easy, 
 with the arms swinging gently at the sides. Admonitions 
 such as "Make yourself talV\ "Walk like a soldier '\ and 
 the frequent counting of the rhythm^ will aid in perfecting 
 the marching form. 
 
 2. Head, (i) Hands on hips — place! Chest raising with 
 deep breathing — one ! Two ! Again — one ! Two ! 
 
 (2) Head backward — bend! In bending the head back- 
 ward, first draw in the chin, then slowly draw the head as 
 far back as possible. Care should be taken lest the trunk 
 is bent backward, and a hollow back produced. Try for 
 a contraction of the waist muscles, a raising of the chest, 
 
124 
 
 PHYSICAL TRAINING 
 
 and a backward bending of the head as the deep breath is 
 
 taken. (Fig. 15.) • , , , ■ 
 
 3. Leg and Arm. Arm raising sideways with heel rais- 
 ing — one! Two! Again — one! Two! At " one! " the 
 arms are raised straight to the sides until they are on a 
 
 ZP^ 
 
 Fig. 15. — Head back- 
 ward — bend! 
 
 Fig. 16. — Arm raising sideways, with heel 
 raising. 
 
 level with the shoulders, palms down; at the same time 
 the heels are raised from the floor. The command ^* Two! " 
 should bring the body back to the fundamental position. 
 The return movement is quick, but the arms are held stiflF 
 throughout the movement and are not allowed to clap at 
 the sides on the finish. 
 
 When the movement is well in mind, progress by giving 
 it in rhythm as follows : Eight counts, in this time : one, 
 two, go! If the rhythm is too fast, hold the class up 
 with a " Stop! " (Fig. 16.) 
 
THIRD GRADE GYMNASTICS 1 25 
 
 4. Arm. Hands on hips — place! Arms forward — 
 bend! Again — one! Two! The hands are quickly 
 changed from the hips to the chest. There is always a 
 tendency to anticipate the command ; watch for this and 
 give the command at irregular intervals, and see that each 
 movement is correctly executed. 
 
 5. Precipitant. Hands on hips — place! Left foot back- 
 ward — raise! In this time : left, right, left, right, running 
 in place with eight counts, ready — go! The weight is 
 shifted to the left foot and the right knee is quickly bent 
 upward ; the weight is now shifted to the right foot and 
 the left knee is bent. This is repeated in easy running 
 rhythm, with the knees brought well up in front. The 
 feet are brought together on the eighth count. If the floor 
 shakes, have two rows, or even one row, run at a time. 
 
 Admonitions. 
 
 Lightly on the toes. 
 Keep together — left^ right. 
 Chest forward^ over the toes. 
 Pull the knees up high. 
 Head erect, 
 
 6. Breathing. Hands on hips — place! Deep breath- 
 ing with chest raising — one! Two! Again — one! Two! 
 
 LESSON IV 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order, (i) Drill the children in the various directions 
 (right, left, half-right, etc.) by having them raise their 
 
126 PHYSICAL TRAINING 
 
 arms, then their feet, and point them in the directions 
 named by the teacher. Later have them face different 
 parts of the room. Try to impress them with the fact 
 that the position of the teacher, or of the corners of the 
 room, has nothing to do with commands given to them. 
 Give this informally. (''Half-right'' is half of a quarter- 
 turn.) 
 
 (2) Hands on hips — place! Feet — close! Feet — 
 open! Again — one! Two! Repeat with eight counts 
 in this time: one, two — go! The toes are raised and 
 turned slightly inward. (Fig. 12.) 
 
 2. Head. Hands on hips — place! Head bending back- 
 ward — one! Two! Again — one! Two! 
 
 Admonitions. p^n ^^^ ^^i^^ ,-^^ 
 
 Take a deep breath. 
 Pull the chins hack. 
 
 3. Leg. (i) Hands on hips, and feet sideways — place! 
 Hands and feet — position! Again — one! Two! The 
 hands are placed on the hips ; at the same time a light jump is 
 taken, and the feet are placed four foot-lengths apart. (See 
 3, (i), lesson i, page 116.) On the return movement the 
 fundamental position is assumed. 
 
 Admonition. 
 
 All together, a light Jump! on the toes. 
 
 (2) Hands on hips — place! 
 Right foot sideways — place! Foot 
 — replace ! Again — one ! Two ! 
 Repeat with four counts in this 
 time: one, two — go! The right 
 foot is lifted about two inches 
 
 FlG.i7.-L.rtfoots.clcvvays- ^^^"^ ^^^ ^^^^ ^"^ Pl^^^^ tO the 
 
 place! side about two foot-lengths; on 
 
 fl 
 
THIRD GRADE GYMNASTICS 
 
 127 
 
 the return command the foot is brought to the fundamental 
 position and placed firmly on the floor. See that the weight 
 is divided equally upon the feet, (Fig. 17.) 
 
 4. Arm. Arms upward — bend! Arms downward — 
 stretch! Again — one! Two! Repeat with eight counts 
 in this time: one, 
 
 two — go! The arms 
 are stretched vigor- 
 ously downward and 
 the fundamental po- 
 sition of the arms 
 assumed. This move- 
 ment should be exe- 
 cuted with force. 
 
 5. Trunk. Hands 
 on hips, and feet side- 
 ways — place! Trunk 
 forward — bend! 
 Raise ! Again — one ! 
 Two! The trunk is 
 bent slowly forward 
 from the hips like a 
 hinge, to an angle of 
 about forty-five de- 
 grees. The back is 
 kept absolutely rigid 
 and straight. (Fig. 18.) 
 
 Admonitions. 
 
 Fig. 18. — Trunk forward — bend! 
 
 Keep the back stiff. 
 Knees straight. 
 Look up, 
 
 6. Precipitant. Hands on hips — place! 
 lightly on the toes, with twelve counts — go! 
 
 Jumping 
 
128 PHYSICAL TRAINING 
 
 7. Breathing. West Point breathing — one! Two! 
 Again — one! Two! (Fig. 19.) The arms are rotated 
 outward until the palms face directly 
 forward during the inhalation; on the 
 return movement the arms are returned 
 to position and exhalation occurs. 
 
 LESSON V 
 
 See Directions for Teaching the Les- 
 sons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Marching forward, one step. 
 
 Place the left foot forward — one! Bring 
 
 ' the right foot up to the left — two! 
 
 't^thinT ^°^"' When the children have acquired the 
 
 coordination the command may be given, 
 
 ** Class, one step forward — march!" The movement is 
 
 taken on one command, but the class counts, '' One, two", 
 
 as the movement occurs. 
 
 Admonitions. 
 
 Avoid dragging feet. 
 
 All step together. 
 
 Bring the feet together with a firm step. 
 
 2. Head. Arm raising sideways with . deep breathing 
 
 — one! Two! Again — one! Two! The arms are raised 
 to the side, the head is drawn back as the inhalation occurs. 
 At '* Two! " arms sink as the exhalation occurs. 
 
 3. Leg. Hands on hips — place! Right foot sideways 
 
 — plac- ' Foot — replace ! Same to the left — one ! Two ! 
 
 Fig. 
 
THIRD GRADE GYMNASTICS 1 29 
 
 Repeat with four counts, alternating right and left, in this 
 time: one, two, three, four — go! Avoid ragged rhythm, 
 shuffling and scraping of the feet. Remedy this by warn- 
 ings and stimulations. 
 
 4. Arm. Arms upward — bend! Arms forward — 
 bend! With quick changes, again — one! Two! 
 
 5. Trunk. Hands on hips — place! Trunk bending for- 
 ward — one ! Two ! Again — one ! Two ! 
 
 6. Precipitant. Hands on hips — place! Jumping on 
 the toes, with foot placing sideways and together, with 
 eight counts, in this time: one, two — go! Spring hghtly 
 to a stride position with the feet about four foot-lengths 
 apart, landing on the toes, and make a return jump bring- 
 ing the feet together. Continue in easy, even rhythm, 
 bringing the feet together and down on the eighth count. 
 
 7. Breathing. Hands on hips — place! Chest raising 
 — one! Two! Again — one! Two! Take a deep breath 
 as the chest is raised. 
 
 LESSON VI 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Hands on hips — place! Running in place, 
 eight counts — go! Do not raise the foot backward as in 
 previous lessons, but start at once by shifting the weight 
 to the left foot. 
 
 2. Head. Arms upward — bend! Chest raising with 
 deep breathing — one! Two! Again — one! Two! The 
 arms are held in tight against the ribs throughout the en- 
 
130 
 
 PHYSICAL TRAINING 
 
 tire movement. Use admonitions for breathing, also for 
 
 arm bending upward. 
 
 3. Leg. Hands on hips — place! Right foot forward 
 
 — place! Foot — replace! Again — one! Two! Repeat 
 with four counts, in this time : one, two — 
 go! The foot is hfted about two inches 
 from the floor and placed twice its length 
 directly forward, the body weight equally 
 divided. On the return, the foot is lifted 
 and returned to fundamental position. 
 (Fig. 20.) Work for strong emphasis with 
 the hall of the foot and for exact rhythm, 
 
 4. Arm. (i) Arms upward — bend! 
 Arms sideways — 
 stretch! Bend! Again 
 
 Fig. 20. — Left foot — one ! Two ! . The 
 
 forward -place! ^^^^ ^^^ Stretched 
 vigorously sideways (shoulder level), 
 the palms down. Each part of the 
 movement should be finished so that a 
 complete muscular contraction occurs. 
 Admonitions. 
 
 Pull the elbows in tight to the sides. 
 Keep the arms at shoulder level. 
 See how far you can stretch. 
 
 (2) Hands on head — place! Posi- 
 tion! Again — one! Two! The hands 
 arc placed at the back of the head. Fig. 21. — Hands on head 
 with straight wrists, the finger tips just ~P^^''' (Frontview.) 
 meeting. The elbows are well back, the chest is raised and 
 the head is erect. On the return movement the hands are 
 stretched forcibly down to position. (Figs. 21, 22.) 
 
THIRD GRADE GYMNASTICS 
 
 131 
 
 Admonitions. 
 
 Elbows back. 
 Heads up, 
 
 5. Trunk. Hands on hips — place! 
 Trunk bending forward — one! Two! 
 Again — one ! Two ! 
 
 6. Precipitant. Hands on hips — 
 place! Jump Hghtly on the toes ten 
 times. (See 4, lesson i, page 116.) 
 This time have the rhythm made 
 slower than formerly. Bend the knees 
 slightly on landing. 
 
 7. Breathing. Hands on hips — 
 place! Feet sideways — place! Chest 
 raising with deep breathing — one! 
 Two ! Again — one ! Two ! 
 
 Fig. 22. — Hands on head 
 — place! (Back view.) 
 
 LESSON VII 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Alternate rows face the back of the room. 
 Mark time — mark! Class, halt! Class, forward — march! 
 The class begins marching forward at once with the left foot. 
 
 2. Head. Arms sideways — raise! Deep breathing, with 
 arm rotation — one! Two! Again — one! Two! Posi- 
 tion! As the inhalation occurs the palms are rotated so 
 that they face up. At " Two! " the exhalation occurs and 
 the arms are rotated inward so that the palms face down. 
 Repeat this movement several times. At '' Position! " the 
 
1^2 PHYSICAL TRAINING 
 
 arms sink to the sides, but should not be allowed to relax. 
 See that the arms are kept at shoulder level. 
 
 3. Leg. Hands on hips — place! Alternate toe raising, 
 beginning right — one! Two! Three! Four! Repeat 
 with eight counts, in this time — one, two, three, four — 
 go! At " one! " lift the right toe, at the same time keeping 
 the heel on the floor; at " Two! " the toe is lowered. 
 
 Admonitions. 
 
 Pull the toe up against the ankle. 
 Keep the body erect, 
 
 4. Arm. Arms forward — bend! Arms sideways — 
 fling! Again — one! Two! Repeat with eight counts in 
 
 rA-^. ^-''"^?K this time: one, 
 
 ^,> . two — go ! 1 h e 
 
 ^^'^^f^\y^j I arms are flung side- 
 
 "^ y/y / ways to shoulder 
 
 ^y level. (Figs. 14, 
 
 Fig. 23. — Arms sideways — fling! ^3v 
 
 Admonitions. 
 
 Pull the finger tips far apart. 
 
 Keep the arms back. 
 
 Do not let the hands hit the chest, 
 
 5. Trunk, (i) Hands on hips, place, and feet — close! 
 Trunk bending forward — one! Two! Again — one! Two! 
 
 (2) Arms sideways, raise, and feet sideways — place! 
 Trunk bending forward — one! Two! The arms are raised 
 sideways at the time the jump is taken. Again — one! Two! 
 
 6. Precipitant. Hands on hips — place! Jump in place 
 — one! Two! Three! At ''one!" the knees are bent; 
 the heels are raised at the same time that the bending occurs. 
 At ** Two! '' a Hght jump upward is taken and the landing 
 
THIRD GRADE GYMNASTICS 
 
 133 
 
 is made with raised heels and bent knees. At ^^ Three! '^ 
 the body is brought back to the erect position. 
 Admonitions. 
 
 Back erect. 
 
 Land on the toes with hent knees, 
 
 7. Breathing. West Point breathing — one! Two! 
 Again — one ! Two ! 
 
 LESSON VIII 
 
 See Directions for 
 Teaching the Les- 
 sons. 
 
 Clear the desks 
 ready for gymnastics. 
 
 Good gymnastic sit- 
 ting position. 
 
 Stand ! 
 
 1. Order. Hands 
 on hips — place! 
 Left — face! Two! 
 The left toe is raised 
 and a quarter-turn 
 to the left is made on 
 the left heel, as the 
 command "Face!" 
 is given ; the right 
 toe is on the floor, and 
 by pushing against 
 the floor assists in 
 the turn. The pupils 
 count '' One!" as they turn. T\\e second commznA "Two!" 
 is given, and the right foot is brought up to the left and 
 
 Fig. 24. — Left — face ! 
 
134 
 
 PHYSICAL TRAINING 
 
 placed firmly on the floor while the pupils count '' Two.'' 
 This movement is sometimes difficult to teach. Tell the 
 pupils to see how quickly they can turn, count " One! " on 
 *' face! " and tap with the left toe when they are in the new 
 position. Make them wait for ''Two!" by giving it at 
 irregular intervals. Right — face! is taken in opposite 
 order. When this exercise can be done well, the hands may 
 be kept at the sides as shown in Fig. 24. 
 
 2. Head Arms upward — bend! Right foot forward 
 
 — place! Deep breathing with backward bending of head 
 
 — one ! Two ! Again — one ! Two ! 
 
 3. Leg. Hands on hips — place ! Knee bending with 
 heels off the floor — one! Two! The heels are raised 
 
 Fig. 25. — Knees — bend! 
 (Front view.) 
 
 Fig. 26. — Knees — bend! 
 (Side view.) 
 
 at the same time that the knees are bent. The body goes 
 about halfway toward the floor. The knees should point 
 slightly outward, and the back should be erect. At " Two! " 
 the body returns to the erect standing position. (Figs. 25, 
 26.) 
 
THIRD GRADE GYMNASTICS 1 35 
 
 Admonitions. 
 
 Back straight. 
 
 Knees well out. 
 Look up, 
 
 4. Arm. (i) Arms upward — bend! Arms sideways — 
 stretch! Again — one! Two! With eight counts in this 
 time : one, two, ready — go! 
 
 (2) With quick changes, hands on head — place! Arms 
 upward — bend! Arms forward — bend! 
 
 5. Trunk. Arms upward — bend ! Feet sideways — 
 place ! Trunk bending forward — one ! Two ! Again — 
 one! Two! The arms are pulled in firmly at the sides 
 throughout the entire movement. 
 
 Admonitions. 
 
 Back straight. 
 Look up. 
 Arms in tight. 
 
 6. Precipitant. Hands on hips — place! Jumping -on 
 toes, with foot placing sideways and together, ten times — 
 go! 
 
 7. Breathing. Deep breathing with arm raising sideways 
 — one ! Two ! Again — one ! Two ! 
 
 LESSON IX 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Hands on hips — place! Heel raising with 
 eight counts, in this time : one, two — go! (See 3, lesson 2, 
 page 119.) 
 
136 PHYSICAL TRAINING 
 
 2. Head. Hands on hips, place, and feet — close! 
 Deep breathing with backward bending of the head — 
 one! Two! Again — one! Two! Use admonitions. 
 (See 2, lesson 4, page 125.) 
 
 3. Leg and Arm. Hands on hips — place! Right foot 
 forward — place! Foot — replace! Same with the left 
 — one ! Two ! Again — one ! Two ! Three ! Four! 
 When the pupils can do this with ease give but one com- 
 mand as follows : Repeat with four counts, alternating 
 right and left in this time: one, two, three, four — go! 
 Have the class count as they take each part of the move- 
 ment. Work for quick movement and firm foot-placing, 
 with a pause between the parts of the movement so that 
 each part is held a second. (Same as 3, lesson 6, page 129, 
 except that the foot placing alternates.) 
 
 4. Arm. (i) Arm raising sideways — one! Turning of 
 hands — two! Returning of hands — three! Sinking of 
 the arms — four! Again — one! Two! Three! Four! 
 Repeat with four counts, in this time : one, two, three, 
 four — go! The arms are raised to shoulder level, the 
 palms are turned on '' Two " so they face upward, re- 
 turned on '* Three", and the arms allowed to sink on 
 *' Four! '' See that the arms are raised to shoulder levels 
 and that the action is vigorous throughout the entire range 
 of movement. 
 
 (2) Arms upward — bend! Arms stretching downward 
 with eight counts in this time: one, two — go! 
 
 5. Tnmk. Hands on hips, place, and feet — close! Trunk 
 bending forward — one! Two! Again — one! Two! 
 
 6. Precipitant. " Crossing the Brook.'' (See 5, lesson 2, 
 page 122.) 
 
 7. Breathing. West Point breathing — one! Two! 
 Again — one! Two! 
 
THIRD GRADE GYMNASTICS 1 37 
 
 LESSON X 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Hands on hips, place, and feet — close! 
 Hands and feet — position! Again — one! Two! Repeat 
 with eight counts in this time : one, two — go! The hands 
 are placed on the hips and at the same time the balls of 
 the feet are raised and the inner borders brought together. 
 On the return movement the arms are stretched downward 
 to fundamental position and the feet are opened. 
 
 2. Head. Arms forward — bend! Deep breathing with 
 backward bending of head — one! Two! Again — one! 
 Two! 
 
 3. Leg. Hands on hips — place! Right foot forward 
 outward — place! Foot — replace! Same with the left 
 — three! Four! Again — one! Two! 
 Three! Four! The foot is placed two 
 foot-lengths diagonally forward and 
 outwar<l. (Fig. 27.) On the return 
 movement the foot is replaced to fun- 
 damental position. If the children 
 master this movement quickly, repeat 
 it on one command. (Four counts, 
 alternating right and left, in this time : 
 one, two, three, four — go!) 
 
 4. Arm. Arms forward — bend! Fig. 27. -Left foot for- 
 
 . rrk I ward outward — place! 
 
 Arm flmgmg sideways — one! Two! 
 
 Repeat with eight counts in this time: one, two — go! 
 
 (Use admonitions as in 4, lesson 7, page 131.) 
 
 fl 
 
138 
 
 PHYSICAL TRAINING 
 
 5. Trunk. Hands on hips, and feet sideways — place! 
 Trunk bending to the right — one! Two! Same to the 
 left — three! four! At " One! '' the trunk 
 is slowly bent to the side. (Fig. 28.) At 
 " Two! " the trunk is brought to the erect 
 position. The common faults to guard 
 against are these : 
 
 Trunk twisting combined with bending. 
 
 Knee bending. 
 
 Holding the head back as the trunk is bent. 
 
 6. Precipitant. Jump in place, with side 
 flinging of the arms — one ! Two ! Three ! 
 At ''One!" the knees are bent. At 
 ''Two!'' a light jump is taken, the arms 
 are raised to shoulder level on the ascent, 
 and lowered on the descent. At " Three! '^ 
 the body is brought back to the erect 
 position. 
 
 7. Breathing. Arm raising sideways, with deep breath- 
 ing — one ! Two ! Again — one ! Two ! 
 
 Fig. 28. — Trunk 
 to left — bend ! 
 
 LESSON XI 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Left — face! Two! Right — face! Two! 
 Alternate at irregular intervals. 
 
 2. Head. Arms sideways, fling, and feet sideways — 
 place! Deep breathing with backward bending of the 
 
THIRD GRADE GYMNASTICS 
 
 139 
 
 head — one ! Two ! Again — one ! Two ! Use admoni- 
 tions for breathing. 
 Admonition. 
 
 Arms on a line with the shoulders. 
 
 3. Leg. Hands on hips, and feet sideways — place! 
 Alternate heel raising — one! Two! Three! Four! Re- 
 peat with eight counts in this time : one, two, three, four 
 — go! At '' one! " the right heel is raised as far as possible 
 from the floor, while the ball of the foot remains stationary. 
 At '' Two! ^' the heel is lowered. The same is repeated 
 with the left foot at " Three! " and " Four! " 
 
 Admonitions. 
 
 Use '' Stop! " if the rhythm becomes too fast. 
 Teacher counts at irregular intervals. 
 Pull the heel up hard, 
 
 4. Arm. With turning of the palms, arm raising side- 
 ways — one! Two! Repeat with eight counts in this 
 time: one, two, — go! At '' One! " the palms are turned 
 outward and the arms are raised to shoulder level. At 
 " Two! " the palms are turned and the arms sink downward 
 to the sides. 
 
 Admonitions. 
 
 Turn the palms at the beginning of the movement. 
 Do not clap the hands at the sides. 
 
 5. Trunk. Arms upward, bend, and feet sideways — 
 place! Trunk bending forward — one! Two! Again — 
 one! Two! The arms are vigorously flexed and pulled 
 in against the ribs while a light jump is taken and the feet 
 are placed apart. The trunk bending is taken in the 
 manner described in previous lessons. Use admonitio7is. 
 
I40 
 
 PHYSICAL TRAINING 
 
 6. Precipitant. Hands on hips — place! Running in 
 place with twelve counts — go! 
 
 7. Breathing. Hands on hips, and feet sideways — 
 place! Chest raising with deep breathing — one! Two! 
 Again — one! Two! 
 
 LESSON XII 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Hands on hips — place! Arms upward — 
 bend! With quick changes — one! Two! Again — one! 
 Two! The movements should be speedy^ but each position 
 should be done in good form. 
 
 2. Head. Hands on hips and feet sideways — place! 
 Head twisting, right — one! Two! Repeat with four 
 counts, alternating right and left, in this time : one, two, 
 three, four — go! At " One! " the head is quickly twisted 
 as far as possible to the side. At '' Two! " it is brought 
 back to fundamental position. 
 
 3. Leg. Hands on hips — place! Knee bending with 
 heels ofF the floor — one! Two! Again — one! Two! 
 Repeat with eight counts in this time : one, two — go! 
 
 4. Arm. With palms up, arms sideways — raise! Arm 
 raising upward — one! Two! The arms are raised from 
 the horizontal position (Fig. 13), to a vertical position. 
 (Fig. 29.) At " Two! " the palms are lowered to horizontal 
 position. Repeat the movement about four times. 
 
 Watch the posture, as the abdominal muscles have a strong tendency 
 to relax and the head is very apt to drop forward. 
 
THIRD GRADE GYMNASTICS 
 
 141 
 
 When the hands are returned to fundamental position, do not allow 
 them to clap at the sides. 
 
 Admonitions. 
 
 Make yourself tall. 
 Heads up. 
 Waist muscles in, 
 
 5. Trunk. Hands on hips, and feet side- 
 ways — place! Trunk bending to the right — 
 one! Two! Same to left — three! Four! 
 
 6. Precipitant. Hands on hips — place! 
 Jumping on the toes, with foot placing side- 
 ways and together, with ten counts — go! 
 
 7. Breathing. Hands on hips — place! 
 Deep breathing with chest raising — one! 
 Two! Again — one! Two! 
 
 LESSON XIII 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 Fig. 29. — 
 Arms sideways, 
 upward — raise! 
 
 1. Order, (i) Hands on hips — place! Running in 
 place with eight counts — go! (Use in cold weather.) 
 
 (2) One step forward — march! (See 1, lesson 5, page 
 128.) Two steps forward — march! Take two steps for- 
 ward, starting with the left foot ; bring the left foot for- 
 ward and stand with feet together. Have the children 
 count " One " as they step with the left, " Two '' with the 
 right, and " Three " as the feet are brought together. 
 
 2. Head. Arms upward bend, and feet — close! Deep 
 breathing with backward bending of the head — one ! 
 
142 
 
 PHYSICAL TRAINING 
 
 Two! Again — one! Two! The arms are quickly bent 
 at the elbows and pulled in tightly to the sides (Fig. ii); 
 at the same time the balls of the feet are Ufted and the 
 inner borders are brought together. Use admonitions for 
 breathing. 
 
 3. Leg and Arm. Arm raising sideways with heel rais- 
 ing — one! Two! Again — one! Two! Repeat with 
 
 eight counts in this time : one, 
 two — go! Work for vigorous 
 raising of the arms combined 
 with high heel raising. Do not 
 allow the hands to clap at sides 
 on the return movement. 
 
 4. Trunk. Hands on hips — 
 place! Leg flinging sideways 
 — one! Two! At ''One!'' the 
 right leg is quickly flung out 
 to the side, and replaced at the 
 second command. Again — one! 
 Two! Repeat with four counts 
 in this time: one, two — go! 
 When the movement is done 
 rhythmically '' One " is counted 
 as the foot is replaced on the floor, and the raised position 
 is not held. (Fig. 30.) 
 
 5. Precipitant. Hands on hips — place! Left foot back- 
 ward — raise! The foot is raised about two inches from 
 the floor. Hopping on the right foot with eight counts, 
 in this time: one, two — go! The hopping is done on the 
 ball of the foot, and on the eighth count the left foot is 
 replaced. 
 
 6. Breathing. West Point breathing — one! Two! 
 Again — one! Two! 
 
 Fig. 30. — Leg flinging sideways. 
 
THIRD GRADE GYMNASTICS 1 43 
 
 LESSON XIV 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order, (i) Alternate rows face the back of the room. 
 Class, forward — march! Class, halt! Start marching with 
 left foot. (See 1, lesson 2, page 119; also 1, lesson 3, page 
 123.) Repeat several times. Give the command " Halt! " 
 at unexpected intervals, so that the class will be kept on 
 the alert. 
 
 (2) In this time: one, two; left — face! Right — face! 
 Omit the second command '' Two! " (See 1, lesson 8, 
 page 133.) The children swing on the right heel as before, 
 counting '' One ", and after a slight pause bring the left 
 foot up to the forward foot, counting ^^Two". There 
 should be two distinct sounds as the facing is taken — a 
 tap of the toe and the replacing of the backward foot. 
 Admonitions. 
 
 Keep together^ one^ two. 
 
 Chest forward over the toes. 
 
 Heads up, 
 
 2. Head. Hands on head — place! Chest raising — 
 one ! Two ! Again — one ! Two ! 
 
 Admonitions. 
 
 Arms well hack. 
 
 Chins in. 
 
 Waist muscles in, 
 
 3. Leg. Hands on hips — place! Heel raising — one! 
 Knee bending — ^two! Standing erect — three! Again — 
 one! Two! Three! Notice that this is a three-count 
 
144 
 
 PHYSICAL TRAINING 
 
 movement. At '' One! '' the heels are raised, at ''Two! " 
 the knees are bent, while at '' Three! " the knees are straight- 
 ened and the heels are lowered. 
 Admonitions. 
 
 Back erect. 
 
 Knees zvell out to the sides. 
 
 
 
 I'H,. 31. — Arm raising forward. 
 A. Cood position. B. Faulty position. 
 
 4. Arm. Arm raising forward — one! Two! Again — 
 one! Two! Repeat with eight counts in this time: one, 
 two - go! The arms are raised forward until they are at 
 shoulder level. (Fig. 31.) This exercise must be watched 
 
THIRD GRADE GYMNASTICS 1 45 
 
 with care, as the children are apt to reach forward and thus 
 contract the chest. 
 Admonitions. 
 
 Shoulder blades flat on the hack. 
 Waist muscles in. 
 
 Raise the chest high between the arms. 
 Quick movements. 
 
 5. Trunk. Arms sideways, fling, and feet sideways — 
 place! Trunk bending to the right — one! Two! Same 
 to the left — three! Four! The arms do not move as the 
 body is bent. 
 
 6. Precipitant. Jumping on the toes, with foot placing 
 sideways and together, and arm flinging sideways, ten 
 counts — go! As the feet spring apart the arms are raised 
 to shoulder level; on the return jump the arms are lowered. 
 
 Admonitions. 
 
 One^ two ; or Out, in. 
 
 Do the exercise with the class for a few times. 
 
 7. Breathing. Hands on hips — place! Deep breathing 
 with backward bending of the head — one! Two! Again 
 — one! Two! 
 
 LESSON XV 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Class, one step forward — march! Class, 
 two steps forward — march! Backward — march! Have 
 the children count the rhythm as they take one or two 
 steps forward. Use short steps when marching backward. 
 
146 
 
 PHYSICAL TRAINING 
 
 2. Head. Arms upward — bend! Head to the right 
 — twist! Forward — twist! Same to the left — one! 
 Two! Repeat with eight counts, alternating right and 
 left, in this time: one, two — go! 
 
 3. Leg and Arm. (i) Hands on hips, place, and heels 
 
 — raise! Hands and 
 feet — position! Again 
 
 — one! Two! Con- 
 tinue with eight 
 counts, in this time: 
 
 _j 
 
 Fig. 
 
 32. — Left foot back- 
 ward — place ! 
 
 Fig. 33. — Trunk to right — twist! 
 
 one, two — go! The 
 hands are placed on 
 the hips at the same 
 time that the heels are 
 raised. On the return 
 
 movement the arms are stretched downward and the heels 
 are lowered. 
 
 (2) Hands on hips — place! Right foot backward — 
 place! Foot — replace! Again — one! Two! Same 
 with the left — three! Four! Repeat with four counts, 
 alternating right and left, in this time : one, two, three, 
 
THIRD GRADE GYMNASTICS 
 
 147 
 
 four — go! The foot is placed directly backward, the toe 
 touching the floor first. Proceed as in 3, lesson 6, page 129, 
 except that the foot is placed backward. (Fig. 32.) 
 
 4. Trunk. Hands on hips, and feet sideways — place! 
 Trunk twisting to the right — one! Two! Same to the 
 left — three! Four! The hips and knees are kept rigid 
 while the trunk is twisted slowly to the right. At " Two! " 
 the trunk is returned to the fundamental position. (Fig. 
 33-) 
 
 This is a difficult exercise and must be carefully demonstrated by the 
 teacher. There is a tendency to hollow the back, and to twist at the 
 ankles instead of at the waist. 
 
 5. Precipitant. Hands in position for running — place! 
 Running in place, with twelve counts — go! The forearm 
 is slightly flexed so that a right angle is formed with the 
 upper arm. Begin the running with the left foot, pull the 
 knee well up in front, and run in place without gaining 
 ground. 
 
 6. Breathing. Arm raising sideways, with deep breath- 
 ing — one ! Two ! Again — one ! Two ! 
 
 LESSON XVI 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order, (i) Place hands on hips, with heel raising — 
 one ! Two ! Again — one ! Two ! Repeat with eight 
 counts in this time: one, two — go! The hands are 
 placed on the hips as the heels are raised, and are stretched 
 downward to fundamental position as the heels are lowered. 
 Make the movement quick. 
 
1^8 PHYSICAL TRAINING 
 
 (2) In this time : one, two ; left — face! Right — face! 
 
 2. Head. Arms forward, bend, and right foot forward 
 — place! Deep breathing with chest raising — one! Two! 
 Again — one! Two! 
 
 3. Leg and Arm. Place hands on hips, with alternate 
 foot placing sideways, beginning right — one! Two! Same 
 with the left — three! Four! Repeat with eight counts, 
 in this time: one, two, three, four — go! The hands are 
 placed on the hips at the same time that the foot is placed 
 to the side. At '' Two! " the hands are stretched downward 
 to fundamental position; at the same time the foot is re- 
 placed. See that each part of the movement is executed 
 with good form. 
 
 4. Trunk, (i) Hands on hips, place, and feet — close! 
 Trunk bending forward — one! Two! Again — one! Two! 
 
 (2) Left arm forward upward — fling! Trunk to the 
 right — twist! Windmill to the left — one! Two! At 
 '' One! '' the trunk is twisted to the left at the same time 
 that the left arm is brought backward downward to position, 
 and the right arm is flung forward upward. At '' Two! " 
 the reverse occurs and the trunk is twisted to the right. 
 Repeat this movement several times, then give the com- 
 mand, *' Position! '' which brings the body back to the 
 fundamental position. (Trunk is twisted forward and arm 
 flung backward downward.) 
 
 5. Precipitant. '' Jump the Fence.'' Alternate rows 
 face the back of the room. The leader, followed by the 
 rest of the children, runs forward, and with a light jump 
 springs over a pointer, which is held by two of the pupils 
 who are kneeling. The teacher stands in front of the 
 " fence '* in order that she may prevent any accident. 
 
 6. Breathing. West Point breathing — one ! Two! 
 Again — one! Two! 
 
THIRD GRADE GAMES 
 
 THIRD GRADE 
 
 GAMES 
 Oats, Peas, Beans 
 
 149 
 
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 F^ 
 
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 t=i 
 
 Oats,p 
 
 ^^H — r- 
 
 m ■ 
 eas.l 
 
 aeansand 
 
 I 
 
 1 — <i±_j — 2 — 
 
 r-ley^rows 
 
 oats 
 
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 ,peas,beansand 
 
 1 c g g 1 
 
 -1*113 
 
 bar- ley grows Nor 
 
 ^'^ H J— 
 
 rr 
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 3d 
 
 
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 3 
 
 ^^: 
 
 -1^ 1 W — •— T W ^ ■ _L Zt " ^ ^ # 
 
 you nor I nor no - bod-y kiiows,how oats,peas,beans and bar- ley grows .Thus the far-mer 
 
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 F if-l' f 
 
 #=* 
 
 :E 
 
 ■ ►-»- 
 
 «-= — » 
 
 ua^aiiJ-l 
 
 fei±^ 
 
 ^f^^^ 
 
 ^3 
 
 SOWS his seed, thus he stands and takes his ease; Stamps his foot and claps his hands and 
 
 'H jfPv l jf p ^ ^ 
 
 rJHi'lJJ'J:^" ^ Mj; J. I^rl 
 
 turns a-round to viewhis lands Await-ingfor a part - ner, await- ing for a 
 
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 ^E 
 
 ^ 
 
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 ^tztz=±i 
 
 y p y 
 
 i^h ^ f ni p p M j H j^y 
 
 part- ner. - pen the ring and choose one in Make haste and choose your part- ner. 
 
I-O PHYSICAL TRAINING 
 
 IV. Now you're married you must obey 
 You must be true to all you say 
 You must be kind,you must be good 
 Ajid keep your wife in kindling wood. 
 
 Repeat I while fourth stanza is sung. 
 
 OATS, PEAS, BEANS 
 
 Siyiging game. Active, 
 
 Playground^ gymnasiuviy or schoolroom, 
 
 10-60 players. 
 
 Players join hands and form a circle. One player is 
 chosen to stand in the center, while the circle players walk 
 about singing the first verse. At the beginning of the second 
 verse they stand still and perform the movements suggested 
 by the words. They scatter the seeds, fold their arms, 
 stamp their feet, clap their hands, and turn about in place. 
 They then join hands and circle about singing the third 
 verse. As the words, ''Open the ring and choose one in," 
 are sung, they stand still and the player in the center chooses 
 a partner. The first player returns to the circle at the end 
 of the last verse, leaving the one whom he chose in the circle. 
 The game is then repeated from the beginning. 
 
 BEAN-BAG CIRCLE TOSS 
 
 Ball game. Active, 
 
 Playground, gymnasium, or schoolroom, 
 
 10-60 players. 
 
 Playground or gymnasium. The players should be di- 
 vided into equal groups of from eight to ten members 
 who compete against each other. The groups should be 
 hned up opposite a starting line. There should be about 
 
THIRD GRADE GAMES 151 
 
 three feet of space between the groups of players. A small 
 circle should be drawn at a distance of from ten to twelve 
 feet in front of each group. 
 
 At a signal from the teacher, each leader or captain toes 
 the line with six bean-bags, aims for the circle, and throws 
 one bean-bag after the other toward the circle. Each bag 
 that lands in the circle counts one for the side throwing. 
 A bag landing on the circumference of the circle does not 
 count. As soon as the score has been counted by the 
 teacher, the one throwing passes to the rear of his line, 
 giving the bags to the second person in the line, who has 
 moved up and is toeing the line. The player at the head 
 of the line now throws, or the teacher may give a signal each 
 time for the tossing to start. This continues until all have 
 thrown. The group having the largest total at the end of 
 the game is the winner. 
 
 Schoolroom, A line is drawn across the room even with 
 the front desks. The circles are drawn at the front of the 
 room and as far from this line as possible. Six bean-bags 
 are placed on each of the front desks. At a signal from the 
 teacher the first pupil in each row rises, and stands toeing the 
 line ; he then tosses for the circle as described in the game 
 above. When all six bags have been thrown, the player 
 goes forward, counts the number of bags in the circle, writes 
 the number on the board, returns the bean-bags to the 
 desk, and sits. As soon as he is seated, the second pupil 
 in the row rises, toes the line and proceeds as did the first 
 pupil. This continues until all have thrown. If the teacher 
 desires she may give a signal each time the tossing is 
 done. 
 
 If a player steps over the line when tossing, and the bag 
 should land in the circle, it should not count as a point for 
 that side. 
 
152 PHYSICAL TRAINING 
 
 HAVE YOU SEEN MY SHEEP? 
 
 Active, 
 
 Playground^ gymnasium^ or schoolroom. 
 
 10-40 players. 
 
 Playground or gymnasium. The players stand in a circle. 
 One player skips around the outside, and knocks three 
 times on his neighbor's door (taps on the back of any one 
 of the circle players) and says ''Have you seen my sheep ?" 
 The one questioned says, ''What does it look Hke ?" Then 
 the questioner describes the dress of one of the circle players. 
 " She had on a red dress, a white hair ribbon, and a black tie." 
 The one who is questioned looks about and tries to guess 
 the player who has been described. When he thinks he 
 knows, he calls the name and chases the player described. 
 The questioner does not enter into the game, but takes the 
 place of the one questioned. Should the chaser catch the 
 runner, the runner then becomes the questioner in the next 
 game, but if he reaches his place in safety, the chaser becomes 
 the questioner. 
 
 All the players should be on the alert, so they will hear 
 their names when called and be ready to run. 
 
 Schoolroom, When played in the schoolroom, the class 
 remains seated while the questioner runs up and down the 
 aisles and taps some one's back. The game is carried on as 
 described above. The runner and the chaser should keep 
 to the outside aisles. 
 
 TOMMY TIDDLERS' GROUND 
 
 (Daddy's Castle) 
 Active. 
 
 Playground or gymnasium. 
 
 10-40 players. 
 
 The ground is divided into two parts. One part belongs 
 
 I 
 
THIRD GRADE GAMES 1 53 
 
 to a player called ''Tommy '', and the second division to the 
 rest of the players. Tommy must not cross the dividing 
 line, but must always stay in his own division, while the 
 other players may dance across on his ground, taunting him 
 with these words : 
 
 "Fm on Tommy Tiddler's ground. 
 Picking up gold and silver." 
 
 Tommy may tag any one who is on his ground. The 
 player who is tagged must change places with Tommy. 
 
 Tommy should draw the players on by paying little or 
 no attention to them, then suddenly darting after them ; or 
 by starting in one direction, and then turning to catch some 
 one who may be back of him. 
 
 SINGLE RELAY RACE 
 
 Active. 
 
 Playground or gymnasium. 
 
 10—100 players. 
 
 The players are divided into several equal groups who 
 compete against one another. A line is drawn across one 
 end of the ground and the groups line up in rows about four 
 to five feet apart, with the leader of each group toeing 
 the line. A walk, fence, line, or goal of some sort should be 
 located about a hundred feet from the starting line. 
 
 At a signal each leader runs forward, touches the fence 
 with his hand or the line with his foot. If it be an object 
 such as a stick, post, etc., he runs around it back to starting 
 line and touches the hand of the second player, who has 
 moved up to the starting line and stands with his right arm 
 stretched out to the side. The runner then goes to the rear 
 of the line, while the player whose hand was tagged, immedi- 
 ately runs for the goal, back, and touches the hand of the 
 
I^^ PHYSICAL TRAINING 
 
 person next in line; this continues until the first leader is 
 again at the head of the Hne. When the last person has 
 run, and the leader's hand is tagged, he should raise it quick- 
 ly, so the referee may judge the finish. 
 
 Fouls. Should a player step over the Hne, or reach across 
 the line with his hand before he is tagged, a foul must be 
 counted against his line. If his line should get in first and the 
 other lines had no fouls, his Hne would not win. The line 
 coming in second with fewer or no fouls, would win. 
 
 HILL DILL 
 
 Active, 
 
 Playgroiuid or gymnasium, 
 
 10-40 players. 
 
 Two parallel lines are marked off about twenty to thirty 
 feet part. The one who is ^'it" stands in the center space, 
 while the remaining players are divided into two groups and 
 stand on either side of the central division. 
 
 The one who is 'St" calls, '*Hill Dill, come over the hill ! " 
 The players must then exchange places. While they are 
 crossing the central space, the one who is 'St" tries to tag 
 (touch) as many as possible. All those who are tagged 
 must assist in catching the remaining players. Each time 
 the one who is '*it" must call out the required words before 
 the players cross. The last one to be caught is the first one 
 to be 'St" in the new game. 
 
 LAME FOX AND CHICKENS 
 
 Active. 
 
 Playground or gymnasium. 
 ^^-35 players. 
 
 A den is marked off at one end of the ground for the fox, 
 and a chicken house at the other end for the chickens. 
 
THIRD GRADE GAMES 1 55 
 
 The chickens run up as near to the fox's den as they dare, 
 and shout, ''Lame fox, lame fox, can't catch me". The fox 
 may take three steps from his den, but if he wishes to go 
 further, must hop on one foot. He may change from one 
 foot to the other, but must never stand on both feet. Should 
 the latter occur, the chickens may hit him with their hand- 
 kerchiefs and drive him back to his den. The fox tries to 
 catch as many chickens as he can. All those caught go to his 
 den, and when he sallies forth again, must go with him in like 
 manner to catch chickens. The fox and chickens may return 
 to their respective homes at any time. The last chicken 
 caught becomes the first fox in the new game. 
 
 If there are more than fifteen chickens, it is a good plan 
 to start the game with two or three foxes. 
 
 Timid children should be encouraged to come close to 
 the fox's den and ''dare" him. The teacher will find that 
 many of the children will hang back and stay too near the 
 chicken house to get very much fun or benefit from the 
 game unless urged to do otherwise. 
 
 CENTER BASE 
 
 Ball game. Active, 
 Playground or gymnasium. 
 10-4.0 players. 
 
 The children form a circle with one player in the center. 
 This player throws the ball to someone in the circle, and 
 immediately runs around outside the circle, trying to get 
 back to the center and touch the ball before he is tagged. 
 The player to whom the ball was thrown puts the ball in the 
 center of the circle and chases the first player, trying to tag 
 him. Should the first player succeed in touching the ball 
 in the center before he is caught, he joins the circle players, 
 
1^6 PHYSICAL TRAINING 
 
 and the one who was chasing him throws the ball in the next 
 game. Should he be tagged, he must again stand in the 
 center and throw the ball. 
 
 This game is always very popular with children. 
 
 TAG THE WALL RELAY 
 
 Active. 
 Schoolroom, 
 10-50 players. 
 
 The class remains seated in even rows. At a signal from 
 the teacher, the last player in each row runs forward, 
 touches the front wall, returns to the front seat, sits down 
 and raises his hand. As soon as the first runner tags the 
 front wall, the players in that row move back one seat, so 
 that the first seat is left vacant for the runner. When the 
 runner is seated, and has raised his handy the player who is 
 now last in the row runs forward, touches the wall and sits 
 in the front seat as did the first player. This continues 
 until all have run. The line wins when the first player of 
 a row succeeds in returning to his own seat before any of 
 the other players who were sitting in the front of the row 
 can do so. 
 
 The running for all rows should occur either on the left 
 side of the desk or on the right, and the changing of seats 
 should always take place on the same side. This should 
 be decided before starting the game. 
 
 The feet should remain under the desks. It is often 
 necessary to impose some penalty if children fail to remem- 
 ber this, or if they fail to run or to change seats on the side 
 which was agreed upon. 
 
THIRD GRADE RHYTHMIC PLAYS 1 57 
 
 SIMON SAYS 
 (See p. loi) 
 
 This game may be varied by using gymnastic movements, 
 such as, ^' Simon says, ^ Hands on hips — place !' '' etc. 
 
 A child is out of the game if he performs any exercise 
 which is not preceded by the command ''Simon says/^ 
 
 I SAY, "STOOP" 
 
 Quiet, 
 
 Schoolroom^ playground^ or gymnasium. 
 
 10—60 players. 
 
 The children stand in rows. The teacher, or a leader, stands 
 in front and says: ''I say, stoop!" The teacher and the 
 pupils stoop and immediately rise. The teacher may say, 
 ''I say, stand!" and stoop. Should any one stoop at this 
 command he must take his seat and is out of the game. 
 The game continues until all have been caught. The last 
 one left standing, wins the game. 
 
 Note. The following game which has previously been 
 played, may be repeated with pleasure to the children. 
 
 Tag. (See page loi.) 
 
 THIRD GRADE 
 RHYTHMIC PLAYS 
 
 INDIAN DANCE 
 
 Formation. Seated cross-legged in a single circle, to offer 
 prayer to the Great Spirit and to smoke the pipe of peace. 
 
 Pantomime. Measures 1-4. Raise the arms overhead and 
 sway the body forward. Raise the trunk. Repeat, bend- 
 ing and raising twice. 
 
158 
 
 PHYSICAL TRAINING 
 
 Indian Dance 
 
 Allegfretto 
 
 Source unknown 
 
THIRD GRADE RHYTHMIC PLAYS 1 59 
 
 Measures 5-8. Repeat, bending right and left. 
 
 Measures 9-12. Bring arms down to the sides and raise 
 them slowly overhead. Repeat twice. 
 
 Measures 13-16. Smoke the pipe of peace four times. 
 An imaginary pipe is passed from one to the other. Jump 
 up on the last count, fling the arms straight up over the 
 head and yell, " Wow ! " 
 
 Dance. Face in circle and advance counter-clockwise 
 with Indian step. 
 
 I. Measures 1-16. Crouch forward. Leap on the right 
 foot, and swing the left up at the back. Leap on the left 
 foot, and swing the right up at the back. On the second 
 measure take three quick running steps, right, left, right. 
 The arms are bent at the elbows and are moved sharply up 
 and down as the steps are taken. Repeat for sixteen meas- 
 ures alternating right and left. 
 
 II. Measure 17. Squat down. Slap the floor with the 
 right hand. Repeat with the left hand. 
 
 Measure 18. Right hand over the mouth and yell, ^^ Wow, 
 Wow, Wow." 
 
 Measures 19-20. Repeat above to the left. 
 Measures 21-24. Repeat Indian step twice. 
 Measures 25-32. Repeat all, ending with '^ Wow." 
 
 THREE CROWS 
 
 Formation. Two rows of about eight each, facing the 
 front. There may be as many pairs of rows as desired, if 
 partners take the steps together. Boys at the left of the girls. 
 
 Partners join inside hands. Boys place outside hand on 
 hip, while girls take hold of skirts. 
 
j6o physical training 
 
 " Three crows there were once who sat on a stone." 
 
 Three skips forward, starting with the outside foot (foot 
 farthest away from partner). Bring the heels together at 
 the end of the Hne. 
 
 " Fal la la, la la la." 
 
 Three skipping steps back to position; start with outside 
 foot and bring the heels together at the end of the line. 
 
 ** But two flew away and there was one." 
 
 Partners drop hands ; boy places hand on hip and girl 
 takes hold of skirt. Take three skip steps directly to the 
 side and bring the heels together at the end of the line. ' The 
 body is kept directly to the front, but the skip step is done 
 sideways, as the partners separate. (Partners face, if played 
 in schoolroom.) " Pal la la, la la la." 
 
 Three skipping steps back to position. 
 
 '' The other crow felt so timid alone," 
 Three skipping steps backward, bringing feet together. 
 
 " Fal la la, la la la." 
 Three skipping steps forward, and bring the feet together. 
 " That he flew away and then there was none." 
 
 Raise arms to the side, shoulder level ; take three skipping 
 steps m a small circle, fluttering arms up and down (the boy 
 to the left and the girl to the right) ; return to original posi- 
 tion and bring the heels together. 
 
 " Fal la la, la la la." 
 
 Raise the arms and flutter them, taking many little steps 
 on the toes, and turn about in place several times. 
 Repeat from the beginning. 
 
THIRD GRADE RHYTHMIC PLAYS 
 
 Three Grows 
 
 i6i 
 
 $ 
 
 Allegretto 
 
 ELLIOT 
 
 ¥= 
 
 K j) J) y J) [ ^^ 
 
 J) i) ^ f 
 
 f^ — -^ I , ! 
 
 Three crows there were one© 
 1 
 
 who sat on a stonej Fal 
 2 
 
 ^ 
 
 p P P > P I M p .^ ^ 
 
 ^^ 
 
 P^^ ^ i'h ^ \f^ ^ > I j^J^^ ^ 
 
 la la la la 
 
 3 
 
 But two flew a - way and 
 
 4 5 
 
 M 
 
 
 ^^ 
 
 then there was one, Fal 
 
 '>-'h^ p p }> v m 
 
 la la la 
 
 7 
 
 la la. The 
 
 8 
 
 f 
 
 ^^^ 
 
 z: wv 
 
 jl<>ilf J'j^j ■ J'lJ'J^J'J JMJ i'^^j: ? J' 
 
 oth-er crow felt so tim^id a -lone, Fal la la la la la,- That 
 
 9 10 m 11 12 
 
 ■^ 
 
 ^ vv I F p c '? 
 
 I y- ^ tt f j y y ^ y V I ft y V ^ ^ ^ I ^^r=g 
 
 he flew a-way and then there was none,- Fal la la la la la. 
 
 13 ^ 14. 15 16 
 
l62 
 
 PHYSICAL TRAINING 
 
 NIXIE POLKA 
 
 Formation. Single circle, facing the center. One child, 
 who is leader, stands in the center. All place hands on 
 
 hips. 
 
 Nixie Polka 
 
 Swedish 
 
 Arr. by Ethel S.Drummond 
 
 A lit- tie while we lin-ger here, 'Mid ma-ny joys and ma- ny fears. 
 1 I 2 * 3 4 
 
 (V'jjiJ'jiiiijiJ'j j i ji^j ^^'ij j^ 
 
 Conie,lit - tIegob-lins,comeandpIay,Come let us sing and be jol 
 5 , 6 I , 7 
 
 ly- 
 
 s 
 
 jj I J Ji 
 
 i 
 
 I. Measures 1-4. Spring and place the right foot for- 
 ward, with the toe up ; at the same time the left foot is 
 placed backward. Change feet and place the left foot 
 forward. (Two measures.) Repeat, two measures. On 
 the last note, clap hands once. 
 
 n. Measures 5-8. The leader turns and takes twelve 
 short running steps to find a partner, while the others run 
 in place. 
 
 III. Measures 1-4. The two partners join hands and hop 
 first on one foot then on the other. 
 
 IV. Measures 5-8. The leader claps hands, jumps to 
 the left, and the partner places his hands op the shoulders 
 of the leader; the two proceed to find a third partner, by the 
 time the eighth measure is finished. Repeat from beginning.. 
 
THIRD GRADE RHYTHMIC PLAYS 
 
 163 
 
 If the circle is large there should be several leaders. As 
 the lines grow longer they should finally join and form a 
 circle, which is the completion of the play. 
 
 The clapping and jumping should be done in unison. 
 
 RIDE A COCK-HORSE 
 
 Formation. In single circle, facing forward, boys and 
 girls alternating. The girls may place hands on the boys' 
 shoulders. 
 
 Ride A Cock-horse 
 
 ELLIOT 
 
 Staccato 
 
 ^i ji M' ■^ ^ 
 
 ^ 
 
 Ride a cock - horse to 
 
 ^F^ 
 
 Mr ^ 11 ' 
 
 Ban - bur - y cross To 
 
 2 L- 
 
 P 
 
 ^ J, J, j' »J' ji J' I J F J :! > I p f J> J> J) ji 
 
 see a fine la - dy Up - on a fine Ijorsej Rings on . her fin-gers and 
 
 ~ 4 5 
 
 ')> ^ " ? 
 
 ^ 
 
 ^ F p p ff 11 
 
 ii ji ji J. 1 .1 Ji Ji Ji -I' J I :^ :^ ^ i 
 
 bells on her toes. She shall, hav€ mu - sic Where - ev - er she goes. 
 & 7 
 
 'f P [1 H r lff-ff-4 ff V M^ f f f: :| 
 
 I. '' Ride a cock-horse to Banbury Cross 
 To see a fine lady upon a fine horse," 
 
 Take eight galloping steps forward, starting with the 
 right foot ; face partners at the end, with boys on the inside. 
 
164 PHYSICAL TRAINING 
 
 " Rings on her fingers and bells on her toes/' 
 
 Raise the arms over the head, wiggle the fingers, and jump 
 in the air twice. 
 
 " She shall have music wherever she goes/' 
 
 Partners take hands and turn once about with skipping 
 steps. 
 
 n. Repeat music from the beginning. Do not sing unless 
 there is no other music. 
 
 Partners face and join hands, arms raised at the sides to 
 shoulder level. Take three slides to the side with left foot 
 (girl, right) and swing the right foot forward. Repeat to 
 the right and swing left. Repeat to the left. Slide around 
 in a circle, then into first position to repeat the play from 
 the beginning. This time the boy is in the back. 
 
 BROOM DANCE 
 
 (Besentanz) 
 
 (German) 
 
 Formation. In two rows, partners facing, with the boys 
 in one row and the girls in the other. An odd boy stands 
 between the two rows with a broom in his hand. 
 
 I. Measures 1-2. The pupils in each row take hold of 
 hands, walk toward the center with three steps, and bring 
 the heels together. 
 
 Measures 3-4. Retire with three walking steps and bring 
 the heels together. 
 
 Measures 5-8. Repeat, walking forward and backward ; 
 while the boy between the lines walks up and down between 
 the lines searching for his partner. 
 
THIRD GRADE RHYTHMIC PLAYS 
 
 i6s 
 
 Broom Dance 
 
 Besentanz 
 German 
 
 AUegfro 
 
 Arr.by Ethel S.Drummond 
 
 f 
 
 iiiUii' I jiii l ijj 
 
 One,two,three,fottr, five,six,sevenj Where has my fair play mate gone? 
 12 3 4 
 
 '•'i JFFMFF 
 
 J J J I I j J J ■! I J f l J ' I 
 
 In Ber-lin, 
 5 
 
 in Stet - tin, Where the pret - ty maid - ens live. 
 
 6 7 8 
 
 'Hf f r> I p F f ) I p F F F 
 
 f ^^ijj j i jwijijiji ijjjj i J'i yfa44 
 
 Tra la la la, la la la la la; 
 9 10 
 
 I '"|'JFFF' I F 
 
 tra ja la la, la la la la la. 
 11 12 
 
 42 
 
 I 
 
 ^ 
 
 j j jvp IJ J J ^ I J J J J i J^LjljlJ^ II 
 
 Tra la la, la la la la, 
 13 14 
 
 la la la la, la la la la la. 
 15 16 
 
 ^ 
 
1 66 
 
 PHYSICAL TRAINING 
 
 n. Measures 9-16. The boys go forward, including the 
 broom-man, and seek partners. They join hands at shoul- 
 der height, and proceed around the room with a slow polka 
 step. The boy who has not a partner takes the broom. 
 
 (See Polka Step, page 113.) 
 
 Singing should accompany the music. 
 
 THE SWING 
 
 Formation. In groups of threes, with hands joined, stand 
 in a circle. Two of the group represent the swing, and a 
 third represents the child swinging. 
 
 The Swing- 
 
 Words by R.L.Stevenson 
 
 Modera tely fast 
 
 Music by Ethel S.Drummond. 
 
 2 3 ^ 4 
 
 1. How do you like to go up in a swing, Up in the air so blue? 
 3. Till I look down in the gar - den green, Down on the roof so brown, 
 
 ^ 
 
 Hf 
 
 J^ K 
 
 ^ , m 
 
 p 
 
 J^ff ^ . 
 
 
 F^ 
 
 ^^^ 
 
 
 
 -' It 
 
 
 Oh 
 Up 
 
 5 
 
 I do thir 
 
 in the ai 
 
 f 
 
 1 
 
 ik it the 
 r I go 
 
 M 
 
 pie 
 
 f 
 
 ! p ;? : 
 
 6 
 asantest thi 
 ly-ing a- g. 
 
 r — f 
 
 i^ 1 
 
 ng 
 lin, 
 
 Ev - ( 
 Up 
 
 7 
 ?r a chil 
 in the ai 
 
 « 
 
 =4^ 
 
 d can 
 r and 
 
 do 
 do 
 
 -. H 
 
 8 
 wn. 
 
 :22 
 
 i — »^ 
 
 
 
 — 
 
 
 
 
 =^ 
 
 l_ 
 
 l=- 
 
 \-^ 
 
THIRD GRADE RHYTHMIC PLAYS 
 
 167 
 
 ^ 
 
 j jpr p h^i^^^- \ hn ^ i ii^Li 
 
 9 
 
 2. Up in the air and 
 
 10 11 12 
 
 - ver the wall, Till I can see so wide 
 
 '>■■ ^'' r j : 
 
 ^^'' ji.pff r f \ ii:. ^iiJ. I j'lJi.M i l l ' 
 
 13 14 
 
 Riv-ers and trees, and cat- tie and all, 
 
 15 " 16 
 
 - Ver the coun . try side. 
 
 I 
 
 S 
 
 Measures 1-8. Place the right foot forward, sway 
 forward, raise heel ; Hft the left foot from the floor (Fig. 71) 
 and swing the arms forward and upward. Sway back to the 
 left foot and swing the arms down and back. Repeat, 
 swaying forward and back for seven measures. On the 
 eighth measure the child who is swinging drops hands, runs 
 under the raised arms of the two remaining in the group, 
 goes to the next group, and swings there. 
 
 Measures 9-16. Same as above. 
 
 Singing should accompany the music. 
 
 GO FROM ME 
 
 (Geh von mir) 
 (German Singing Game) 
 Formation. The players join hands and form a single 
 circle. Several couples are chosen to be in the center of the 
 circle. 
 
 The large circle moves around to the right with the fol- 
 lowing step through the entire game. Step forward on the 
 
i68 
 
 PHYSICAL TRAINING 
 
 Go From Me 
 Geh Von Mir 
 
 AiT. by Fannie Robertson 
 
 Go from me.go from rae.I care not for thee, Come to me,come to me.I long so for 
 1 2 ' 3 4 5 _ 6 7 
 
 rrrirrriirriiriiirfiirr 
 
 i ^i> J jjiurni' jijurr i r r i rrr i rrfirffif i 
 
 Ihee.Ru-di ral-la la la, Ru-di fal-Ia la la, I have a true Iove,who is fair, oh so fair. 
 9 10 _ 11 12 13 14 _ 15 16 
 
 right foot ; at the same time swing the left foot forward across 
 the right foot ; raise the right heel ; lower the heel. Repeat 
 with the left foot (two measures). 
 
 Measures 1-4. Partners in the center stand facing each 
 other with their arms akimbo. The boy, with gesture of 
 hands, sends his partner away from him, as the following 
 step is taken : Step on the right foot, swing the left foot for- 
 ward and hop on the right. This is continued with the boy 
 moving forward toward the outside of the circle, while the 
 girl moves backward. 
 
 Measures 5-8. The boy beckons to a new partner from the 
 large circle, and moves backward toward the center of the 
 circle, while the new partner follows him with a step hop. 
 
 Measures 9-16. Partners join hands with arms extended 
 at shoulder height, and do the step hop, turning about in 
 place. (See II, Bleking, page 253.) 
 
 1 he game is continued, but this time the girls repel the 
 boys, and seek new partners. 
 
 Singing should accompany the music. 
 
 I 
 
FOURTH GRADE 
 
 GYMNASTICS 
 LESSON I 
 
 All exercises written for the right side should be given 
 the same number of times on both sides. 
 
 Each movement should be finished and the body brought 
 back to the correct fundamental standing position before 
 the next exercise is given. (See Directions for Teaching 
 the Lessons.) 
 
 Aims. Educational, corrective, and hygienic aims should 
 be apparent in every gymnastic lesson. Educational effect 
 is secured in mental alertness and in prompt response to 
 command. Corrective effect is sought by stimulation of 
 good habits of posture. Hygienic effect is produced by 
 deepened breathing and quickened circulation. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position 
 Stand ! 
 
 1. Order, (i) Review standing and sitting positions. 
 Practice taking the fundamental standing position. (See 
 Directions for Teaching the Lessons.) 
 
 (2) Alternate rows face the back of the room. March 
 around one row of seats. Class, forward — march! Mark 
 time at seats. Class, halt! Children count as they halt. 
 (See 1, lesson 2, page 119, and 1, lesson 3, page 123.) 
 
 169 
 
I70 
 
 PHYSICAL TRAINING 
 
 2. Head. Arms forward, bend, and feet sideways — 
 place! (See 3 (i), lesson i, page ii6; also 4 (2), lesson 2, 
 page 119.) Chest raising — one! Two! Again — one! 
 Two! (See 2, lesson 2, page 119.) 
 
 3. Leg and Arm. (i) Arm raising sideways, with quick 
 knee bending (heels ofF the floor) — one! Two! Again — 
 one! Two! Repeat with eight counts, in this time : one, 
 two, ready — go! (See 4 (i), lesson 2, page 119; also 3, 
 
 lesson 8, page 133.) 
 The knee bending is 
 combined with arm 
 raising to shoulder 
 
 level, 
 tions. 
 
 (2) 
 
 Arms 
 
 and 
 
 Arms 
 
 Use admoni- 
 
 Feet — close! 
 upward, bend, 
 heels — raise! 
 down and heels 
 — sink! Repeat with 
 eight counts in this 
 time: one, two — go! 
 The arms are bent at 
 the elbows at the same 
 time that the heels are 
 raised. On the return 
 movement the arms 
 are forcefully stretched 
 downward as the heels 
 are lowered. (Combi- 
 nation of 2 (2), lesson 
 I, page 116, and 3, lesson 2, page 119.) 
 
 4. Trunk. Stooping, hands touching the floor — one! 
 Two! Again -one! Two! The heels are raised, the 
 
 Fig. 34. — Stooping. 
 
FOURTH GRADE GYMNASTICS 171. 
 
 knees are bent as far as possible toward the floor and point- 
 ing well outward, the finger tips touch the floor in front 
 of the toes, the back is flat, and the head is erect. At 
 ^^ Two! " the body assumes an erect position. Repeat 
 several times. (See Fig. 34.) 
 Admonitions. 
 
 Look up. 
 
 Backs flat. 
 
 5. Precipitant. Arms in position for running — place! 
 Running in place with twelve counts — go! (See 5, lesson 
 3, page 123 ; also 6, lesson 15, page 145.) 
 
 6. Follow step. Hands on hips — place! Step forward 
 on the left foot — one! Bring right foot up to left — two! 
 Continue in this time : one, two, three, four, alternating 
 right and left — go! If music is desired use f or slow f time. 
 
 7. Breathing. Deep breathing with turning of the palms, 
 and arm raising sideways — one! Two! Again — one! 
 Two! The palms are turned outward, the arms are raised 
 sideways to horizontal position, and a deep breath is taken. 
 On the return movement the palms are turned inward, the 
 arms sink to the sides, and exhalation occurs. 
 
 LESSON II 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gyynnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Hands on hips — place! Alternate ft)ot plac- 
 ing sideways, beginning right — one! Two! Three! 
 Four! Repeat with eight counts in this time: one, two, 
 three, four — go! (See 3 (2), lesson 4, page 125.) 
 
J 72 PHYSICAL TRAINING 
 
 2. Head. Hands on head, place, and feet — close! 
 Backward bending of the head — one! Two! Again — 
 one! Two! (See 4 (2), lesson 6, page 129; also 3 (2), 
 lesson I, page 116.) 
 
 3. Leg and Arm. Arms forward, bend, and heels — 
 raise! Hands and feet — position! Again — one! Two! 
 Repeat with eight counts in this time: one, two — go! 
 Use '' Stop! " (See 3, lesson 2, page 119.) 
 
 4. Arm. Arms upward — bend! Arms upward — 
 stretch! Bend! Again — one! Two! Repeat with eight 
 counts, in this time : one, two — go! The arms are stretched 
 vigorously upward, palms facing. Watch the posture, as the 
 head is apt to drop forward. The abdominal muscles also 
 relaxy causing the back to hollow, (Fig. 29.) 
 
 Admonitions. 
 
 Reach up. 
 
 Look up. 
 
 Shoot the arms up, 
 
 5. Trunk. Hands on hips, place, and feet — close! 
 Trunk bending to the right — one! Two! Same to the 
 left three! Four! (See 5, lesson 10, page 137.) 
 
 6. Precipitant. Hands on hips — place! Jumping for- 
 ward — one! Two! Three! At *' one! " the knees are 
 bent, at the same time that the heels are raised ; at the 
 second command a light jump is taken forward, and the 
 landing is made on the toes. At ** Three! " the body re- 
 sumes an erect position. 
 
 7. Breathing. West Point breathing — one! Two! 
 Again one! Two! (See 7, lesson 4, page 125.) 
 
 Admonitions. 
 
 A slow deep breath. 
 Breathe from the waist. 
 
FOURTH GRADE GYMNASTICS 1 73 
 
 LESSON III 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Arm raising sideways with heel raising — 
 one! Two! Repeat with eight counts in this time: one, 
 two — go! (See 3, lesson 3, page 123.) 
 
 2. Head. Arms forward, bend, and feet — close! 
 Deep breathing with backward bending of head — one! 
 Two! Again — one! Two! (See 2 (2), lesson 3, page 
 123 ; and 1 (2), lesson 4, page 125.) 
 
 3. Leg. Hands on hips and feet sideways — place! 
 Knee bending with heels on the floor — one! Two! Again 
 
 — one! Two! Repeat with eight counts in this time: 
 one, two — go! The knees are bent (Figs. 25, 26), but the 
 heels remain on the floor throughout the entire movement. 
 (See 3, lesson 8, page 133.) 
 
 4. Trunk. Hands on hips — place! Stooping, hands 
 to floor — one! Stand erect with hands on hips — two! 
 Again — one! Two! Repeat with four counts in this 
 time : one, two, three, four — go! 
 
 5. Precipitant. Hands on hips — place! Jumping on 
 toes, with foot placing sideways and together, ten times 
 
 — go! (See 6, lesson 5, page 128.) 
 
 6. Follow touch step I. Touch the left foot forward with 
 toe pointed — one! Step left foot forward — two! Bring 
 right foot up to the left — three! Continue in this time: 
 one, two, three, alternating right and left — go! Stop! 
 (f minuet time.) 
 
 7. Breathing. Hands on hips — place! Deep breathing, 
 head bending backward — one! Two! Again — one! Two! 
 
174 PHYSICAL TRAINING 
 
 LESSON IV 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gym^iastic sitting position. 
 Stand I 
 
 1. Order. In this time : one, two ; left — face! (Seel, 
 (2) lesson 14, page 143.) In the same rhythm, left about 
 
 — face! The turn made in *' about " facings is a half-turn 
 instead of a quarter-turn. Emphasis should be placed on 
 speed and form, 
 
 2. Head and Leg. Hands on hips ^ place! Chest 
 raising with heel raising — one! Two! Again — one! 
 Two! A deep breath is taken at the same time that the 
 heels are slowly raised. On the return movement exhala- 
 tion occurs and the heels sink. 
 
 3. Arm. Arms forward — raise! (Fig. 31; also 4, 
 lesson 14, page 143.) Arm parting — one! Two! Again 
 
 — one! Two! The palms are turned down, and the arms 
 are moved quickly to the sides but still kept at shoulder 
 level. (Fig. 13.) At ''Two!'' the return is made to for- 
 ward position. 
 
 Admonitions. 
 
 Chest high. 
 
 Shoulder blades flat agatjist the back. 
 
 Waist muscles pulled in. 
 
 4. Trunk. Hands on hips — place! Right knee bend- 
 ing upward -one! Two! Again — one! Two! Repeat 
 with four counts — go! At "one!" the knee is bent up- 
 ward toward the chest, forming a right angle with the hip. 
 On the return movement the feet are brought together. 
 The upper part of the body does not move. (Fig. 35.) 
 
FOURTH GRADE GYMNASTICS 
 
 175 
 
 Admonitions. 
 
 Heads up. 
 
 Chest forward. 
 
 Touch the chest with the knees. 
 
 5. Precipitant. Alternate rows face 
 the back of the room. Hands in position 
 for running — place! Two rows run 
 around one row of seats — go! Run in 
 place on reaching seats. Class, halt! 
 Two light running steps are taken after 
 '' halt! " and the feet are brought to- 
 gether on the second movement. Have 
 the class count '' one, two! " as they 
 take the halt. (See 1, lesson 2, page 119; 
 also 5, lesson 3, page 123 ; and 5, lesson 
 15, page 145.) 
 
 6. Breathing. Deep breathing, with turning of the 
 palms and arm raising sideways — one! Two! Again — 
 one! Two! 
 
 Fig. 35. — Knee bend- 
 ing upward. 
 
 LESSON V 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order, (i) Arms forward, bend, and right foot for- 
 ward — place! Hands and foot — position! Repeat with 
 the left — one! Two! Repeat with four counts, in this 
 time : one, two, three, four — go! (A combination of 4 (2), 
 lesson 2, page 119, with 3, lesson 6, page 129.) 
 
 (2) In this time : one, two ; class, one step forward — • 
 
176 
 
 PHYSICAL TRAINING 
 
 march! In this time: one, two, three; class, two steps 
 
 forward — march! (See 1, lesson 5, page 128, also 1, 
 
 (2), lesson 13, page 141.) 
 
 2. Head. Hands on hips, and feet sideways — place! 
 
 Head to the right — twist! With a deep breath, head 
 
 backward — bend! 
 Raise! Forward — 
 twist! Again to the 
 left — one! Two! 
 Three! Four! (See 
 2, lesson 12, page 140.) 
 
 3. Leg and Arm. 
 Arms upward, bend, 
 and feet — close! 
 Heels^raise! Hands 
 to position, and heels 
 
 — sink! Again — one! 
 Two! Repeat with 
 eight counts in this 
 time : one, two — go! 
 
 4. Ar m . Arm 
 bending and stretch- 
 ing sideways — one! 
 Two! Arm stretch- 
 ing downward — 
 three ! Four ! Again 
 
 — one! Two! Three! 
 Four! Repeat with four counts, in this time: one, two, 
 three, four go! At " one! " the arms are vigorously 
 flexed. (Fig. II.) At '^Two!^' the arms are stretched 
 sideways. (Fig. 13.) At ^* Three!'' the arms are flexed. 
 (rig. II.) At ** Four! " the arms are stretched downward. 
 Each part of the movement is forceftd and vigorous and 
 
 Fig. 36. — 'Iriink Ixiulin^ turward. 
 
FOURTH GRADE GYMNASTICS 1 77 
 
 should aid in broadening and strengthening the chest 
 muscles. 
 
 5. Trunk. Hands on hips, and feet sideways — place! 
 Trunk bending forward — one! Two! (See 5, lesson 4, 
 page 125.) Repeat movement to the horizontal position 
 — one ! Two ! This is a difficult exercise. Watch to 
 prevent round backs. (Fig. 36.) 
 
 Admonitions. 
 
 Flat backs. 
 Look up, 
 
 6. Precipitant. Jumping on toes, with foot placing 
 sideways and together, and arm flinging sideways. Ten 
 counts — go! (See 6, lesson 14, page 143.) 
 
 7. Balance step. Hands on hips — place! Step forward 
 on the left foot — one! Raise right heel — two ! Same with 
 the right — one! Two! Continue in this time: one, two, 
 alternating right and left — go! Music may be t or slow f 
 time. Work for correct posture on '^Two ''. 
 
 8. Breathing. West Point breathing — one! Two! 
 Again — one ! Two ! 
 
 LESSON VI 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. In this time : one, two ; class, one step for- 
 ward — march! In this time: one, two, three; class, 
 two steps forward — march! In this time: one, two; 
 left — face! Alternate rows face the back of the room. 
 Class forward — march ! Class halt ! Give these com- 
 mands at irregular intervals. 
 
178 
 
 PHYSICAL TRAINING 
 
 2. Head. Arms sideways, raise, and feet — close! Deep 
 breathing with head bending backward — one! Two! 
 Again — one! Two! The arms are raised to shoulder 
 level ; at the same time the toes are raised and moved in- 
 ward so that the inner borders are parallel. 
 
 3. Leg and Arm. Forward bending of the arms with 
 quick knee bending — one! Two! Continue in this time: 
 one, two — go! See that good form is secured in each part 
 of the movement. 
 
 4. Arm. Arms upward — bend! Arms slowly upward 
 — stretch! Bend! Again — one! Two! The arms 
 are slozvly pushed upward to the vertical position. (Fig. 
 29.) The return movement is quick. 
 
 5. Trunk. Hands on hips and feet sideways — place! 
 Trunk twisting to the right — one! Two! To the left — 
 three! Four! (See 4, lesson 15, page 145.) 
 
 6. Precipitant. Hands on hips — place! Jumping on 
 toes, counting with slow rhythm, one, two — go! (See 4, 
 lesson I, page 1 16.) 
 
 7. Breathing. Deep breathing, with arm raising side- 
 ways — one ! Two ! Again -- one ! Two ! 
 
 LESSON VII 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Arms upward, bend, and right foot sideways 
 -place! Hands and foot — position! Same to the 
 left three! Four! Again — one! Two! Three! 
 Four! The arms are bent as in Fig. 1 1 ; at the same time 
 
FOURTH GRADE GYMNASTICS 1 79 
 
 the right foot is Hfted about two inches from the floor, and 
 placed two foot-lengths to the side. On the return move- 
 ment the arms are stretched vigorously downward and the 
 foot is replaced. (See 3, lesson 16, page 147.) 
 
 2.: Head. Arms forward, bend, and feet — close! Deep 
 breathing with backward bending of head — one! Two! 
 Again — one ! Two ! 
 
 3. Leg. Hands on hips, and right foot forward — place! 
 Heels — raise! Heels — sink! Hands and foot — posi- 
 tion! Same, to the left — one! Two! Repeat with 
 eight counts in this time : one, two, three, four — go! 
 
 4. Arm. Arms forward — raise! With palms up, arm 
 parting — one! Two! Repeat with eight counts, in this 
 time: one, two — go! 
 
 5. Trunk. Hands on hips — place! Stooping with 
 hands to floor — one! Two! Repeat with four counts in 
 this time : one, two — go! 
 
 6. Precipitant. Hands on hips — place! Left foot back- 
 ward — raise! Hopping on the right foot with eight 
 counts, in this time: one, two — go! The hopping is done 
 on the ball of the foot. (See 5, lesson 13, page 141.) 
 
 7. Cut step forward. Right foot forward — raise! Hop 
 on right and kick left back — one! Hop on left and kick 
 right forward — ^two! Continue in this time: .one, two — • 
 go! Stop! Right foot always in front. (Use f time.) 
 
 8. Breathing. Deep breathing with arm raising forward 
 and upward — one! Sideways and downward, sinking — • 
 two! Again — one! Two! The arms are flung forward 
 and upward to vertical position (Fig. 29), while a deep 
 breath is taken. The arms sink sideways and downward 
 during the exhalation. Watch the posture^ as there is a 
 tendency to hollow the back when the arms are flung up- 
 ward. 
 
I So PHYSICAL TRAINING 
 
 LESSON VIII 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gy7nnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. In this time : one, two ; one step forward 
 
 — march! One step backward — march! In this time: 
 one, two, three; two steps forward — march! Two steps 
 backward — march! Short steps for backward marching. 
 Left — face! One side step to the right — march! The 
 left foot is placed two foot-lengths to the side, the weight 
 of the body is carried over to the moving foot, the left foot 
 is brought up to this foot. The children count as they take 
 these march steps. 
 
 2. Head. Arms upward, bend, and feet — close! Deep 
 breathuig with backward bending of head — one! Two! 
 Again — one! Two! 
 
 3. Leg. Hands on hips — place! Heels — raise! 
 Knees — bend! Knees — stretch! Heels — sink! Again 
 
 — one! Two! Three! Four! (A four-count movement 
 instead of tzvo as we have had before, called '' Prepare for 
 Jump".) 
 
 4. Arm. (i) With quick changes, hands on hips — place! 
 Arms upward— bend! Hands on head — place! Arms 
 forward -bend! (See 1, lesson 12, page 140.) 
 
 (2) Arms upward — bend! Arms upward — stretch! 
 Arms — bend! Arms downward — stretch! Again — one! 
 Two! Three! Four! The arms are flexed vigorously, 
 pulled in against the ribs (Fig. 11), and shot upward to 
 vertical position over the head. (Fig. 29.) On the return 
 the arms are flexed, and stretched downward. The parts 
 of the exercise are done singly on command. 
 
FOURTH GRADE GYMNASTICS l8l 
 
 5. Trunk. Arms sideways, fling, and feet sideways — 
 place! Trunk bending forward — one! Two! Again — 
 one! Two! The arms are flung quickly to shoulder level 
 and at the same time the feet are placed to the side. 
 
 6. Precipitant. Hands on hips — place! Jumping on 
 the toes, with foot placing sideways and together, twelve 
 counts — go! 
 
 7. Follow touch step II. Same as Follow touch step I, 
 except that the toe is touched twice, instead of once. 
 Music, t time. (See page 173.) 
 
 8. Breathing. West Point breathing — one! Two! 
 Again — one ! Two ! 
 
 LESSON IX 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Placing hands on hips with alternate foot 
 placing sideways, beginning with the right — one! Two! 
 Three! Four! Repeat with eight counts, in this time: 
 one, two, three, four — go! 
 
 2. Head. Arms upward — bend! Deep breathing with 
 slow arm stretching sideways — one! Two! Again — one! 
 Two! As the inspiration is taken the arms are slowly 
 pushed to the side. The return movement is also slow. 
 
 Admonitions. 
 
 Pull the belts in. 
 
 Push hard. 
 
 Slowly bend. 
 
 See how big you can make the arm muscles. 
 
 3. Leg and Arm. Arms forward, bend, and heels — 
 
1 82 PHYSICAL TRAINING 
 
 raise! Hands and feet — position! Again — one! Two! 
 Repeat with eight counts, in this time: one, two — go! 
 (Fig. 14; also 4 (2), lesson 2, page 119.) At the same 
 time the heels are raised. On the return movement the 
 hands are stretched vigorously downward as the heels are 
 lowered. 
 
 4. Trunk. Hands on hips — place! Leg flinging side- 
 ways with four counts, in this time : one, two ; beginning 
 right — go! Same with the left — go! (See 4, lesson 13, 
 page 141.) 
 
 5. Precipitant. Hands on hips — place! Jump in place 
 
 — one! Two! Three! (See 6, lesson 7, page 131.) 
 
 6. Breathing. Arms upward, bend, and feet sideways 
 
 — place! Deep breathing with backward bending of head 
 
 — one ! Two ! Again — one ! Two ! 
 
 LESSON X 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand! 
 
 1. Order, (i) Hands on hips, place, and feet — close! 
 Hands and feet — position! Again — one! Two! Repeat 
 with eight counts in this time: one, two — go! (Same as 
 1 (2), lesson 4, page 125, except that the hand and foot 
 movements are combined.) 
 
 (2) In this time: one, two ; left — face! Right — face! 
 Left about-face! Watch the rhythm and position. 
 (See 1 (2), lesson 14, page 143.) 
 
 2. Head. Hands on hips, place, and feet — close! Deep 
 breathmg, with backward bending of head — one! Two! 
 
FOURTH GRADE GYMNASTICS 1 83 
 
 Again — one! Two! Hands and feet — position! (See 3 
 (2), lesson I, page 116.) 
 
 3. Leg and Arm. Arms forward, bend, and right foot 
 forward — place! Hands and foot — position! Same with 
 left — one! Two! Repeat with eight counts in this time: 
 one, two, three, four — go! (Combination of 4 (2), lesson 
 2, page 119, and 3, lesson 9, page 135.) 
 
 4. Arm. Arm bending and stretching upward — one! 
 Two! Arm bending and stretching downward — three! 
 Four! Again — one! Two! Three! Four! The arms 
 are bent and pulled in against the ribs. (Fig. 11.) At 
 ^' Two! " they are shot straight upward. (Fig. 29.) At 
 '' Three! " they are flexed. (Fig. 11.) At " Four! " they 
 are stretched downward. The bending and stretching 
 should be forceful, 
 
 5. Trunk. Hands on hips — place! Knee bending up- 
 ward, with four counts, beginning right, in this time : one, 
 two — go! Repeat, left — go! 
 
 6. Precipitant. Jumping forward, with forward flinging of 
 the arms — one! Two! Three! The knees are bent at 
 the same time that the heels are raised and the arms stretched 
 backward. The arms are flung forward as a light jump 
 forward is taken ; the landing is made on the toes, with 
 bent knees and straight back. The body is then returned 
 to the erect position. 
 
 7. Follow touch step III. Touch the right foot forward 
 and sideways, then step forward and bring the feet together. 
 Use X time. 
 
 8. Breathing. Hands on hips — place! Deep breathing 
 with heel raising — one! Two! Again — one! Two! A 
 deep breath is taken as the heels are slowly raised. Ex- 
 halation occurs as the heels are lowered. Work for light, 
 easy movements. 
 
1 84 
 
 PHYSICAL TRAINING 
 
 LESSON XI 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order, (i) Hands on hips — place! Right foot for- 
 ward — place ! Foot — replace ! Sideways — place ! 
 Foot — replace ! S ame with the left — one ! Two ! Three ! 
 Four! Repeat with eight counts, alternating right and left, 
 in this time: one, two, three, four — go! Foot placing 
 sideways and forward are combined. (See 3 (2), lesson 4, 
 page 125; also 3, lesson 9, page 135.) 
 
 (2) In this time: one; two, three; class, two steps for- 
 ward — march! Repeat with three steps in this time: 
 one, two, three, four, bringing the feet together on the 
 fourth count — march! Class, backward — march ! 
 
 2. Head. Arms sideways — raise! Turning of the 
 palms with backward bending of the head — one! Two! 
 The arms are raised to shoulder level. The palms are 
 turned upward and a deep breath is taken. At *' Two! " 
 exhalation occurs, and the hands are returned. This move- 
 ment is repeated several times. The arms are returned to 
 fundamental position by '' Sink! " or " Position! " 
 
 3. Leg. Arms upward, bend, and right foot forward — 
 place! Heel raising — one! Two! Repeat with eight 
 counts in this time: one, two — go! 
 
 Admonitions. 
 
 Elbows in tight. 
 Up on toes. 
 Oncy two! 
 
FOURTH GRADE GYMNASTICS 1 85 
 
 4. Aim. Arms forward — raise! Arm flinging upward 
 
 — one! Two! Repeat with eight counts, in this time: 
 one, two ^ go! (See Fig. 31 ; also 4, lesson 14, page 143.) 
 The arms are flung from shoulder level forward and up- 
 ward, and on the return movement the arms sink to shoulder 
 level. Watch the class carefully^ as faulty positions are 
 likely to occur. The abdominal muscles often relax, and the 
 head is likely to drop forward. 
 
 5. Trunk, (i) Hands on hips, and feet sideways — 
 place! Trunk forward — bend! Raise! Again — one! 
 Two! 
 
 (2) Arms sideways, raise, and feet — close! Trunk 
 bending to the right — one! Two! To the left — three! 
 Four! The arms are raised to shoulder level, and at the 
 same time the toes are raised and the inner borders of 
 the feet are brought together. (See 5, lesson 10, page 137, 
 for trunk bending.) This exercise may be repeated two 
 or three times, right and left. The body should be brought 
 back to the fundamental position by the command '^ Posi- 
 tion! " if fatigue is apparent. If repetition is then desired, 
 repeat the exercise from the beginning. 
 
 6. Precipitant. Hands in position for running — place! 
 Running in place with twelve counts — go! 
 
 7. Balance touch step I. Touch the left foot forward 
 with toe pointed — one! Step forward on the left — two! 
 Raise right heel — three ! Same with the right — one ! 
 Two ! Three ! Continue in this time : one, two, three, 
 alternating right and left — go! For music, use f minuet 
 time. Hold '^ Three!'' and make special effort to stretch 
 from raised heel to top of head. 
 
 8. 'Breathing. Hands on hips and feet sideways — 
 place! Deep breathing, with backward bending of head 
 
 — one ! Two ! Again — one ! Two ! 
 
jj^6 PHYSICAL TRAINING 
 
 LESSON XII 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order, (i) Hands on hips — place! Alternate toe 
 raising, beginning right — one! Two! Three! Four! 
 Repeat with eight counts, in this time : one, two, three, 
 four — go! (See 3, lesson 7, page 131.) 
 
 (2) In this time : one, two ; left — face! Right — face! 
 Class, two steps forward — march! Left — face! Class, one 
 side step to the left — march! 
 
 2. Head. Hands on hips — place! Head to the right 
 - twist! With a deep breath, head backward — bend! 
 Raise! Forward — twist! To the left — one! Two! 
 Three! Four! 
 
 3. Leg and Arm. Arms forward, bend, and heels — 
 raise! Hands and feet — position! Again — one! Two! 
 Repeat with eight counts in this time: one, two — go! 
 Ihe arms are brought quickly to the chest (See Fig. 14; 
 also 3, lesson 2, page 119), and at the same time the heels 
 are raised. At the command " Position! " the arms are 
 forcibly stretched downward and the heels lowered. 
 
 4. Arm. Arms upward — bend! Arms downward — 
 stretch! Again — one! Two! Repeat with eight counts, 
 in this time : one, two, three, four — go! (See 4, lesson 4, 
 pa^e 125.) ; 
 
 5. Trunk. Arms upward, bend, and feet sideways — I 
 place! Trunk bending forward — one! Two! Again — ; 
 one! Two! 
 
 6. Precipitant. Hands on hips — place! Left foot back- 
 ward-raise! Hopping twice on each foot with quick 
 
 il 
 
FOURTH GRADE GYMNASTICS 1 87 
 
 changes right and left, ten counts, in this time : one, two, 
 three, four, beginning right — go! The hopping should be 
 done on the ball of the foot. The foot is raised about two 
 inches from the floor. 
 
 7. Two step. See II in Pop Goes the Weasel, page 252. 
 
 8. Breathing. West Point breathing — one! Two! 
 Again — one ! Two ! 
 
 LESSON XIII 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Hands on hips — place! Hands on head — 
 place! With quick changes of arm position — one! Two! 
 Again — one! Two! (See 4, lesson 3, page 123.) 
 
 2. Head. Arms sideways, raise, and feet — close! Deep 
 breathing with backward bending of head — one! Two! 
 Again — one! Two! 
 
 3. Leg and Arm. Hands on head, and right foot side- 
 ways — place! Hands and foot — position! Same with 
 the left — one! Two! Repeat with four counts, alternat- 
 ing right and left, in this time : one, two, three, four — go! 
 (See 4 (2), lesson 6, page 129.) 
 
 4. Arm. Arm flinging forward upward — one! For- 
 ward downward, sinking — two! Again — one! Two! 
 The arms are flung forward and upward to vertical position 
 over the head, the palms facing and the finger tips stretched 
 vigorously upward. On the return movement the arms 
 are swung forcibly downward ; every muscle is tense through- 
 out the movement. If desired repeat rhythmically. (Eight 
 counts — go !) 
 
J 88 PHYSICAL TRAINING 
 
 5. Trunk. Arms forward — bend! Forward bending of 
 the trunk — one! Two! Again — one! Two! 
 
 6. Precipitant. Alternate rows face the back of the 
 room. Hands in position for running — place! Two rows 
 run around one row of seats — go! Class, halt! 
 
 7. Balance touch step II. Same as Balance touch step I, 
 except that the toe is touched forward twice. (See 7, les- 
 son II, page 184.) Music, i time. 
 
 8. Breathmg. Hands on hips — place! Heel raising 
 with deep breathing — one! Two! Again — one! Two! 
 
 LESSON XIV 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Hands on hips — place! Side toe touching, 
 beginning right — one! Two! Same with the left — three! 
 Four! Repeat with four counts, in this time : one, two, 
 three, four — go! The right foot is placed two foot-lengths 
 to the side with the heel raised and the ankle extended. On 
 the return movement the feet are brought together. If 
 this coordination is acquired with ease, practice forward 
 toe touching — the foot being placed two foot-lengths for- 
 ward, with raised heel. 
 
 2. Head. Hands on head and feet sideways — place! 
 Deep breathing with backward bending of the head — one! 
 Two! Again one! Two! Admonitions are always nec- 
 essary in this movement. The arms will not be pulled 
 well back zvithout stimulation from the teacher, (See 4, 
 (2), lesson 6, page 129.) 
 
 3. Leg and Arm. Arm raising sideways, with quick 
 
FOURTH GRADE GYMNASTICS 1 89 
 
 knee bending, heels off the floor — one! Two! Again — 
 one! Two! Repeat with eight counts, in this time: one, 
 two — go! 
 
 4. Trunk, (i) Hands on hips — place! Forward down- 
 ward bending of the trunk — one! Two! The trunk is 
 bent forward to horizontal position. Watch for faulty 
 positions of head and shoulders^ and use admonitions. 
 
 (2) Hands on hips — place! Alternate knee upward 
 bending with eight counts ; in this time : one, two, begin- 
 ning right — go! This movement is the same as knee 
 bending in 4, lesson 4, page 174, except that the knee bend- 
 ing is alternated, (Two counts for bending and replacing of 
 foot.) 
 
 5. Precipitant. Hands on hips — place! Jumping on 
 toes with alternate foot placing forward and backward, 
 beginning right — one! Two! Repeat with eight counts, 
 in this time : one, two — go! A light spring is taken on the 
 toes, the right foot is placed forward, and the left foot back 
 at a distance of four foot-lengths, with the weight equally 
 divided. The feet are changed in alternate, easy rhythm 
 for eight counts, and are brought together on the eighth 
 count. 
 
 6. Breathing. Deep breathing, with turning of the palms 
 and arm raising sideways — one! Two! Again — one! 
 Two! 
 
 LESSON XV 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Arms upward, bend, and right foot forward 
 — place! Hands and foot — position! Same with the 
 
I90 PHYSICAL TRAINING 
 
 left— one! Two! Repeat with eight counts, alternating 
 right and left, in this time : one, two, three, four — go! 
 
 2. Head. Arms forward, bend, and feet sideways — 
 place! Alternate head twisting, beginning right — one! 
 Two! Three! Four! Repeat with four counts in this 
 time: one, two, three, four — go! Watch the posture. 
 
 Use admonitions. (See 2, lesson 12, page 140.) 
 
 3. Leg and Arm. Placing of the hands on the head, with 
 heel raising — one! Two! Again — one! Two! Repeat 
 with eight counts, in this time: one, two — go! 
 
 4. Arm. Arm bending and stretching upward and down- 
 ward — one! Two! Three! Four! Repeat with four 
 counts in this time: one, two, three, four — go! 
 
 5. Trunk. Arms forward, bend, and feet sideways — 
 place! Trunk twisting to the right — one! Two! Same 
 to tht left -three! Four! Again — one! Two! Three! 
 Four! 
 
 6. Precipitant. Hands on hips — place! Jumping on 
 the toes (slow rhythm), with eight counts in this time — 
 one, two—- go! Bend the knees slightly on each landing. 
 
 7. Balance touch step III. Same as Balance touch step I, 
 except that the toe is touched forward and sideways. (See 7, 
 lesson II, page 184.) Music, | time. 
 
 8. Breathing. West Point breathing — one! Two! 
 Again — one! Two! 
 
 LESSON XVI 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Arms forward, bend, and right foot forward 
 outward — place! Hands and foot — position! Same with 
 
FOURTH GRADE GYMNASTICS I91 
 
 the left — one! Two! Repeat with eight counts, in this 
 time: one, two, three, four — go! (For description of the 
 foot movement (see 3, lesson 10, page 137.) 
 
 2. Head. Hands on head — place! Deep breathing 
 with backward bending of the head — one! Two! Again 
 — one! Two! 
 
 3. Leg. Hands on hips, place, and feet — close! Right 
 knee upward — bend! Leg forward — stretch! Foot — 
 replace! Again — one! Two! Three! (Fig. 35.) Point 
 the toe downward as the foot is streched forward. From 
 this stretched position replace the foot to the floor. 
 
 4. Arm. Arm circumduction, two counts — one! Two! 
 Again — one! Two! At ''one!" arms are flung forward 
 and upward to a vertical position over the head, and at 
 ''Two!" they sink sideways downward. Watch for hollow 
 backs. 
 
 Admonitions. 
 
 Pull the belts in. 
 Chest over the toes, 
 
 5. Trunk, (i) Hands on hips — place! Leg flinging 
 sideways, with eight counts, starting right, in this time : 
 one, two — go! Same with the left — go! 
 
 (2) Arms upward, bend, and feet sideways — place! 
 Forward bending of the trunk — one! Two! Again — 
 one! Two! 
 
 6. Precipitant. Hands on hips — place! Left foot 
 backward — raise! Hopping four times on each foot with 
 quick changes right and left, sixteen counts, in this time : 
 one, two, three, four, beginning right — go! 
 
 7. Breathing. Arms upward — bend! Deep breathing 
 with bending of head — one! Two! Again — one! 
 Two! 
 
1^2 PHYSICAL TRAINING 
 
 FOURTH GRADE 
 GAMES 
 
 GARDEN SCAMP 
 
 Active. 
 
 Playgroundy gymnasium^ or schoolroom. 
 
 10-40 players. 
 
 Playground or gymnasium. The players form a circle and 
 join hands. One player is chosen to be the scamp and stands 
 inside the circle (the garden). A second player is secured 
 for the gardener and stands outside the circle (garden wall). 
 
 The gardener says, ''Who let you into my garden.^" 
 The scamp answers, '' No one", and runs. The gardener tries 
 to catch him. The scamp may perform all sorts of stunts, 
 such as rolling over on the ground, playing leap-frog over 
 one of the other players, hopping on one foot, and the gar- 
 dener must imitate every action. Should he fail to do so, 
 the scamp chooses a new gardener and the first returns to the 
 circle. If the gardener catches the scamp he returns to the 
 circle, the scamp becomes gardener, and chooses a new scamp. 
 
 Schoolroom. The players form a circle around the out- 
 side of the room. The circle should be as near the seats as 
 possible so there will be room for the runners. The seats 
 should be turned up, if possible, so the scamp and gardener 
 may dodge up and down the aisles or leap over the desks. 
 
 STICKS 
 
 (Scotch and English) 
 Active. 
 
 Playground. 
 
 8-30 players. 
 
 A field about sixty by fifty feet is divided into two equal 
 parts, with a small goal about six by four feet at the rear of 
 
FOURTH GRADE GAMES 
 
 193 
 
 each territory. Six sticks are placed in each goal. One 
 division of the field belongs to the Scotch and the other to 
 the English. The players try to steal the sticks of their 
 enemies. A player reaching the enemies^ goal without 
 being tagged may take a stick and return in safety to his 
 own territory. Should a player be tagged while in the 
 enemies' territory, he must remain in the goal until a member 
 of his own team tags him and thus sets him free. This 
 player and freed prisoner may return to their own territory 
 in safety. A team may take no sticks when any member of 
 the team is a prisoner. One player is freed at a time. 
 The team securing all the sticks is the winner of the game. 
 
 ALL-UP RELAY 
 
 Active, 
 
 Playground^ gymnasium^ or schoolroom. 
 
 10-70 or more players, 
 
 Indian clubs. 
 
 Playground or gymnasium. The players are divided into 
 equal groups, who compete against one another. These 
 groups form in rows about five feet apart, with the leaders 
 facing a starting line. Two small circles should be drawn 
 in front of each row. These circles should be about fifty 
 feet distant from the starting line, and should be drawn 
 with the edges touching. In one circle of each pair there 
 should be placed three Indian clubs. 
 
 At a signal, the leader in each row runs forward, takes 
 one Indian club with the right hand and places it in the 
 empty circle. He continues this until all clubs are placed 
 in the center of the circle, then runs back, touches the hand 
 of the person who is second in line but has moved up to the 
 starting line and stands with his arm stretched out to the 
 side. The player whose hand is touched immediately runs 
 
194 
 
 PHYSICAL TRAINING 
 
 forward, changes the Indian clubs back to the first circle, 
 then runs back and tags the hand of the person next in Hne. 
 As soon as any runner tags the person who is to be the next 
 runner, the tagger goes to the rear of the Hne and stands. 
 
 The Hne wins whose last player crosses the starting line 
 first, provided his team has the fewest number of fouls. 
 
 Fouls, (i) Not placing clubs in the middle of the circle. 
 (2) Using both hands to move the clubs. (3) Stepping 
 across the starting line, or reaching across with the hand 
 before being tagged. (4) Not replacing fallen club. 
 
 Schoolroo77i, This game may be played in the school- 
 room in the same manner that Tag the Wall Relay (p. 156) is 
 played. Instead of tagging the wall, substitute the moving 
 of the Indian clubs. 
 
 ARCH BALL 
 
 Ball game. Active. 
 
 Playground, gymnasium, or schoolroom, 
 
 lo-jo players. 
 
 Basket balls, volley balls, or. bean bags. 
 
 The players are divided into equal groups which form into 
 rows. The leader of each row stands with his heels on a 
 starting Hne. Back of this line another line should be 
 drawn at such a distance that the players stand about an 
 arm's length apart in the rows. The last player of each row 
 stands with his toes upon this second line. The leaders 
 stand with balls or bags in hands, with arms stretched over 
 their heads. 
 
 At a signal each leader drops his ball over his head to 
 the player next in the row. The second player catches it and 
 drops It back to the third player, and so on until the player 
 
FOURTH GRADE GAMES I 95 
 
 in the rear has the ball. He then runs as fast as possible 
 to the front of his row passing on the right or the left of the 
 row, as decided before the game. Meantime everyone in the 
 row has moved back one space. When the runner reaches 
 the front of the row, he drops the ball over his head to the 
 second player, and so on, until the player who was originally 
 the first one on the line is again at the front. When the 
 original leader reaches the front of the row, he holds the ball 
 up over his head, so the teacher may tell who is the winner. 
 
 The row whose leader gets back to the head first, wins, 
 provided that row has the fewest fouls. 
 
 Fouls, (i) Skipping a player; (2) leader not having 
 the heels on the first hne ; (3) player in the rear not toeing 
 the second line. 
 
 THREE DEEP 
 
 Active, 
 
 Playground or gymnasium. 
 
 10— jo players. 
 
 The players form a double circle facing the center, with 
 the couples not nearer than eight feet to one another. 
 
 Two players are chosen ; one to be runner, the second 
 the chaser. The chaser tries to tag the runner. The runner 
 is not safe unless he stands in front of one of the couples. 
 In this case the third one (last one) in the group of three 
 then becomes the runner, as there must not be ^^ three deep" 
 in a line. Should the chaser tag the runner, the runner then 
 becomes the chaser and tries to tag the player who was first 
 chasing. 
 
 The players may dart through the circle, but must not 
 stop in the circle, as this proves confusing. 
 
196 
 
 PHYSICAL TRAINING 
 
 VAULTING SEATS 
 
 Active, 
 Schoolroom, 
 8-^0 players. 
 
 The class stands in the aisles facing thq front. The 
 teacher gives the command, ''Right — vault!" The pupils 
 turn to the right, bend the knees slightly, take hold of the 
 back of the chair and the front edge of the desk and spring 
 over the seats. The landing should be made on the toes 
 with bent knees and straight backs. The outside row, 
 standing in right-hand aisle, runs around the room to the 
 left aisle. The teacher may give "Left — vault V and vary 
 the commands in unexpected ways, so that the outside row 
 will always have to be on the alert to know when to run. 
 
 BIRDS FLY 
 
 Quiet, 
 
 Schoolroom, 
 10-^0 players. 
 
 The players stand in the aisles. The teacher or leader 
 stands in front of the class and says '' Birds fly " ; at the same 
 time she raises her arms to shoulder level and immediately lets 
 them sink. The class imitates. She may next say, ''Cows 
 fly", at the same time raising and sinking her arms. Any in 
 the class who do the same are out of the game and must 
 sit. 
 
 When any animal or insect is named that flies, all should 
 raise and sink arms. If they fail to do this immediately, they 
 must sit. If an animal or insect is named that does not fly, 
 and the flying movement is made, the player must sit. The 
 player staying up longest wins the game. 
 
FOURTH GRADE GAMES I 97 
 
 DODGE BALL I 
 
 Ball game. Active. 
 Playground or gymnasium, 
 10—^0 players. 
 Basket hall or volley hall. 
 
 The players are divided into two equal groups. One 
 group forms a circle, the other scatters about inside the 
 circle. 
 
 The circle players try to hit the center players with the 
 ball. The center players may run, jump, or dodge the ball 
 in any manner as long as they stay inside the circle. As 
 soon as a player is hit, he steps outside, and joins the circle 
 players. A ball which hits two persons does not put the 
 second person out. 
 
 The player who stays in longest wins the game. 
 
 The second game is played off with the center players 
 outside, forming the circle, and the circle players scattered 
 about inside the circle. 
 
 Many times the two groups form a large circle with the 
 two winners inside arid a third game is played to find out the 
 winner of the three games. 
 
 BEARS AND CATTLE 
 
 Active. 
 
 Playground or gymnasium. 
 
 8-30 players. 
 
 A goal is marked ofF at each end of the ground with a den 
 at the center of one side. The players are divided into two 
 groups who stand in the goals (cattle), while one player (the 
 bear) stands in the den. 
 
198 
 
 PHYSICAL TRAINING 
 
 The cattle run across and exchange goals, while the bear 
 runs out and tries to tag as many as he can. All the cattle 
 who are caught become bears. The cattle who are caught 
 (now bears) join hands with the first bear, who is at the head 
 of the line, and the first one of the cattle who becomes a bear 
 is always at the other end. The last two named are the 
 only bears who may tag. Should the Hne break, the cattle 
 may drive the bears back to their den. The last bear caught 
 is the bear in the next game. 
 
 STILL POND 
 
 Quiet. 
 
 Playground or gymnasium. 
 
 10-60 players. 
 
 Paper bag. 
 
 One player is blindfolded and stands in the center of a ring 
 formed by the other players. These move around on the 
 circle until the player in the center counts ten aloud, and calls 
 ** Still pond! No more moving. I give you five steps." 
 He may give any number of steps he wishes. The players 
 take the allotted number of steps in any direction and stand 
 still. The blindfolded player then tries to catch any one of 
 them. As soon as he has done this, he tries to guess who it is. 
 If he succeeds the player changes places with him. 
 
 The paper bag is more satisfactory than a handkerchief 
 for blindfolding. 
 
 Note. The following games which have been played pre- 
 viously may be repeated with pleasure. 
 
 Have You Seen My Sheep r (See page 152.) 
 
 Single Relay. (See page 153.) 
 
 Hill Dill. (See page 154.) 
 
FOURTH GRADE RHYTHMIC PLAYS . 199 
 
 FOURTH GRADE 
 RHYTHMIC PLAYS 
 
 THE VINEYARD 
 
 Formation. A single circle facing the center. Hands on 
 hips. 
 
 Pantomime. Measures 1-4. Stoop, and make motions 
 of digging and scattering seed. Rise and stamp the feet 
 three times : right, left, right. Repeat three times ; the last 
 time turn completely around to the right with three steps 
 and face the center of the circle, instead of stamping. 
 
 I. Measures 5-8. All join hands and slide eight slides 
 to the left. (See Baa, Baa, Black Sheep, page 65.) Repeat 
 to the right. Hook partner's right arm, left arm stretched 
 diagonally upward, and skip about to place with eight skip- 
 ping steps, using high knee flexion. Pull back from partner 
 during skipping. Repeat, hooking left arms. Partners join 
 both hands and skip around to place with eight skipping 
 steps. Arms should be straight, and each should pull away 
 from partner during the skipping. Repeat the skipping in 
 opposite direction. 
 
 Pantomime. Measures 1-4. Reach up with the right 
 hand ; pick grapes, and put in basket on left arm. Stamp 
 three times : right, left, right. Repeat three times ; the last 
 time turn about and eat a grape instead of stamping. 
 
 II. Measures 5-8. Same as before. 
 
 Measures 9-16. Partners face — right and left — give 
 right hand to partner, pass partner, give left hand to next 
 person in line ; continue around the circle with the right 
 hand, then left hand, weaving in and out, until the partners 
 meet. This may be taken with short skipping steps. 
 
200 
 
 PHYSICAL TRAINING 
 
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FOURTH GRADE RHYTHMIC PLAYS 
 
 20I 
 
 III. Measures 9-16. All join hands. A leader appointed 
 at the beginning of the play breaks circle, and leads the line 
 in serpentine fashion from the field. This last represents the 
 vine at the end of the harvest. 
 
 TRIXIE POLKA 
 
 Formation. Double circle, facing counter-clockwise. Boys 
 on the inside of the circle. Partners join inside hands. Boys 
 place outside hands on hips, while girls take hold of skirts. 
 
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 Trixie Polka 
 
 Yankee Doodle 
 
 Arr by Fannie Robertson 
 
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 Boy's part described ; girl's, counterpart. 
 Measures 1-4. Heel and toe polka, starting with the out- 
 side foot. Place left foot forward, toe raised, and hop on 
 
202 PHYSICAL TRAINING 
 
 the right ; place left foot back, toe touching, and hop on the 
 right. Polka step forward with the left. The children 
 should be able to do the finished polka step as follows : Hop 
 on the right foot and place the left foot forward, transferring 
 weight to it ; bring right up to the left, transfer the weight 
 to it, and step forward on the left. Repeat heel and toe 
 polka with the right. 
 
 As the heel is placed forward the body is bent forward ; 
 as the toe is placed back the head is turned toward the oppo- 
 site shoulder. 
 
 Measures 5-6. Four skip steps forward — left, right, left, 
 right — bobbing the head from side to side as the steps are 
 taken. 
 
 Measures 7-8. Partners face. Boy steps to the side with 
 the left foot, brings the right foot up to the left, and bows. 
 (See 1, Mistress Mary, page 107.) Girl steps to the side 
 with right foot, places the left foot back of the right with toe 
 touching, bends the knees, and bobs the head forward (peas- 
 ant curtsey). Repeat to the left. The girl makes two peas- 
 ant curtseys, while the boy makes one slow bow. 
 
 Measures 9-16. Repeat entire play. 
 
 THE VILLAGERS 
 
 Formation. Two rows, partners facing. Hands hang 
 loosely at the sides. 
 
 I. Measures 1-2. Run forward with four running steps, 
 starting with the outside foot (foot nearest the front of the 
 room). Raise the hands forward and upward, and clap the 
 hands sharply on the first beat of the second measure. The 
 run IS performed with a springing from one foot to the other, 
 and a good bending of the knees. The arms swing carelessly 
 at the sides. 
 
FOURTH GRADE RHYTHMIC PLAYS 
 
 203 
 
 The Villagers 
 Feu De Joie 
 
 Am by Ethel S.Drummond 
 
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 Measures 3-4. Run backward to position, without clapping. 
 Measures 5-8. Repeat from the beginning. 
 
 II. Measures 9-16. The boys face the back of the room 
 and the girls face the front. Skip with high knee flexion to 
 circle formation, with sixteen skip steps, and face the center. 
 
 III. Measures 1-2. Two jumps in the air with arms flung 
 over the head. 
 
204 PHYSICAL TRAINING 
 
 Measures 3-6. Four walking steps to the center, clapping 
 hands twice to the right and twice to the left. Repeat, 
 walking backwards to place. 
 
 Measures 7-8. Two jumps in the air with the arms flung 
 over the head. 
 
 IV. Measures 9-16. Face as in II and skip to position 
 to repeat the entire play. 
 
 HANSEL AND GRETEL 
 
 Formation. In rows, six in a row. Partners facing. 
 The couples nearest the back of the room are called the 
 head couples. 
 
 I. Measures 1-3. Head couple step toward the back of 
 the room; girl curtseys and boy bows. (See i, Mistress 
 Mary, page 107.) Other couples remain in place. 
 
 Measure 4. Head couple face front, with inside hands 
 joined. Boy with hand on hip, girl taking hold of skirt. 
 Each starts with outside foot. 
 
 Measures 5-6. Heel and toe polka, with outside foot, 
 between lines of children. (See Trixie Polka, page 201.) 
 
 Measures 7-8. Repeat. 
 
 Measures 5-8. Turn toward partner, face the rear of 
 the room. Each begins with inside foot and does heel and 
 toe polka two times, returning to position. Partners face, 
 and join both hands, forming an archway. 
 
 n. Measures 9-16. The couple at the foot (sixth 
 couple) face the rear of the room, join inside hands and do 
 the heel and toe polka toward the rear of room under the 
 arch and stand next to the head couple, face each other, and 
 place hands on hips. As soon as the sixth couple has passed 
 the fifth couple, the fifth couple face rear of room and do 
 
FOURTH GRADE RHYTHMIC PLAYS 
 
 Hansel And Gretel 
 
 205 
 
 Andante 
 
 Humperdink 
 
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 Lit -tie play-mate dance with me, Bothyour hands now give to me. 
 
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 With your feet go tap,tap,tap, With your hands go 
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2o6 PHYSICAL TRAINING 
 
 the heel and toe polka up the line, and stand beyond the sixth 
 couple ; this continues until the head couple is at the foot. 
 The line should move down gradually while the couples are 
 doing polka step. 
 
 III. Measure 17. Hands on hips. Stand still. 
 
 Measure 18. Stamp feet (boy) left, right, left; (girl) 
 right, left, right. 
 
 Measure 19. Hands on hips. Stand still. 
 
 Measure 20. Clap hands over head three times. 
 
 Measure 21. Point left foot (girls, right) forward. 
 
 Measure 22. Point right foot (girls, left) forward. 
 
 Measure 23-24. Partners join hands and run around to 
 place with short running steps. 
 
 Measure 17-18. Same as III except that the head is 
 nodded up and down on measure 18; on measure 20 snap 
 fingers of both hands over head. 
 
 Repeat from beginning until each couple has passed down 
 and back between the lines. 
 
 If desired a skip or a running step may be substituted for 
 the heel and toe polka step used in II. In this case measures 
 9-16 should not be repeated. 
 
 Singing should accompany the music. 
 
 GUSTAF'S SKOAL 
 
 (Gustafs Health) 
 
 Swedish Singing Game 
 
 Formation. Four couples form a square. Head couples 
 stand facing each other about six feet apart, while side 
 couples do the same. Partners join inside hands. The 
 boy stands on the left with free hand on hip, while the girl 
 takes hold of her skirt. 
 
FOURTH GRADE RHYTHMIC PLAYS 
 
 207 
 
208 
 
 PHYSICAL TRAINING 
 
 Gustafs Skoal 
 
 Swedish Singling: Game 
 
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 I. Measures 1-2. The head couples start with the right 
 foot, and advance toward each other with three steps. On 
 the second count of the second measure the boy bows, and the 
 girl makes a peasant curtsey. (See Fig. 37, also Measures 
 7, 8, Trixie Polka, page 201.) 
 
 Measures 3-4. The head couples start with the left 
 foot, and retire with three steps, bringing the feet together 
 on the second count of the fourth measure. 
 
 Measures 5-6. Same as measures 1-2. 
 
 Measures 7-8. Same as measures 3-4. 
 
 Measures 1-8. The side couples repeat same figures. 
 
 1 he above figure should be performed with great dignity. 
 
 n. Measures 9-12. The head couples skip gayly toward 
 each other, taking two skip steps to a measure. Partners 
 release hands, separate, and join inside hands with person op- 
 posite, the boy going to the left and the girl to the right. ' The 
 new couple passes under the arch made by the joined hands 
 of the side couples. (Joined hands should be held high.) As 
 
FOURTH GRADE RHYTHMIC PLAYS 209 
 
 soon as they have passed under the arch, they separate to 
 the left and right, returning to their original places. 
 
 Measures 13-16. Still skipping, they clap their own 
 hands, join hands with partners, lean well away from each 
 other and swing about with high skipping steps. 
 
 Measures 9-16. The side couples repeat same figure. 
 
 The words which may accompany the game are : 
 
 I. Gustafs skoal ! 
 
 There is no better skoal than this ! 
 
 Gustafs skoal ! 
 
 The best old skoal there is ! 
 
 II. Ho fal-de-rol jan, 
 Lejan, Lijan, 
 Ho fal de rol jan. 
 Lejan, Lijan, 
 Ho fal-de-rol jan, 
 Lejan, Lijan, 
 GustaPs skoal ! 
 
 There are great dramatic possibilities in this game. The 
 first part represents paying homage to a superior, while the 
 second is an imitation of the gay life of the peasant, even 
 though passing under a yoke of subjection. 
 
 DUTCH COUPLES 
 
 Formation. Double circle, facing counter-clockwise. In- 
 side hands joined. 
 
 Boy's part described ; girl's, counterpart. A costume will 
 add to the attractiveness of this play. 
 
 Girl: sunbonnet ; dress with full skirt ; kerchief at neck; 
 apron ; wooden shoes. 
 
2IO 
 
 PHYSICAL TRAINING 
 
 Dutch Couples 
 
 Where Has My Little Dog^ Gone 
 
 I 
 
 Andante 
 
 Arr. by Fannie Robertson 
 
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 Boy: full trousers; light blouse; gay scarf at neck; 
 small cap ; wooden shoes. 
 
 I. Measure i. Dutch step forward as follows: Step to 
 the side with slight stamp of the left foot; brush the right 
 foot forward, and click the heel on the floor, using a count for 
 each step. Repeat to the right. 
 
 Measures 2-4. Repeat seven times. 
 
FOURTH GRADE RHYTHMIC PLAYS 21 1 
 
 II. Measure 5. Place hands on hips. Turn away from 
 partner, take six short running steps in a small circle, and 
 face partner. 
 
 Measure 6. Bend forward, arms raised at sides to shoul- 
 der level. Raise trunk and sink arms to sides, knees stiff. 
 Measures 7-8. Repeat running and bowing. 
 
 III. Measures 9-10. Hands at hips. Step back on the 
 left foot, hop, and swing the right foot forward. Repeat, 
 stepping back on the right foot. Repeat, left and right. 
 
 Measures 11-12. Repeat, going forward. 
 
 Measures 13-16. Dutch waltz (eight steps). Join hands, 
 arms raised to shoulder level. Step on the left foot ; hop, 
 and raise right leg to the side with straight knee. Repeat, 
 hopping on the right foot and raising the left leg. The 
 body is bent toward the side on which the hopping is done. 
 This may be done with a turn if desired. 
 
 Repeat the play from the beginning. 
 
 GERMAN HOPSER 
 
 Formation. Any number of rows divisible by two. Part- 
 ners in the same row facing each other. Two rows take 
 steps together. Each couple should stand beside a space 
 in the next row which is large enough for the couple to 
 pass through. 
 
 Boy's part described ; girl's, counterpart. 
 
 I. Measures 1-8. Join hands ; arms extended at sides, 
 shoulder level. Two rows take steps together ; the line 
 nearest the right wall starts to the left, and the line nearest 
 the left wall starts to the right. Glide polka through the 
 space — slide left (right) foot to side and close with right 
 (left) ; slide, close ; three light running steps in place. Re- 
 
212 
 
 PHYSICAL TRAINING 
 
 German Hopser 
 
 German 
 
FOURTH GRADE RHYTHMIC PLAYS 21 3 
 
 peat, moving back to place, four measures. Repeat the 
 entire step, four measures. 
 
 II. Measures 1-8. Join right hands, left hand on the hip. 
 Heel and toe polka beginning with the left (right) foot — 
 place the left (right) foot forward, toe raised, and hop on 
 the right (left), place left (right) foot back with toe touch- 
 ing, and hop on the right (left), polka step forward (see 
 Trixie Polka, page 201). Repeat three times. Use three 
 running steps for polka, if desired. 
 
 III. Measures 9-12. Clap hands against thighs. Clap 
 own hands together. Clap partner's hand three times. 
 Repeat. 
 
 Measures 13-14. Point the left toe forward, place the 
 left elbow in the right hand, and shake the forefinger of the 
 left hand three times at partner. Repeat, pointing right toe 
 and shaking right forefinger. 
 
 Measures 15-16. Take partner's hand and turn about to 
 place with eight quick running steps. 
 
 GRANDMOTHER WILL DANCE 
 
 (Grossmutter will tanzen) 
 
 (Swiss Singing Game) 
 
 Formation. The players join hands and form a circle. 
 Several girls are chosen to be in the center. 
 
 I. Measure' i. The players forming the circle move 
 around to the left with the following step : Step forward 
 with the left foot, raise the right foot and slowly swing it 
 across the left; at the same time raise the left heel; bring 
 down the left heel. 
 
 Measure 2. Repeat, stepping with the right. 
 
214 
 
 PHYSICAL TRAINING 
 
 Grandmother Will Dance 
 
 Grossmutter Will Tanzen 
 
 German 
 
 Arr.by Fannie Robertson 
 
 Vi ^ JiiJ l j^^ ' I ji'J'J i j J'J' 
 
 1 2 
 
 Grand -moth -er will dance, 
 
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 Right here for me, Yes and for ..thee, 
 
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 5 6 
 
 Grand-fa-thei'sher part-ner, 
 
 7 8 
 
 They will dance for us to -. day. 
 
 9 10 U 12 
 
 Slow - ly, slow - ly, Hei - di - del - dum, hei - di - del - dum, 
 
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FOURTH GRADE RHYTHMIC PLAYS 21 5 
 
 Measures 3-8. The circle in the center continues this 
 step. 
 
 The girls in the center are scattered about the circle, and 
 during the first four measures, take the same step near the 
 outside of the ring. On the fifth measure each girl inside 
 the circle chooses a partner, by giving her inside hand to the 
 chosen one and leading him into the center of the ring. 
 On the eighth measure they make each other a bow. (See 
 I, Mistress Mary, page 107.) 
 
 Chorus. Measure 9. The center players perform the 
 following step while the circle players continue the slow 
 walk step. 
 
 The partners face each other; the boy gives his left hand 
 to his partner. The boy steps to the left and the girl to her 
 right, with the following step : Step to the side with the 
 right, bring the toe of the left foot up to the right, and raise 
 and sink the heels. 
 
 Measure 10. Repeat, stepping to the side with the left 
 foot. 
 
 Measures I i-i 2. Join both hands and turn about right 
 with six short running steps. 
 
 II. Measures 13-14. Same as measures nine and ten. 
 
 Measures 15-16. Same as measures eleven and twelve. 
 
 At the close of the play the girls leave their partners and 
 return to the circle. The play is then repeated with the boys 
 in the center of the circle. 
 
 Singing should accompany the music. 
 
FIFTH GRADE 
 
 GYMNASTICS 
 LESSON I 
 
 All exercises written for the right side should be given the 
 same number of times on both sides. 
 
 Each movement should be finished and the body brought 
 back to the correct fundamental standing position before 
 the next exercise is given. (See Directions for Teaching the 
 Lessons.) 
 
 Aims. Educational, corrective, and hygienic aims should 
 be apparent in every gymnastic lesson. Educational eflFect 
 is secured in mental alertness, and in prompt response to 
 command. Corrective effect is sought by stimulation of 
 good habits in posture. Hygienic effect is produced by 
 deepened breathing and quickened circulation. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand! 
 
 1. Order. In this time: one, two, half-left — face! 
 Half-right — face! Left — face! Right — face! Repeat 
 these exercises at irregular intervals. One eighth of a turn 
 IS taken in the half-facing, instead of a quarter-turn. (See 
 1, lesson S, page 133, and 1 (2) lesson 14, page 143.) 
 
 2. Head. Arms forward — bend! Deep breathing, with 
 backward bending of the head — one! two! Again — one! 
 Two! (See Fig. 14; also 4 (2), lesson 2, page 119, and 2 
 (2) lesson 3, page 123.) 
 
 216 
 
FIFTH GRADE GYMNASTICS 217 
 
 3. Leg and Arm. With palms up, arm flinging sideways, 
 with heel raising — one! Two! Again — one! Two! Re- 
 peat with eight counts, in this time : one, two, — go! (See 
 3, lesson 13, page 141.) Same as lesson 13, except that the 
 palms are turned at the beginning of the movement, before 
 the arms are raised^ and the flinging is quicker. 
 
 4. Trunk, (i) Hands on hips — place! Alternate knee 
 upward bending with eight counts, in this time : one, two, 
 beginning right — go! (See 4, lesson 4, page 174, and 4, 
 (2), lesson 14, page 188.) Use one count for knee bending 
 and stretching. The '' one " may be counted as the foot is 
 replaced. 
 
 (2) Hands on hips and feet sideways — place! Trunk 
 forward — bend! Raise! Again — one! Two! (See 5, les- 
 son 4, page 125.) 
 
 5. Precipitant. Jump in place, with side flinging of the 
 arms — one! Two! Three! At ''one!" the heels are 
 raised and the knees are bent simultaneously. At '' Two! '' 
 a light jump in the air is taken while the arms are flung 
 sideways to shoulder level; the landing is made with bent 
 knees and arms in fundamental position. At ''Three!" 
 the body is brought to the erect position. 
 
 6. Breathing. West Point breathing — one! Two! 
 Again — one! Two! (See 7, lesson 4, page 125.) 
 
 LESSON II 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics, |K 
 
 Good gymnastic sitting position. 
 
 Stand! 
 
 1. Order, (i) Class, forward — march! Class, mark 
 time — mark! Class, backward — march! Class, halt! 
 
21 8 PHYSICAL TRAINING 
 
 Each one starts the marching with the left foot and con- 
 tinues straight forward with easy marching rhythm. Give 
 the command for marking time so that '' Mark! " comes on 
 the right foot, and the movement can be started with the 
 left foot. (See 1, lesson 3, page 123, and 1, lesson 15, page 
 145, for suggestions on marching.) 
 
 (2) In this time: one, two, three, four; left, face, and 
 one side step to the left — march! Right, face, and one 
 step forward — march! The march step follows the facing 
 without a second command. There is a distinct pause between 
 the two parts of the facing as well as between the facing 
 and the march step, and the parts of the march step. (See 
 Fig. 24; also 1, lesson 5, page 128, and 1, lesson 8, page 133.) 
 
 2. Head. Hands on head — place! Deep breathing 
 with backward bending of the head — one! Two! Again 
 
 — one! Two! (See Fig. 21 ; also 4 (2) lesson 6, page 129.) 
 
 3. Leg and Arm. Arms upward, bend, and right foot 
 backward — place! Same with the left — one! Two! Re- 
 peat with eight counts, in this time: one, two, — go! 
 (See 3 (2) lesson 15, page 145.) 
 
 4. Arm. Arms upward — bend! Arms, slowly, upward 
 
 — stretch! Bend! Again — one! Two! (See 4, lesson 12, 
 page 140.) The arm is stretched upward, not raised. 
 
 Admonitions. 
 
 Push hard. 
 
 See how big you can make your arm muscles. 
 
 5. Trunk, (i) Hands on hips, and feet sideways — 
 place! Trunk to the right— bend! Raise! Same to the 
 left— one! Two! Again — one! Two! Three! Four! 
 (See 5, lesson 10, page 137.) 
 
 (2) Hands on head, and feet sideways — place! Trunk 
 forward — bend! Raise! Again — one! Two! The 
 
FIFTH GRADE GYMNASTICS 
 
 219 
 
 trunk can be bent but slightly, as there is a strong tendency 
 
 for the arms and head to drop forward^ and the back to become 
 round. 
 Admonitions. 
 
 Arms back. 
 Heads up. 
 Backs flat. 
 
 6. Precipitant. "Touch the Branches." Alternate rows 
 face the back of the room. The teacher or a pupil selected 
 by the teacher, stands in the front of the room holding a 
 ruler about five feet above the floor. At a signal the leader 
 runs forward. (See Crossing the Brook, 5, lesson 2, page 
 119.) He takes a light jump in the air, trying to touch the 
 ruler with his right hand. All follow. This is repeated, 
 reaching with the left hand. The distance from the floor 
 may be made greater as the skill of the pupils increases, 
 and as the ruler is gradually raised those failing to touch it 
 drop out, while those who stay in win. 
 
 7. Breathing. Arm raising sideways, with deep breath- 
 ing — one! Two! Again — one! Two! (See 2, lesson 5, 
 page 128). 
 
 LESSON III 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand! 
 
 1. Order. Hands on hips — place! Right foot side- 
 ways — place ! Foot — replace ! Forward — place ! Foot 
 — replace! Same with the left — one! Two! Three! 
 Four! Repeat with eight counts, in this time : one, two. 
 
220 
 
 PHYSICAL TRAINING 
 
 three, four, — go! (Combination of foot placings as found 
 in 3 (2), lesson 4, page 125, and 3, lesson 6, page 129.) 
 
 2. Head. Arms forward, bend, and feet — close! The 
 arm movement is combined with a leg movement. (See 1 
 (2), lesson 4, page 125.) Deep breathing with backward 
 
 bending of the head 
 — one! Two! Again 
 — one! Two! 
 
 3. Leg. Hands on 
 hips and feet side- 
 ways — place! Right 
 heel — raise! Sink! 
 Right toe — raise ! 
 Sink! Same with the 
 left — one! Two! 
 Three! Four! Re- 
 peat with eight counts, 
 alternating right and 
 left, in this time : one, 
 two, three, four — go! 
 The right heel is raised 
 while the toe remains 
 on the floor, and the 
 knee is kept straight. 
 The heel sinks and the 
 toe is pulled as far 
 from the floor as pos- 
 
 PlG. 38. — Ri^ht arm upward, left downward. 
 
 sible, then lowered. The body remains erect throughout 
 the entire movement. This is called a two-count move- 
 ment, as the raising of the heel takes one count as well as 
 the sinkmg. The same is also true of the raising and sink- 
 ing of the toes. Make distinct pauses between the parts ot 
 the movement. 
 
FIFTH GRADE GYMNASTICS 221 
 
 4. Arm. Right arm forward upward — fling! By fling- 
 ing arms — change! Again — one! Two! Repeat with 
 eight counts in this time: one, two — go! The right arm 
 is flung forward upward to a vertical position over the head. 
 At the command, " Change! " the left arm is flung upward 
 while the right is flung downward to the side. The flinging 
 should be done with force and speed, the arms passing 
 directly forward in front of the body as the movement is made, 
 (Fig. 38.) 
 
 5. Trunk. Arms upward, bend, and feet — close! An 
 arm exercise is combined with a leg exercise. (See 2 (2), les- 
 son I, page 116; and 1 (2), lesson 4, page 125.) Trunk 
 twisting to the right — one! Two! (See 4, lesson 15, page 
 145.) Be sure that the arms are pulled in at the sides as this 
 exercise is taken. 
 
 6. Precipitant. Hands on hips — place! Jumping on 
 the toes with alternate foot placing forward and backward, 
 beginning right, with eight counts, in this time : one, two — 
 go! (See 5, lesson 14, page 189.) 
 
 7. Breathing. Deep breathing with arm raising sideways, 
 palms up — one ! Two ! Again — one ! Two ! (See 7, les- 
 son I, page 169.) 
 
 LESSON IV 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Standi 
 
 1. Order. With quick changes, hands on hips — place! 
 Hands on head — place! (See 4, lesson 3, page 123.) 
 
 2. Head. Arms forward — bend! Feet — close! Deep 
 breathing with arm flinging sideways — one! Two! Again 
 
222 PHYSICAL TRAINING 
 
 — one! Two! A breathing and an arm exercise are com- 
 bined. (See 4, lesson 7, page 131, also Fig. 23.) 
 
 3. Leg. Hands on hips, and right foot forward — place! 
 Knee bending (heels oflF the floor) — one! Two! Again — 
 one! Two! Repeat with eight counts, in this time: one, 
 two — go! (See 3, lesson 8, page 133. The movement is 
 taken in same manner, with the knees turned well out to 
 the sides and the weight evenly divided upon the feet.) 
 
 4. Arm. Arms forward upward — fling! Arm part- 
 ing — one! Two! Repeat with four counts, in this time: 
 one, two — go! Position! Both arms are flung forward 
 and upward to a vertical position over the head. (See Fig. 
 29; also 4, lesson 12, page 140.) The arms are parted side- 
 ways until on a line with the shoulders, and are then raised 
 to the vertical position. Watch the posture. At the com- 
 mand " Position ! '' the arms are brought very quickly from the 
 stretched position overhead down to fundamental position. 
 
 5. Trunk. Good gymnastic sitting position. Catch the 
 toes in the desk irojis near the floor. Hands on hips — place! 
 I^riink to the right — bend! Raise! Same to the left — 
 one! Two! The children sit quickly and take gymnastic 
 sitting position. The toes are held firmly against the 
 irons and the bending is taken in same manner as when 
 standing. 
 
 6. Precipitant. Jumping forward, with one start step, 
 m this time: one, two, three — go! Again — go! At 
 ** one!'' a step forward is taken with the right foot. At 
 " two! " a jump is taken and the landing made with bent 
 knees and raised heels. At '' three! " the body is brought 
 back to the erect position. (For position of arms, see 6, 
 lesson 10, pnp;e 183.) 
 
 7. Breathing. West Point breathing — one ! Two ! 
 Again — one! Two! 
 
FIFTH GRADE GYMNASTICS 223 
 
 LESSON V 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand! 
 
 1. Order. Hands on hips — place! Right foot back- 
 ward outward — place! Foot — replace! Same with the 
 left — one ! Two ! Repeat with four 
 counts in this time : one, two, three, 
 four — go! (See 3, lesson 10, page 
 137.) The foot is placed backward 
 and outward instead of forward and 
 outward. (Fig. 39.) 
 
 2. Head. Hands on hips — place! 
 With a deep breath, chest — raise! 
 Sink! Hands on head — place! 
 Hands on hips — place! Again — one! ^ t ^ ^ , , 
 
 _ . rwy^ • x^ I T-1 ^^^' 39- — Left foot back- 
 
 Two ! Three ! Four ! 1 he arm move- ward, outward — place ! 
 
 ment alternates with the breathing 
 
 and should be done with force and speedy making a sharp 
 
 contrast to the slow breathing movement. 
 
 3. Leg. Hands on hips — place! Heel raising and knee 
 bending — one! Two! Three! Four! Again — one! 
 Two! Three! Four! 
 
 4. Arm. Arm bending upward and stretching backward 
 — one! Two! Arm stretching downward — one! Two! Re- 
 peat bending and stretching, backward and downward, in this 
 time, one, two, three, four — go! The arms are bent as in 
 Fig. II and then forcibly stretched backward (Fig. 40). The 
 arms are again bent, and stretched downward. Watch the 
 head to see that it is not jerked forward. 
 
>24 
 
 PHYSICAL TRAINING 
 
 5. Trunk. Arms sideways, fling, and feet sideways — 
 place! (A combination of arm flinging to shoulder level, 
 witli a light jump which places the feet four foot-lengths 
 apart. (Trunk forward — bend! Turning of the hands — 
 one! Two! Again — one! Two! Trunk — raise! and 
 
 jump — position! 
 (For turning of the 
 hands, see 4 (i), les- 
 son 9, page 135.) 
 Watch the backs, to 
 see that they are flat 
 and see that the 
 heads are up, 
 
 6. Precipitant. 
 Jump in place, with 
 side flinging of the 
 arms, making a 
 quarter-turn — one! 
 Two! Three! (See 6, 
 lesson 10, page 137.) 
 The jump is taken 
 in the same manner, 
 except that the arms 
 are flung to shoulder 
 level and a quarter- 
 
 FlG. 40. -Arm stretching backward. ^^^" ^S. made while 
 
 in the air, making the 
 class face the side of the room at the end of the movement. 
 The hands are brought to the sides as the landing is made. 
 Work for straight backs, bent hiees, and quiet landing on the toes. 
 7. Breathing. Hands on hips — place! Deep breathing 
 with backward bending of head — one! Two! Again — 
 one! Two! 
 
FIFTH GRADE GYMNASTICS 
 
 225 
 
 LESSON VI 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand! 
 
 1. Order. Class, right — face! Left — face! Right, 
 face, and one side step to the left — march! Have the 
 children count as they take these exercises. If the rhythm 
 is poor, give the rhythm before the command, as hereto- 
 fore. 
 
 2. Head. Hands on hips, and right foot sideways — 
 place! With a deep breath, head backward — bend! 
 Raise! Hands and foot — position! Same to the left — 
 one! Two! Three! Four! This should not be done in 
 rhythm. The foot placing should be quicky while breathing 
 is slow. 
 
 3. Leg and Arm. Arms sideways, fling, and right foot 
 sideways — place! Hands and foot — position! Same to 
 the left — one! Two! Repeat with eight counts in this 
 time: one, two, three, four — go! (A combination of 4 
 (i), lesson 2, page 119, and 3 (i), lesson 4, page 125.) Do 
 not allow the hands to clap at the sides. 
 
 4. Trunk. Hands on hips, and feet sideways — place! 
 Trunk forward — bend! Raise! Hands on head — place! 
 Hands on hips — place! Again — one! Two! Three! 
 Four! The arm movement alternates with the trunk 
 movement, and should be done with speed and force, making 
 a sharp contrast to the slow movement of the trunk bend- 
 ing (a one-count movement). 
 
 5. Precipitant. Hands in position for running — place! 
 Running in place with sixteen counts — go! (See 5, lesson 
 15^ page I4S0 
 
226 PHYSICAL TRAINING 
 
 6. Breathing. Arms upward — bend ! Deep breathing, 
 with backward bending of the head — one! Two! Again 
 
 — one! Two! 
 
 LESSON VII 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand! 
 
 1. Order. Class, two steps forward — march! Left — 
 face! Half-right — face! Half-left — face! Right — face! 
 Class, three steps forward — march! In the latter exercise 
 the backward foot is brought up to the forward foot on the 
 fourth count. Have the children count if the rhythm is 
 poor. Use admonitions^ such as clapping hands, or count- 
 ing the rhythm at irregular intervals. 
 
 2. Head. Arms sideways, fling, and right foot sideways 
 
 — place! With a deep breath and turning of the hands, 
 head backward — bend! Raise! Hands and foot — posi- 
 tion! Same with the left — one! Two! Three! Four! 
 
 3. Leg. Arms forward — bend! Alternate toe raising, 
 with eight counts, in this time : one, two, three, four, 
 beginning right — go! (See 3, lesson 7, page 131.) 
 
 4. Arm. (i) Arms half-sideways — bend! Position! 
 Again — one! Two! The arms are raised quickly to 
 shoulder level with forearm flexed so that a right angle is 
 formed. (Fig. 41.) 
 
 Admonitions. 
 
 /Irms shoulder level. 
 
 ^1 right angle at the elbow, 
 
 (2) Arms upward— bend! Arms sideways — stretch! 
 Arms — bend! Arms downward — stretch! Arm bending 
 
FIFTH GRADE GYMNASTICS 
 
 227 
 
 and stretching sideways and downward with four counts, in 
 this time: one, two, three, four — go! Again with eight 
 counts — go! (See 4, lesson 5, page 
 
 5. Trunk. Hands on hips — place ! 
 Alternate knee upward bending with 
 eight counts, in this time : one, two, 
 beginning right — go! (A one-count 
 movement.) 
 
 6. Precipitant. Hands on hips — 
 place! Jumping on the toes in this 
 time, one, two (quick rhythm) — go! 
 Ready — slow! Class, halt! At sec- 
 ond command the rhythm is made 
 slower with slight knee bending. 
 There is no halt between changes 
 of rhythm. The rhythm may be 
 changed to quick if desired. (See 4, 
 
 lesson I, page 116, and 5, lesson 6, Fig. 41. — Arms half-side- 
 
 ^^^ \ ways — bend! 
 
 page 129.) ^ 
 
 7. Breathing. Arms upward — bend! Deep breathing, 
 with backward bending of the head — one! Two! Again 
 
 — one! Two! 
 
 LESSON VIII 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 
 Good gymnastic sitting position. 
 
 Stand! 
 1. Order. Arms upward, bend, and right foot forward 
 
 — place! Hands and foot — position! Repeat with eight 
 counts, alternating right and left, in this time : one, two, 
 three, four — go! 
 
228 PHYSICAL TRAINING 
 
 2. Head. Arms upward, bend, and right foot sideways 
 
 — place! With a deep breath, head backward — bend! 
 Raise! Position! Same to the left — one! Two! Three! 
 Four! 
 
 3. Leg and Arm. Hands on hips, place, and heels — 
 raise! Heels — sink! Hands — position! Repeat with six 
 counts, in this time: one, two, three — go! (A three- 
 count movement.) (See 3, lesson 2, page 119.) Make the 
 heel sinking a slow movement, and keep hands on hips. 
 
 4. Arm. Arms forward — raise! Arms flinging* upward 
 
 — one! Two! Repeat with eight counts, in this time: 
 one, two, — go! (See 4, lesson 11, page 184.) 
 
 5. Trunk. Arms upward, bend, and feet sideways — 
 place! Trunk forward — bend! Arms sideways — stretch! 
 Bend! Again — one! Two! Trunk — raise! Hands and 
 feet — position! The trunk remains in forward position 
 while the arms are stretched to the side. 
 
 Admonitions. 
 
 Backs flat. 
 Elbows in tight. 
 Shoot the arms out. 
 Arms at shoulder level. 
 
 go! 
 
 6. Precipitant. Jumping forward with one start step 
 
 Admonitions. 
 
 Swing arms forward as you jump. 
 
 Make the landing light. 
 
 Look up. 
 
 Backs erect, 
 7. Breathing. Deep breathing, with arm circumduction 
 — one! Two! Again -one! Two! Combine arm move- 
 ment with deep breathing. (See 4, lesson 16, page 190.) 
 
FIFTH GRADE GYMNASTICS 229 
 
 LESSON IX 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand! 
 
 1. Order, (i) With four counts: one, two, three, four; 
 left, face, and one side step to the left — march! Repeat 
 using right facing, and marching forward with one step. 
 Have the children count as they take these movements. 
 
 (2) Arm bending forward with heel raising; with eight 
 counts, in this time : one, two — go! 
 Admonitions. Pull the elbows in hard. 
 Keep together J one, two! 
 
 2. Head. Arms sideways — raise! Deep breathing, with 
 backward bending of head and arm rotation — one! Two! 
 Again — one! Two! (See 2, lesson 7, page 131.) 
 
 3. Leg. Hands on hips and feet sideways — place! 
 Knee bending with heels on the floor — one! Two! Re- 
 peat with eight counts in this time: one, two — go! The 
 heels remain on the floor; otherwise the bending is per- 
 formed as in previous lessons. 
 
 4. Arm. Arm bending and stretching upward and down- 
 ward — one! Two! Three! Four! Repeat with eight 
 counts, in this time: one, two, three, four — go! (See 4, 
 lesson 10, page 182.) 
 
 5. Trunk. Good gymnastic sitting position. Catch the 
 toes in the desk irons near the floor. Arms sideways — raise! 
 Trunk to the right — bend! Raise! (Touch the floor with 
 the hand.) Keep the head in line with the body. 
 
 6. Precipitant. Stand! Hands in position for running 
 — place! Running in place, with sixteen counts — go! 
 
230 PHYSICAL TRAINING 
 
 7. Breathing. West Point breathing — one! Two! 
 Again — one! Two! 
 
 LESSON X 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand! 
 
 1. Order, (i) Arms upward — bend! Alternate toe 
 raising, beginning with the right, twelve counts — go! (See 
 3, lesson 7, page 131.) 
 
 (2) With quick changes, hands on head — place! Arms 
 upward — bend! Arms forward — bend! 
 
 2. Head. Arms forward, bend, and right foot sideways 
 
 — place ! Head backward — bend ! Raise ! Again — 
 one! Two! Three! Four! 
 
 3. Leg. Hands on hips, and feet sideways — place! 
 Right knee — bend! Stretch! Same with the left — one! 
 Two! Repeat with four counts, in this time: one, two, 
 three, four — go! The right knee is bent while the left 
 knee remains straight. The heels do not move. 
 
 The body is held erect throughout this movement. The return move- 
 ment of stretching should be finished before the bending of the opposite 
 knee occurs. Make the rhythm definite by giving distinct pauses between 
 the parts of the exercise. 
 
 4. Arm. Arms forward — raise! Swimming movement 
 
 — one! Two! Three! Repeat with twelve counts, in this 
 time: one, two, three — go! At *' One! " the arms are 
 rotated inward, so that the backs of the hands are facing and 
 the arms move to the side. (Fig. 42.) At '' Two! " the arms 
 are speedily brought to position as seen in the figure, and 
 
FIFTH GRADE GYMNASTICS 
 
 231 
 
 It^ 
 
 without a pause are shot straight forward. The first move- 
 ment is slowy while the last two are very rapid. 
 
 5. Trunk. Arms 
 upward, bend, and 
 right foot forward 
 outward — place! 
 Trunk forward — 
 bend! Raise! 
 Again — one! Two! 
 (See 3, lesson 10, 
 page 137, for foot 
 placing.) 
 
 6. Precipitant. Jump in place, with side flinging of the 
 arms, making a half-turn to the right — one ! Two ! Three ! 
 (See 6, lesson 5, page 223.) (This half-turn is made so that 
 class will face the back of the room at the end of the move- 
 ment.) Again — one ! Two ! Three ! (At the end of this 
 movement the class will face the front of the room.) 
 
 7. Breathing. Hands on hips and feet sideways — place! 
 Deep breathing with backward bending of head — one! 
 Two ! Again — one ! Two ! 
 
 Fig. 42. — Swimming movement. 
 
 LESSON XI 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand! 
 
 1. Order. Arms upward — bend! Hands on head, place, 
 and heels — raise! Arms upward, bend, and heels — sink! 
 Again — one! Two! Repeat with eight counts, in this 
 time: one! two! — go! (See 3, lesson 12, page 186; also 
 
232 
 
 PHYSICAL TRAINING 
 
 Fig. II.) In the exercise in this lesson the arms are bent 
 upward as the heels sink. 
 
 2. Head. Arms sideways — raise! With a deep breath, 
 head backward — bend! Raise! Arms — bend! Stretch! 
 Again — one! Two! Three! Four! Arm bending and 
 stretching sideways alternates with breathing. 
 
 3. Leg and Arm. Arm flinging forward with quick knee- 
 bending — one! Two! Again — one! Two! Repeat with 
 eight counts, in this time: one, two — go! An arm and a 
 leg exercise combined. (See 4, lesson 14, page 143 ; also 3, 
 lesson 8, page 133.) 
 
 4. Trunk. Hands on hips — place! Alternate leg fling- 
 ing sideways, with eight counts, beginning right, in this 
 time; one, two — go! (Same as 4, lesson 13, page 141, ex- 
 cept that the leg flinging alternates.) 
 
 5. Precipitant. Hands on hips — place! Jumping on 
 the toes, in quick time — go! Ready — slow! Stop! 
 
 6. Breathing. Arm raising sideways with chest raising 
 — one! Two! Again — one! Two! A deep breath is 
 taken as the chest is raised. 
 
 LESSON XII 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand! 
 
 1. Order, (i) Class, half-left — face! Half-right — 
 face! Right— face! Left — face! Have the pupils use 
 their own rhythm ; if the rhythm is poor, have them count. 
 
 (2) Hands on hips — place! Touch step, forward and 
 sideways, with eight counts, in this time : one, two, three, 
 four — go! (See 1, lesson 14, page 186.) This is a com- 
 
FIFTH GRADE GYMNASTICS 
 
 233 
 
 bination of the side and forward toe touching, and takes 
 four counts, thus : forward, one ; back to position, two ; 
 side, three ; back, four. Alternate, right and left. 
 
 2. Head. Hands on hips — place! Head to the right — 
 bend! Raise! Same to the left — one! Two! Again — 
 one! Two! Three! 
 Four! The head is 
 bent to the side while 
 the rest of the body 
 remains erect. On 
 the return movement 
 the head is brought 
 to the erect position. 
 
 3. (i) Leg. Hands 
 on hips — place ! 
 Kneeling on right knee 
 — one ! Standing — 
 two ! Repeat with left 
 — thr e e ! Four ! 
 Again — one! Two! 
 Three! Four! The 
 body is kept erect and 
 the children kneel on 
 the right knee. (Fig. 
 43.) On the return 
 movement the body 
 assumes the erect po- 
 sition. The children should be warned to kneel Hghtly so 
 that there will be no danger of injury to the knee joint. 
 
 (2) Hands on hips, and feet sideways — place! Right 
 knee — bend! Left knee — bend! Alternate knee bending 
 with eight counts, in this time: one, two — go! (See 3, 
 lesson 10, page 230.) In lesson 10, two counts are allowed 
 
 Fig. 43. — Kneeling. 
 
234 PHYSICAL TRAINING 
 
 for the bending and stretching, while in this movement one 
 knee is bent while the opposite one is stretched. See that 
 the body does not pause in the erect position. 
 
 4. Arm. Arms forward — fling ! Sideways — fling ! 
 (Palms down.) Downward — sink! Again — one! Two! 
 Three! Repeat with twelve counts, in this time : one, two, 
 three — go! The arms are raised to forward position. 
 (Fig. 31.) The arms are then flung to the sides (Fig. 13), 
 and finally brought to the fundamental position. 
 
 5. Trunk. Hands on hips, and feet sideways — place! 
 Trunk forward downward — bend! Raise! Again — one! 
 Two! (See 5, lesson 5, page 175.) 
 
 6. Precipitant. Jumping on toes, with foot placing side- 
 ways and together, and side flinging of the arms — one! 
 Two! Repeat with twelve counts, in this time: one, two 
 
 — go! The arms are raised to shoulder level as the feet are 
 placed apart, and returned to fundamental position on the 
 return jump. (See 6, lesson 5, page 128.) 
 
 7. Breathing. Arm circumduction, with deep breathing 
 
 — one! Two! Again — one! Two! 
 
 LESSON XIII 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand! 
 
 1. Order. Hands on hips, and right foot forward out- 
 ward — place! Hands and foot — position! Repeat with 
 eight counts, alternating right and left, in this time : one, 
 two, three, four go! (See 3, lesson 10, page 137.) 
 
 2. Head. Hands on hips, place, and feet — close! 
 
FIFTH GRADE GYMNASTICS 235 
 
 Deep breathing with backward bending of head — one! 
 Two! Again — one! Two! 
 
 3* Leg and Arm. Arms forward — raise! Arm flinging 
 sideways, with heel raising — one! Two! Again — one! 
 Two! Repeat with eight counts, in this time: one, two — 
 go! The arms are flung sideways, as the heels are raised. 
 On the return movement the heels are lowered and the arms 
 returned to forward position. 
 
 Admonitions. Backs flat- 
 
 Arms shoulder level. 
 
 4. Trunk. Hands on hips, and feet sideways — place! 
 Trunk bending to the right — one! Two! Same to the 
 left — one! Two! 
 
 5. Precipitant. Hands in position for running — place! 
 Running in place with sixteen counts — go! 
 
 6. Breathing. West Point breathing — one ! Two ! 
 Again — one ! Two ! 
 
 LESSON XIV 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Arms forward, bend, and heels — raise ! 
 Hands and feet — position! Again — one! Two! Repeat 
 with twelve counts, in this time: one, two — go! (See 3, 
 lesson 9, page 181.) 
 
 2. Head. Arms upward — bend! Head to the right — 
 twist! With a deep breath, head backward — bend! 
 Raise! Forward — twist! Same to the left — one! Two! 
 Three! Four! (See 2, lesson 12, page 140. Add Breathing.) 
 
2^6 PHYSICAL TRAINING 
 
 3. Leg and Arm. Arms upward, bend, and right foot 
 sideways — place! Arms sideways stretch, and knees bend 
 
 one! Two! Arms bend, and knees — stretch! Hands 
 
 and foot — position! Repeat with eight counts, in this 
 time: one, two, three, four, alternating right and left — 
 go! The arms are stretched to the side, and at the same 
 time the knees are bent (heels on floor). On the return 
 movement the knees are stretched, the arms are bent, and 
 the hands and foot are brought to position. (Fig. ii.) 
 
 4. Trunk, (i) Hands on hips — place! Alternate knee 
 bending upward, with eight counts, in this time beginning 
 right : one, two — go! 
 
 (2) Hands on hips, and feet sideways — place! Trunk 
 bending forward downward — one! Two! Again — one! 
 Two! (See 4 (i), lesson 14, page 188.) 
 
 5. Precipitant. Hands on hips, place, and feet — close! 
 Jumping on the toes with alternate foot placing, forward 
 and backward, beginning right, with eight counts — go! 
 (Same as 5, lesson 14, page 188, except that the feet are in 
 the closed position at the start.) On the halt, the inner 
 borders of the feet should be together, which necessitates 
 the command : Hands and feet — position! 
 
 6. Breathing. Arm raising forward, with deep breath- 
 ing ^ one! Two! Again — one! Two! 
 
 LESSON XV 
 
 See Directions for Teaching the Lessons. 
 
 Clrar the desks ready for gymnastics. 
 Good gymnastic sitting position, 
 Stand ! 
 
 1. Order. Arms sideways, fling, and right foot sideways 
 — place! Hands and foot — position! Same left — one! 
 
FIFTH GRADE GYMNASTICS 237 
 
 Two! Repeat with eight counts, in this time: one, two, 
 three, foun alternating right and left — go! 
 
 2. Head. Hands on head and feet — close! Deep 
 breathing, with backward bending of head — one! Two! 
 Again — one ! Two ! 
 
 3. Leg. Hands on hips — place! Prepare for jump, in 
 this time: one, two, three, four — go! (See 3, lesson 8, 
 page 133.) The rhj^thm should be irregular. In the first 
 two movements, heel raising and knee bending are speedy ^ 
 while knee stretching and heel sinking are slow. 
 
 4. Arm. Arm bending upward, stretching backward and 
 sideways, with eight counts, in this time : one, two, three, 
 four — go! (Arm bent upward, before stretching sideways.) 
 
 5. Trunk. Good gymnastic sitting position 1 Catch the 
 feet in the desk irons near the floor. Hands on hips — place! 
 Trunk twisting to the right — one! Two! Same to the 
 left — three! Four! The twisting is performed as before, 
 except that the children are seated as described in 5, lesson 
 4, page 221. 
 
 6. Precipitant. Running to '' touch the branches." 
 
 7. Breathing. West Point breathing — one ! Two ! 
 Again — one ! Two ! 
 
 LESSON XVI 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Class, forward — march! Class, halt! Left 
 — face! Right — face! Half-left — face! Half-right — 
 face ! 
 
238 PHYSICAL TRAINING 
 
 2. Head. Arms forward, bend, and feet sideways — 
 place! Deep breathing with arm flinging sideways — one! 
 Two! Again — one! Two! A deep breath is taken as the 
 arms are flung to the sides. 
 
 3. Leg and Arm. Hands on hips and right foot sideways 
 
 — place! Knees — bend! Stretch! Hands and foot — 
 position! Again, with left — one! Two! Three! Four! 
 Repeat with eight counts in this time : one, two, three, four 
 
 — go! (Combination of 3, lesson 16, page 147, and 3, lesson 
 8, page 133.) 
 
 4. Trunk. Arms half-sideways, bend, and feet sideways 
 
 — place ! Trunk forward — bend! Raise! Arms sideways 
 
 — fling! Bend! Again — one! Two! Three! Four! The 
 arm flinging alternates with forward bending of the trunk. 
 
 5. Precipitant. Jump forward with two start steps in 
 this time: one, two, three, four — go! Two steps precede 
 the jump mstead of one. 
 
 6. Breathing. Arms upward, bend, and feet sideways — 
 place! Deep breathing with slow arm stretching sideways 
 
 — one! Two! Breathing is combined with the arm move- 
 ment. (See 4, lesson 2, page 171.) The arms are stretched 
 sideways instead of upward as in lesson 2. 
 
 FIFTH GRADE 
 GAMES 
 
 GOING TO JERUSALEM 
 
 Active, 
 
 Gymnasium or schoolroom. 
 ICh-60 players. 
 
 Gymnasium. A circle of stools is arranged with one fewer 
 than the number of players. An extra stool is placed in 
 the center of the circle on which one of the players stands, 
 
FIFTH GRADE GAMES 
 
 239 
 
 while the other players walk or skip about the outside of the 
 circle, as a march is played. When the march stops, all 
 of the players, including the one who is '^it^', run for the 
 stools and try to sit down. The one who is left without a 
 stool is "it^' for the next game, and must go and stand on the 
 stool in the center. The music begins again, and the game 
 goes on as before. 
 
 The pianist should play and stop at varying intervals so 
 the players will be kept on the alert. 
 
 Schoolroom, Certain seats may be marked in which the 
 children may not sit. Seats are added to this number each 
 time, until there is but one unmarked seat. The pupils 
 march up and down the aisles as they play the game. The 
 last player left is the winner of the game. If there is no 
 piano, the teacher may clap her hands or blow a whistle as a 
 signal to stop marching. 
 
 SCHOOLROOM DODGE BALL 
 
 Ball game. Active, 
 
 10-50 players. 
 
 Gas ball or volley ball. 
 
 The object of the game is the same as in Dodge Ball I 
 (see page 197), and the manner of playing it also the same. 
 The players are divided into two groups ; one forms a circle 
 about the outside of the room, while the second group 
 scatters about inside the circle among the seats. The seats 
 should be turned up so the pupils may dodge in and out 
 among them. A ball on the fly is the only throw that counts. 
 That is, a ball hitting a desk or the floor and then bounding 
 over and hitting a player does not put that player out. 
 The last player to remain in the circle is the winner, as in 
 Dodge Ball L 
 
240 PHYSICAL TRAINING 
 
 LAST MAN 
 Active. 
 Schoolroom. 
 10-60 players. 
 
 This game closely resembles Three Deep. The players 
 remain seated, with the exception of one who is chosen to be 
 the runner and another to be the chaser. 
 
 The game starts with the runner and the chaser some dis- 
 tance from each other. The chaser tries to catch the runner. 
 Should he succeed, they exchange places, and the runner 
 becomes the chaser and tries to tag the runner. The runner 
 may save himself by standing at the rear of any one of the 
 rows and shouting '* Last man !" This means that the pupil 
 in the front of that row is now the runner. As soon as both 
 runner and chaser are out of the aisle, the pupils move for- 
 ward one seat and leave a place in the rear for the last 
 man. The runner is not safe unless he calls ^^Last man !" 
 All pupils must be on the alert and watch to see when the 
 runner will call *'Last man." 
 
 As in all running games in the schoolroom, the pupils 
 who are seated must keep their feet out of the aisles. 
 
 GERMAN BAT BALL 
 
 Ball game. Active. 
 Playground or gymnasium. 
 S-40 players. 
 Basket ball or volley ball. 
 
 The size of the field depends on the number of players. 
 The average size is about fifty feet long and thirty feet wide. 
 The ground is divided so that one fourth of it at the end is 
 used for the batters and the remaining three fourths for the 
 fielders. On the batters' side, about three or four feet back 
 
FIFTH GRADE GAMES 
 
 241 
 
2^2 PHYSICAL TRAINING 
 
 of the dividing line, a batting line is drawn. Near the center 
 and back of the larger territory, there should be a tree or a 
 post of some sort around which the batters can run. 
 
 The players are divided into two teams, A's and B's. 
 The game starts with the A's batting, lined up beside the 
 batting line. The B's are scattered about the larger divi- 
 sion, not nearer than five feet to the post (Fig. 44). 
 
 The batters try to bat the ball across the division line, and 
 run through the enemy's territory from right to left, around 
 the post and back home. The team fielding catches the 
 ball and tries to hit the player who is running. If the 
 runner is hit, he is out. 
 
 Rules. Number one of Team A stands on the batting line, 
 bats the ball and runs around the post as described above. 
 A member of Team B catches the ball, or, if he cannot 
 catch, he picks it up; if he is near the runner, he throws it 
 and tries to hit him. If he is not near the runner, the ball 
 should be rapidly passed to a player who is, and the ball then 
 thrown at the runner. The player who throws the ball 
 may not hold it longer than three seconds, neither may he 
 step with the ball. The runner ma}^ dodge the ball in any 
 manner as long as he stays within the boundaries. Should 
 the batter fail to get the ball over the Hne on the first serve, 
 he has a second serve. If he fails on the second serve, he 
 loses his turn and does not bat again until all on his side have 
 batted. If a runner is hit, he is out for that inning, and no 
 score is made by either side. Three men out constitute an 
 inning, and then the sides change — the A's become fielders 
 and the B's batters. The number of innings to be played 
 should be decided upon at the beginning of the game. 
 
 Score. If a run is made by a batter (if he returns home 
 without being hit), one point is scored for his side. Should 
 a fielder walk with the ball, or hold it more than three seconds. 
 
FIFTH GRADE GAMES 
 
 243 
 
 a point is given to the batting side for each foul thus made. 
 The only side scoring is the batting side. 
 
 DUMB-BELL TAG 
 
 Active. 
 
 Playground^ gymnasium, or schoolroom. 
 
 6—4.0 players. 
 
 Dumb bell. 
 
 Playground or gymnasium. The players are scattered 
 about over the ground, with one player who is ''it" in the 
 center. The players pass a dumb-bell from one to the other, 
 while the one who is ''it" tries to tag the player who has the 
 bell. Should he succeed in doing this, the one tagged 
 ecomes it . 
 
 The players may move about freely, and may make the 
 game most interesting by appearing to pass the dumb-bell 
 in one direction and suddenly handing it in some other. 
 
 Schoolroom, The pupils stand, or remain seated. 
 
 BEAN-BAG PASS 
 
 Quiet, 
 
 Playground^ gymnasium, or schoolroom. 
 
 10-50 players. 
 
 Bean-bag — ball. 
 
 Playground or gymnasium. The players are divided into 
 two teams. Each team is divided into two lines which stand 
 facing each other. In each team, the players are given odd 
 numbers in one line and even numbers in the other line. 
 Number One in each team has a bean-bag which is placed 
 on the floor in front of him. At a signal, Number One picks 
 up the bag and throws it across to Number Two of his team. 
 Number Two throws it to Number Three and so on down the 
 
244 PHYSICAL TRAINING 
 
 line in zigzag fashion. When the bag reaches the end of the 
 Hne it is immediately passed back again in reverse manner 
 until Number One again has it. As soon as Number One 
 receives it, he holds it over his head in order that the teacher 
 may know which team first has the bag returned. 
 
 The team which gets the bag back to Number One first 
 scores one point. The number of points necessary to win 
 the game may be decided upon before starting to play. 
 Two bags may be used instead of one. As soon as Number 
 One has passed the first bag he picks up the second one and 
 passes it on down the line. The players at the end of the 
 line must have received both bags before any may be started 
 back to Number One. 
 
 Balls may be used instead of bean-bags, when playing 
 out of doors or in the gymnasium. 
 
 Schoolroom. Arrange the teams so there is one row of 
 seats between the two lines of each team. Use bean-bags 
 instead of balls. 
 
 BASTE THE BEAR 
 
 Jctive, 
 
 Playground or gymnasium, 
 10-40 players. 
 
 Two players are chosen . One is to be the bear who sits 
 on a stool in the center; the second is to be the keeper who 
 must guard the bear. The remaining players form a circle 
 about the bear and his keeper. The keeper must either keep 
 hold of the bear's hand or stay within a small circle drawn 
 about the bear. The players try to attack (baste) the bear 
 without being tagged. They may do this only when the 
 keeper calls, '' My bear is free ". If they tag the bear when 
 thi^ is not called, the player becomes the bear, the bear 
 becomes the keeper, and the keeper returns to the circle. 
 
FIFTH GRADE GAMES 245 
 
 If the bear or the keeper should tag a player, the exchange 
 described above is also made. 
 
 The keeper tries to protect the bear by dodging about and 
 keeping the players away. 
 
 SCHOOLROOM CATCH BALL 
 
 Active. 
 Schoolroom, 
 10-40 players. 
 Volley ball. 
 
 The class is divided into two teams, A and B. These 
 stand on opposite sides of the room, with two rows of desks 
 between them (neutral territory). 
 
 The game is started by the teacher who throws the ball 
 up between the two captains ; these stand in neutral terri- 
 tory, each facing his own goal. The teacher blows the 
 whistle when the ball is at its highest point in the air. The 
 captains try to catch the ball or to bat it over into their own 
 territory. The captain succeeding in this has first chance 
 to throw the ball. He does this from his own territory and 
 at a signal from the teacher. 
 
 Each team tries to throw the ball so that it will land on the 
 opponents' side. 
 
 Score. Each ball thrown by a team and landing on the 
 opponents' side, either floor or desk, counts one point for 
 the throwing side. A caught ball does not count for the 
 side catching it. 
 
 Fouls. Any foul counts one point against the side making 
 the foul. (i) Throwing ball into neutral territory; 
 (2) Slugging the ball; (3) Throwing with two hands. 
 
 Time. The game may be played in halves of from three 
 to ten minutes according to the time at the teacher's dis- 
 posal. 
 
2^6 PHYSICAL TRAINING 
 
 DODGE BALL II 
 
 Active, 
 
 Playground or gymnasium. 
 
 10-60 players. 
 
 Basket ball or volley ball. 
 
 A circle is marked on the ground about thirty to forty feet 
 in diameter. 
 
 Any number of players is divided into two teams. One 
 team stands around the circle. The other scatters about 
 inside the circle. 
 
 The circle team tries to hit the members of the central 
 team, who constantly try to avoid the ball. Any one hit 
 immediately steps outside of the circle and is out of the 
 game. The members of the center team do not retaliate 
 bv throwing the ball back at the other team. The center 
 team is the only side that scores, with one exception, ex- 
 plained under Score. 
 
 Ihe game is opened by the captain of the circle team. The 
 teacher blows the whistle and the captain throws the ball to 
 the center and tries to hit a member of the center team. 
 The whistle is blown each time a player is hit, and again for 
 the play to be resumed. 
 
 Rules. A player of the circle team must be outside the 
 circumference of the circle before he throws the ball. Other- 
 wise his throw, should he hit a player, does not count. If 
 the ball remains in the circle, a player may run in and get it, 
 but must immediately run outside the circle. The center 
 players simply try to dodge the ball in any manner as long 
 as they stay inside the circle. 
 
 If a ball hits two persons, the second person hit is not out. 
 
 Score. The game is played in halves of from five to ten 
 
 minutes. At the end of the first half the teams exchange 
 
FIFTH GRADE GAMES 247 
 
 places, the team outside going into the center, and the 
 center team playing outside the circle. 
 
 A point is scored for each man in the circle at the end of 
 the half. The team having the greatest number of points 
 at the end of the game is the winner. 
 
 The circle players score a point if a hit player does not 
 immediately leave the center of the circle when whistle is 
 blown for him to leave. 
 
 The ball should be passed rapidly among several players 
 who throw it at the center players when it is least ex- 
 pected. 
 
 CATCH A FISH 
 
 Active. 
 
 Playground or gymnasium, 
 
 10-60 players. 
 
 The ground is marked off with a goal at either end, one 
 for the fish, the other for the net. The players are evenly 
 divided into two groups. 
 
 At a signal the players exchange goals. The players who 
 form the net join hands, run forward, and try to encircle 
 as many fish as possible. The fish are not caught until the 
 net is closed (the end players join hands). All players who 
 are caught must assist that side. The groups go back to their 
 goals and continue the game, each becoming alternately 
 a net and then the fish, until one side has caught all the 
 players. 
 
 Note. The following games which have been previously 
 played may be repeated with pleasure. 
 
 Dodge Ball I. (See page 197.) 
 
 Tag. (See page loi.) 
 
248 PHYSICAL TRAINING 
 
 FIFTH GRADE 
 RHYTHMIC PLAYS 
 
 SELLENGER'S ROUND 
 
 (English) 
 
 Formation. Single circle, joining hands. 
 
 I. Measures 1-8. Eight running steps to the left, two 
 steps to a measure. Repeat to the right. The running step 
 is performed with considerable bending of the knees. 
 
 n. Measures 9-12. Drop hands and advance toward the 
 center with four running steps, hands swinging carelessly 
 at the sides. Retire to place with four running steps. 
 
 Measures 13-16. Join hands, repeat, advancing to the 
 center with arms held diagonally forward and upward 
 (Fig. 45). Retire to place with four running steps, bending 
 the body forward and lowering arms. 
 
 Measures 17-18. Partners face. Balance to partners as 
 follows : Step toward center of circle with sHght knee bend- 
 ing, bring outside foot to inside foot, raise and sink heels. 
 Repeat, stepping toward outside of circle. 
 
 Measures 19-20. Turn single. Turn toward the inside 
 of the circle with four running steps (good bending of knees 
 on the turn), and face the front. 
 
 in. Measures 1-8. Repeat I, above. 
 
 Measures 9-12. Break the circle and form two Hnes 
 while advancing with four running steps. Retire, arms 
 swinging carelessly at the side. 
 
 IV. Measures 13-16. Join hands and advance with 
 raised arms. Retire with arms lowered. 
 
 Measure 17-20. Balance to partners and turn single. 
 
 Measures 1-8. Finish with I. 
 
FIFTH GRADE RHYTHMIC PLAYS 
 
 249 
 
 Sellenger^s Round 
 
 Old Engrlish 
 
 Arr. by Ethel S.Drummond 
 
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250 
 
 PHYSICAL TRAINING 
 
FIFTH GRADE RHYTHMIC PLAYS 
 
 251 
 
 TANTOLI 
 
 (Swedish) 
 
 Formation. A double circle, partners facing forward with 
 inside hands joined. Boys place their hands on their hips, 
 while the girls take hold of their skirts. 
 
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 I. Measure i. Place outside heel forward, with toe up, 
 allowing the body to incline backward. Place the toe of the 
 outside foot backward, and incline the body forward. 
 
 Measure 2. Starting with the outside foot, take three 
 short running steps forward. 
 
 If desited, the finished polka step may be used, instead 
 of the running step. (See I, Clap Dance, page 257.) 
 
 Measures 3-4. Repeat the above movements, starting 
 with the inside foot. 
 
 Measures 1-4. Repeat the entire movement, starting 
 with the outside foot. 
 
 II. Measures 5-8. Same as in Bleking, II, page 253. 
 
252 
 
 PHYSICAL TRAINING 
 
 POP GOES THE WEASEL 
 
 Formation. Double circle. Partners facing, inside hands 
 joined. Outside hands on hips. Boys on the inside of the 
 circle. 
 
 Boy's part is described ; girl's, counterpart. 
 
 Pop Goes The Weasel 
 
 Arr.by Fannie Robertson 
 
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 I. Measures 1-2. Step to the left in line of direction, 
 and make a peasant curtsey, bending the body to the left. 
 (See Trixie Polka, page 201.) Repeat to the right. 
 
 Measures 3-4. Four slides to the side, around the circle, 
 starting with the left foot (in Hne of direction). 
 
 Measures 5-6. Face forward. Take four walking steps 
 
FIFTH GRADE RHYTHMIC PLAYS 253 
 
 forward, starting with the right (inside) foot, and face part- 
 ner at the end. 
 
 Measures 7-8. Girl steps to the side on left (inside) foot 
 and turns under boy's hand. Boy does not release grasp. 
 
 Measures 1-8. Repeat from the beginning. 
 
 II. Measures 9-16. Join hands ; arms raised to shoulder 
 level. Two step to the end of the strain thus : Boy goes 
 backward, and girl goes forward ; slide backward on the left 
 foot, bring the right up to it, and slide on the left; repeat, 
 sliding on the right. This should be practiced forward 
 in circle formation about the room, then practiced back- 
 ward. Later put couples together. 
 
 Repeat the play from the beginning. 
 
 BLEKING 
 
 (Swedish) 
 
 Formation. Partners stand in a single circle, facing each 
 other. 
 
 Boy's part is described ; girl's, counterpart. 
 
 I. Measure i. Spring, and place the right heel forward. 
 (For position of the feet see Fig. 78.) Swing the right arm 
 forward in front of partner's shoulder; at the same time 
 swing left arm back. Then change arms and feet. 
 
 Measure 2. Make three quick changes of arms and feet. 
 Measures 3-4. Repeat above movements, starting with 
 the left foot. 
 
 Measures 5-8. Repeat the entire movement. 
 
 II. Measures 9-16. Partners join both hands and take six- 
 teen hop waltz steps around the circle. Step on the right 
 foot, sway the body to the right, and hop ; step on the left, 
 sway the body to the left, and hop (one measure). The 
 arms are pumped up and down as this step is taken. 
 
254 
 
 PHYSICAL TRAINING 
 
 Bleking" 
 
 Swedish 
 
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FIFTH GRADE RHYTHMIC PLAYS 
 
 255 
 
 The players may take this step in place without turn- 
 ing, or they may advance (boys going backward and girls 
 forward) two steps, and then turn. 
 
 FINNISH REEL 
 
 Formation. Two rows, with partners facing. The boys 
 stand in one row and the girls in the other. The hands are 
 placed on the hips. 
 
 FinnisL Reel 
 
 Finnish 
 
 Moderate fast 
 
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 I. Measure i. Hop on the right foot ; at the same time 
 touch the toe of the left foot to the floor with the heel raised. 
 The toe is turned in. Hop on the right foot and touch the 
 left heel to the floor. The foot is turned out. 
 
256 
 
 PHYSICAL TRAINING 
 
 Measure 2. Spring to the left foot and touch the 
 right toe to the floor with toe turned in. Hop on the left 
 foot, and touch the right heel to the floor with foot turned out. 
 
 Measures 3-8. Repeat above step, alternating right and 
 left. 
 
 II. Measures 9-10. All step forward with the left foot, 
 stamp the right foot, and bring the feet together. Repeat, 
 stepping back on the right and stamp the left. 
 
 Measures 11-12. Repeat step, forward and back. 
 
 Measures 13-14. Take four running steps forward to 
 partner's place. Turn and face partner on the fourth step. 
 Pass partner on the right. 
 
 Measures 15-16. Repeat, returning to own place. 
 
 THE CRESTED HEN 
 
 Formation. This is done in groups of threes, each consist- 
 ing of one boy and two girls, or two boys and one girl. The 
 groups stand in circle formation. 
 
 The Crested Hen 
 
 Swedish 
 
 Allegretto 
 
 Arr. by Ethel S.Drummond 
 
 ^E 
 
 m 
 
 m 
 
FIFTH GRADE RHYTHMIC PLAYS 257 
 
 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. 
 
 CLAP DANCE 
 
 (Klappdans) 
 
 Formation. A double circle, partners facing forward with 
 inside hands joined. The boy stands on the inside of the 
 circle. Both place outside hands on hips. 
 
 I. Measure i. Both start with the outside foot and polka 
 step forward, turning slightly toward each other, at the same 
 time swinging the arms backward and upward. 
 
 The polka step is performed as follows : Hop on the right 
 (left) foot, place the left (right) foot forward, transferring 
 
258 
 
 PHYSICAL TRAINING 
 
 Clap Dance 
 
 Klappdans 
 
 Swedish 
 
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 weight to it ; bring right (left) foot up to the left (right), 
 transfer the weight onto it, and step forward on the left (right) . 
 
 Measure 2. With inside foot (right), polka step forward, 
 turning slightly away from partner; at the same time swing 
 the arms forward and somewhat upward. 
 
 Measures 3-8. Repeat the polka step around the circle, 
 swmging the arms forward and backward. 
 
 Measures 1-2. Partners do the heel and toe polka as de- 
 scrdud in I, Tantoli. 
 
 Measures 3-8. Repeat heel and toe polka around the 
 circle. At the end of the step, partners release hands and 
 face each other. 
 
FIFTH GRADE RHYTHMIC PLAYS 259 
 
 II. Measure 9. Partners bow to each other; the boy 
 keeps his hands on his hips and bends forward from the 
 waist. The girl makes peasant curtsey : touches left foot 
 behind right heel, bends both knees, then stands erect. 
 
 Measure 10. Each player claps own hands three times. 
 
 Measures 11-12. Same as measures 9-10. 
 
 Measure 13. Partners clap right hands together, then 
 clap own hands together. 
 
 Measure 14. Partners clap left hands together, then clap 
 own hands together. 
 
 Measure 15. Partners make a complete turn to the left 
 and face each other. 
 
 Measure 16. Partners place hands on hips and make three 
 stamps in place, starting with the right foot. 
 
 Measures 9-12. Same as before. 
 
 Measure 13. Partners each place right elbow on back of 
 left hand and shake the forefinger three times. 
 
 Measure 14. Repeat, shaking the left forefinger. 
 
 Measure 15. Same as before. 
 
 Measure 16. Partners place hands on hips, take three 
 stamps as before, starting with the right foot. 
 
 If desired, partners may be changed at the end of the six- 
 teenth measure by having the boy step back and take the 
 girl behind him for a new partner. 
 
SIXTH GRADE 
 GYMNASTICS 
 
 LESSON I 
 
 All exercises written for the right side should be given 
 the same number of times on both sides. 
 
 Each movement should be finished, and the body brought 
 back to the correct fundamental standing position before 
 the next exercise is given. 
 
 Aims. Educational, corrective, and hygienic aims should 
 be apparent in every gymnastic lesson. Educational effect 
 is secured in mental alertness and in prompt response to 
 command. Corrective eflFect is sought by stimulation of 
 good habits of posture. Hygienic effect is produced by 
 deepened breathing and quickened circulation. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Left — face! Right about — face! Half- 
 left — face! Give the commands at irregular intervals and 
 keep the pupils alert. (See 1 (2), lesson 14, page 143; also 
 1, lesson 8, page 133 ; and 1, lesson i, page 216.) The chil- 
 dren should have acquired form and speed, so that it will 
 probably be unnecessary to precede the commands with 
 admonitions as to rhythm. (Fig. 24.) 
 
 2. Head. Arms sideways — raise! Deep breathing with 
 turning of the palms — one! Two! Again— one! Two! 
 
 260 
 
SIXTH GRADE GYMNASTICS 261 
 
 A deep breath is taken at the same time that the palms are 
 rotated upward. (See 2 (2), lesson 3, page 123; also 2, 
 lesson 7, page 131 ; also Fig. 13.) 
 
 3. Leg and Arm. Arms forward — raise! Arm parting, 
 with quick knee bending (heels off floor) — one! Two! 
 Repeat with eight counts, in this time: one, two — go! 
 (See 4, lesson 14, page 143.) 
 
 4. Trunk. Hands on hips — place! Stooping, touching 
 finger tips to the floor — one! Two! Repeat with eight 
 counts, in this time: one! two! — go! (See 4, lesson i, 
 page 169.) 
 
 5. Precipitant. Hands on hips — place! Jumping on 
 the toes, with alternate foot placing forward and backward, 
 with eight counts, beginning right — go! (See 5, lesson 14, 
 page 188.) 
 
 6. Breathing. West Point breathing — one! Two! 
 Again — one! Two! (See 7, lesson 4, page 125.) 
 
 LESSON II 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Arms upward — bend! Heels raise and arms 
 downward — stretch ! Heels sink and arms — bend ! 
 Again — one! Two! Repeat with eight counts, in this 
 time: one, two — go! On the eighth count the arms are 
 bent and heels are lowered. Be sure to bring the arms down 
 to fundamental position with the quick, crisp command 
 "Position! '' at the end of the movement. (See Fig. 11 ; 
 also 4, lesson 4, page 125 ; and 3, lesson 2, page 119.) 
 
262 PHYSICAL TRAINING 
 
 2. Head. Hands on head, and feet sideways — place! 
 This is a combination of 4 (2), lesson 6, page 129, and 3 
 (i), lesson I, page 116.) With a deep breath, head backward 
 
 — bend! Raise! Arms sideways — fling! (See Fig. 13.) 
 Hands on head — place! Again — one! Two! Three! 
 Four! The arm flinging alternates with the breathing. 
 The arm flinging is quick while the breathing is slow. 
 
 3. Leg. Hands on hips — place! Heels — raise! 
 Knees — bend! Stretch! Heels — sink! Again — one! 
 Two! Three! Four! Repeat with twelve counts, in this 
 time: one, two, three, four, ready — go! (See 3, lesson 8, 
 page 133; and 3, lesson 8, page 180.) Use admonitions. 
 
 4. Arms. Arms half-sideways — bend! (See 4 (i), les- 
 son 7, page 226.) Arms, slowly, upward — stretch! Bend! 
 Again — one! Two! This is a pushing movement. The 
 bending is quick. (See Fig. 41 ; also 4, lesson 6, page 177.) 
 
 5. Trunk. Arms upward, bend, and feet sideways — 
 place! (See 2 (i), and 3 (i), lesson i, page 116.) Trunk for- 
 ward — bend! Head to the left — twist! To the right — 
 twist! Same to the left — one! Two! Again — one! Two! 
 Three! Four! Trunk — raise! Jump — position! (See 
 5, lesson 4, page 125, and 2, lesson 12, page 140.) 
 
 6. Precipitant. Class, mark time — mark! Running in 
 place — go! Class, halt! (See 5, lesson 3, page 123 ; also 6, 
 lesson 1 5, page 145.) As soon as '' Go! '' is given, the pupils 
 run lightly on the toes, pulling the knees well up. Two counts 
 are used for the halt, and the children run in place, bringing 
 the feet together on the second count. 
 
 Admonition. 
 
 Head erect; mouth closed. 
 
 7. Breathing. Arm raising sideways with deep breathing 
 
 — one! Two! Again — one! Two! (See 2, lesson 5, 
 page 128.) 
 
SIXTH GRADE GYMNASTICS 263 
 
 LESSON III 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Right, face, and one side step to the left — 
 march! Right, face, and one step backward — march! 
 Left, about, face, and one step forward — march! (See 1, 
 lesson 5, page 128; also 1 (2), lesson 2, page 217.) 
 
 2. Head. Arms forward — bend! (See 4, lesson 2, 
 page 119.) Deep breathing with backward bending of the 
 head — one! Two! Again — one! Two! Watch the po- 
 sition of the arms, and see that the hands are pulled well 
 apart. 
 
 3. Leg and Arm. Arms upward, bend, and right foot 
 sideways — place! Arms sideways, stretch, and heels — 
 raise! Arms bend, and heels — sink! Hands and foot — 
 position! Same with the left — one! Two! Three! Four ! 
 Repeat with eight counts, alternating right and left, in this 
 time: one, two, three, four — go! The arms are quickly 
 bent, as the foot is placed two foot-lengths to the side. 
 (See 3, lesson 4, page 126.) The arms are stretched sideways 
 (Fig. 13), and at the same time the heels are raised. The 
 arms are bent and the heels are lowered. The hands and 
 foot are returned to position. 
 
 Admonitions. 
 
 Shoot the arms out to the side. 
 Finish each part of the movement. 
 
 4. Arm. Arm bending upward, stretching forward, bend- 
 ing upward, stretching downward — one! Two! Three! 
 Four! Repeat in this time: one, two, three, four — go! 
 Stop! (See 4, lesson 14, page 143.) 
 
264 PHYSICAL TRAINING 
 
 5. Trunk. Hands on head, and feet sideways — place! 
 (See Fig. 21 ; also 4 (2), lesson 6, page 129.) Trunk forward 
 
 — bend! Raise! Again — one! Two! 
 
 Admonitions. 
 
 Heads up. 
 Arms well hack. 
 
 6. Precipitant. Jump in place with side flinging of the 
 arms, making a half-turn — one! Two! Three! (See 6, 
 lesson 5, page 223 ; also 6, lesson 10, page 230.) 
 
 7. Breathing. Hands on hips — place! Deep breathing, 
 with backward bending of the head — one! Two! Again 
 
 — one! Two! 
 
 LESSON IV 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Alternate rows face the back of the room. 
 Class, forward — march! Class, halt! Left about — face! 
 Class, forward — march! Have the class march serpentine 
 fashion up and down the aisles. Give commands at irregular 
 intervals. For marching, see 1, lesson 3, page 123. 
 
 2. Head. Hands on hips, and right foot forward — 
 place! For foot placing see 3, lesson 9, page 135. Head 
 backward — bend! Raise! Hands and foot — position! 
 Same with the left — one! Two! Three! Four! See thai 
 the pupils breathe deeply. 
 
 3. Leg and Arm. Arms forward — bend! Quick knee 
 bending with arm flinging sideways — one! Two! Repeat 
 with eight counts, in this time: one, two — go! (See 4, 
 
SIXTH GRADE GYMNASTICS 265 
 
 lesson 2, page 119; also 3, lesson 8, page 133.) The arm 
 flinging and the knee bending are combined^ and are executed 
 in quick time, 
 
 4. Trunk. Hands on hips — place! Alternate knee up- 
 ward bending, beginning right, in this time : one, two — go! 
 Class, halt! Two movements are made after the command, 
 " Halt! " as in marching. (See 4, lesson 4, page 174; also 
 Rhythm, in Directions for Teaching the Lessons.) Use 
 '' Stop! " if the rhythm is poor. The movement may be 
 repeated from eight to ten times at a stretch as the teacher 
 may wish. Note that the leg movement alternates. (A 
 one-count movement. See 4, lesson i, page 216.) 
 
 5. Precipitant. Jumping on toes, with foot placing side- 
 ways and together, and clapping hands over the head, with 
 eight counts, in this time : one! two! — go! (See 6, lesson 
 14, page 143.) The hands are raised sideways and upward, 
 clapped over the head as the feet spring apart, and brought 
 to fundamental position as the feet are returned and placed 
 together. 
 
 6. Breathing. West Point breathing — one ! Two ! 
 Again — one ! Two ! 
 
 LESSON V 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Hands on hips — place! Quick knee bend- 
 ing (heels off floor) — one! Two! Repeat in this time : one, 
 two — go! Stop! (See Rhythm, Directions for Teaching 
 the Lessons.) The work is repeated from eight to twelve 
 
266 PHYSICAL TRAINING 
 
 times and '' Stop! '' is used at any time the teacher 
 wishes. 
 Admonitions. 
 
 Keep together. 
 
 Backs erect. 
 
 Kyiees well out to the sides, 
 
 2. Head. Arms upward, bend, and feet sideways — 
 place! Head backward — bend! Raise! Arms sideways 
 — stretch! Bend! Again — one! Two! Three! Four! 
 
 3. Leg and Arm. With palms up, arms sideways — 
 raise! (Same as 4, lesson 9, page 135, except that the hands 
 are rotated outward at beginning of the movement.) Arm 
 raising upward, with heel raisings one! Two! Continue, 
 in this rhythm: one, two — go! Stop! Position! The 
 arms are raised to stretched position (Fig. 29), as the heels 
 are raised, and returned to shoulder level as the heels are 
 lowered. Use the command " Stop! " at irregular intervals. 
 If the class rhythm is poor give the exercise a stated number 
 of times as follows : Repeat with eight counts, in this time : 
 one, two — go! 
 
 4. Trunk. Arms upward — bend! Touching floor with 
 finger tips — stoop! Arms bend and knees — stretch! Arms 
 downward — stretch! Again — one! Two! Three! Four! 
 Repeat with eight counts, in this time : one, two, three, 
 four go! (Fig. 34.) Warn the children to finish each 
 movement, and to bend and stretch hard. 
 
 5. Precipitant. Hands in position for running — place! 
 Running in place — go! Class, halt! Use two counts for 
 the halt, and bring the arms and feet to the fundamental 
 position on the halt. 
 
 6. Breathing. Arm raising sideways with deep breathing 
 — one ! Two ! Again — one ! Two ! 
 
SIXTH GRADE GYMNASTICS 267 
 
 LESSON VI 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. With quick changes, hands on hips — place! 
 Hands on head — place! Again — one! Two! (See 4, 
 lesson 3, page 123.) Watch the posture, and warn the chil- 
 dren against hollow hacks, 
 
 2. Head. Arms upward — bend! With a deep breath, 
 head backward — bend! Raise! Hands on hips — place! 
 Arms upward — bend ! Again — one ! Two ! Three ! 
 Four! 
 
 3. Leg and Arm. Arms half-sideways, bend, and right 
 foot sideways — place! Heels — raise! Sink! Hands and 
 foot — position! Same to the left — one! Two! Three! 
 Four! Repeat with eight counts, in this time: one, two, 
 three, four — go! 
 
 4. Arm. Arms forward — raise! Swimming movement 
 — one! Two! Three! Continue in this time: one, two, 
 three — go! Stop! (See 4, lesson 10, page 230.) 
 
 5. Trunk. Hands on hips — place! Alternate leg fling- 
 ing sideways, beginning right, in this time: one, two — go! 
 Stop! (Same as 4, lesson 13, page 141.) 
 
 6. Precipitant. Hands on hips — place! Jumping on 
 the toes, with alternate foot placing forward and backward, 
 beginning right — go! Class, halt! On the halt the feet 
 are brought to parallel position. 
 
 7. Breathing. Hands on hips — place! Deep breathing, 
 with backward bending of head — one! Two! Again — 
 one! Two! 
 
268 PHYSICAL TRAINING 
 
 LESSON VII 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Hands on hips, and right foot backward — 
 place! Hands and foot — position! Same with the left — 
 one! Two! Repeat with eight counts, alternating right 
 and left, in this time: one, two, three, four — go! (See 3 
 (2), lesson 15, page 145.) 
 
 2. Head. Arms forward — bend! Placing the hands on 
 head with deep breathing — one! Two! Again — one! 
 Two! The arms are placed on the head during inhalation, 
 returned to the chest on exhalation. 
 
 3. Leg. Hands on hips — place! Heel raising, knee 
 bending and stretching — one! Two! Three! Four! 
 (See 3, lesson 8, page 133.) 
 
 4. Arm. In this time : one, two, arms upward, bend, 
 and — stretch! Arms upward bend, and sideways — stretch! 
 Repeat, bending and stretching upward — one! Two! 
 Stretching sideways — three! Four! Repeat with four 
 counts — go! For arm stretching upward see 4 (2), lesson 
 8, page 180. From the stretch position (Fig. 29), the arms 
 are bent as in Fig. 11, and stretched to the sides (Fig. 13). 
 Give command, " Downward — stretch! " to bring the 
 arms to fundamental position. Hold each position a second^ 
 before going to the next. 
 
 5. Trunk. Hands on hips — place! Kneeling on the 
 right knee — one! Trunk bending to the right — two! 
 Raising — three! Standing — four! Repeat, kneeHng on 
 the left — one! Two! Three! Four! (See 3, lesson 12, 
 page 232; also 5, lesson 10, page 137.) 
 
SIXTH GRADE GYMNASTICS 
 
 269 
 
 6. Precipitant. Hands on hips — place! 
 Left foot crosswise — place! Jumping 
 on the toes, with alternate foot placing 
 forward and back — go! Class, halt! 
 The left heel is placed directly in front 
 of the right toe. In the jump the feet 
 cross slightly, so that they are directly 
 in line with each other. The feet are 
 brought together on the halt. (Fig. 
 
 46.) 
 
 7. Breathing. West Point breathing 
 — one ! Two ! Again — one ! Two ! 
 
 
 Fig. 46. — Left foot 
 crosswise — place ! 
 
 LESSON VIII 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order, (i) Right — face! Left — face! Left about 
 
 — face! 
 
 (2) Hands on hips — place! Touch step forward and 
 sideways, beginning right — one! Two! Three! Four! 
 Same to the left — one! Two! Three! Four! Repeat 
 in this time : one, two, three, four, alternating right and left 
 
 — go! (See 1, lesson 14, page 188; also 1 (2), lesson 12, 
 page 232.) 
 
 2. Head. Arms sideways — raise! Arm raising side- 
 ways upward, with deep breathing — one! Sinking to 
 horizontal — two! Again — one! Two! (Figs. 13 and 29.) 
 
 3. Leg. Hands on hips — place! To the right — lunge! 
 Foot — replace! Same to the left — one! Two! The foot 
 
270 
 
 PHYSICAL TRAINING 
 
 is lifted about two inches and placed three foot-lengths to 
 the side ; at the same time the knee is bent, while the body 
 
 remains erect and the other leg is 
 
 stretched. (Fig. 47.) 
 Admonitions. 
 
 Body erect. 
 
 Both feet on the floor. 
 
 4. Arm. Arm bending and 
 stretching upward and downward, 
 four counts, in this time : one, two, 
 three, four — go! Continue in the 
 same time — go! Stop! Use ''Stop!" 
 at irregular intervals so that the 
 children will be kept on the alert and 
 do the work to the fullest extent. 
 (See 4, lesson 10, page 182.) 
 
 5. Trunk. Hands on hips — 
 place! Alternate knee bending upward, m this time: one, 
 two, beginning right — go! Stop! (A one-count move- 
 ment.) 
 
 6. Precipitant. Jump m place with side flinging of arms, 
 making a half-turn — one! Two! Three! 
 
 7. Breathing. Hands on hips — place! Chest raising — 
 one! Two! Again — one! Two! 
 
 LESSON IX 
 Sec Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gy^nnastic sitting position. 
 Stand! 
 
 1. Order. Alternate rows face the back of the room. 
 Class, forward — march! Class, halt! Class, backward — 
 
 Fig. 47. 
 
 — To the right - 
 lunge ! 
 
SIXTH GRADE GYMNASTICS 27 1 
 
 march! Left — face! Right — face! Short steps are 
 taken in marching backward. 
 
 2. Head. Arms forward — bend! Head to the right — 
 twist! Head backward — bend! Raise! Again to the left 
 — one! Two! Three! Four! (See 2, lesson 12, page 140.) 
 
 3. Leg and Arm. Arms half-sideways, bend, and right 
 foot sideways — place! Heels — raise! Sink! Hands and 
 foot — position! Same to the left — one! Two! Three! 
 Four! Repeat with eight counts, alternating right and left, 
 in this time: one, two, three, four — go! 
 
 Admonitions. 
 
 Arms at shoulder level. 
 
 Right angle at the elbow. 
 
 Pause between the parts of the movement. 
 
 Lift the feet. 
 
 4. Arm. Arm circling, clapping right hand over left — 
 one! Two! Repeat with eight counts, in this time: one, 
 two! — go! Repeat, clapping left over rights— go! The 
 arms are raised sideways upward to position over the head ; 
 the palm of the right hand lightly claps the back of the left. 
 On the return movement, the arms sink sideways downward 
 to the sides. This should be a quick movement. Do not 
 allow the hands to clap at the sides. 
 
 5. Trunk. Arms upward, bend, and feet — close! Trunk 
 to the right — bend! Raise! Same to the left — one! 
 Two! Again — one! Two! Three! Four! For position 
 of arms and feet, see 2 (2), and 3 (2), lesson i, page 116.) 
 
 6. Precipitant. Hands in position for running — place! 
 Running in place — go! Class, halt! 
 
 7. Breathing. Arms sideways — raise! Deep breathing, 
 with turning of the hands — one! Two! Again — one! 
 Two! 
 
272 PHYSICAL TRAINING 
 
 LESSON X 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Hands on head, and right foot sideways — 
 place! Hands and foot — position! Same with left — one! 
 Two! Repeat with eight counts, alternating right and left, 
 in this time : one, two, three, four — go! (See 4 (2), lesson 
 6, page 129, also 3 (2), lesson 4, page 125.) 
 
 2. Head. Arms upward, bend, and right foot forward 
 
 — place! With a deep breath, head backward — bend! 
 Raise! Hands and foot — position! Same with the left — 
 one! Two! Three! Four! (See 3, lesson 6, page 129, for 
 foot placing.) 
 
 3. Leg and Arm. Arms forward — raise! Arm parting, 
 with quick knee bending — one! Two! Continue in this 
 time, one! two — go! Stop! Again — go! Stop! 
 Position! 
 
 4. Trunk, (i) Hands on hips, and feet sideways — 
 place! 1'runk to the right — twist! Forward — twist! 
 Same to the left — one! Two! Again — one! Two! 
 Three! Four! (See 4, lesson 15, page 145.) 
 
 (2j Arms forward, bend, and feet sideways — place! 
 Trunk forward — bend! Raise! Again — one! Two! 
 Use admonitions, (See 4 (2), lesson 2, page 119.) 
 
 5. Precipitant. Jumping on the toes, with foot placing 
 sideways and together, and hands clapping over the head — 
 go! Class, halt! Two counts for the halt. 
 
 6. Breathing. Deep breathing, with arm circumduction 
 
 — one! Two! Three! Again — one! Two! Three! 
 
• SIXTH GRADE GYMNASTICS 273 
 
 (Same as 4, lesson 16, page 190, except that this is a three- 
 count movement.) At '' one! " the arms are raised for- 
 ward and upward. (Fig. 29.) At '' Two! " the arms sink 
 to shoulder level, palms up. At ^^ Three! " the palms are 
 turned, and the arms sink sideways and downward. The 
 inspiration occurs on '' one! " and the expiration on '' Two! '' 
 and ^' Three!" 
 
 LESSON XI 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Arm bending upward, with quick knee bend- 
 ing — one! Two! Continue in this time: one, two — go! 
 Stop! Arm and knee bending are combined. 
 
 2. Head. Arms sideways, raise, and right foot sideways 
 
 — place! With a deep breath, head backward — bend! 
 Raise! Hands and foot — position! Same with the left 
 
 — one! Two! Three! Four! 
 
 3. Leg and Arm. Hands on hips, place, and to the right 
 
 — lunge! Hands and foot — position! Same to the left 
 
 — one! Two! To the right — three! Four! (Same as 
 in 3, lesson 8, page 269, except that the hands are moved as 
 the lunge is taken,) 
 
 4. Arms. In this time : one, two, arms upward, bend, 
 and backward — stretch! Arms upward, bend, and side- 
 ways — stretch! Repeat, with four counts, in this time: 
 one, two, three, four — go! Repeat with eight counts — go! 
 (See 4, lesson 5, page 175, also 4, lesson 5, page 223.) 
 The arms are stretched backward, and from this position 
 are stretched to the sides (shoulder level). 
 
274 PHYSICAL TRAINING 
 
 5. Trunk. Arms upward, bend, and feet sideways — 
 place! Trunk forward — bend! Raise! Arms upward — 
 stretch! Bend! Again — one! Two! Three! Four! 
 Watch the position of the back, and work for quick, forceful 
 stretching of the arms. 
 
 6. Precipitant. Alternate rows face the back of the room. 
 Hands in position for running — place! Running in place 
 - — go! Running around one row of seats — go! Run in 
 place on reaching seat. Class, halt! (Two rows of children 
 run around one row of seats.) 
 
 7. Breathing. Arms forward — raise! Arm parting 
 with chest raising — one! Two! Again — one! Two! At 
 '' Two! " the arms return to forward position. (Fig. 31.) 
 
 LESSON XII 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order, (i) Left hand on hip, right hand on head — 
 place! Hands — change! Again — one! Two! (Fig. 48.) 
 At the command '' Change! '' the left hand is placed on the 
 head, and the right hand on the hip. 
 
 ii) Class, left face, and one side step to the left — march! 
 Right, face, and one step forward — march! Left about 
 face, and one step backward — march! Use admonitions 
 to improve the rhythm and the posture. 
 
 2. Head. Hands on head, place, and feet — close! 
 With deep breathing, head backward — bend! Raise! 
 Arms sideways — flmg! Hands on the head — place! 
 Again — one! Two! Three! Four! 
 
SIXTH GRADE GYMNASTICS 
 
 275 
 
 3. Leg. Arms upward, bend, and feet sideways — place! 
 With heels on the floor, knees — bend! Stretch! Again -^ 
 one! Two! Continue bending and stretching in this time : 
 one, two — go! Stop! The heels are kept on the floor 
 throughout the en- 
 tire movement. 
 
 4. Arm. In -this 
 time : one, two (ir- 
 regular rhythm), 
 arms upward, bend, 
 and sideways — 
 stretch! Arms bend, 
 and downward — 
 stretch! Again with 
 four counts — go! 
 Repeat with eight 
 counts — go! Use 
 '' Stop! " at irreg- 
 ular intervals. (See 
 Directions for Teach- 
 ing the Lessons.) 
 
 5. Trunk. Hands 
 on hips, and right 
 foot forward — place! 
 Trunk to the right 
 
 — twist! Forward 
 
 — twist! Same to 
 the left — one! Two! 
 
 6. Precipitant, 
 ways 
 
 Fig. 48. 
 
 -Left hand on hip, right hand on head - 
 place ! 
 
 Again — one! Two! Three! Four! 
 Hands on hips — place! Right leg side- 
 raise! Jumping on toes, with alternate leg flinging 
 sideways, with eight counts, in this time: one, two — go! 
 A leap is made upon the right foot while the left foot is 
 swung to the side ; the weight is then transferred to the 
 
276 PHYSICAL TRAINING 
 
 left foot, and the right foot is swung to the side. This con- 
 tinues in rhythm somewhat quicker than march time. 
 
 7. Breathing. Deep breathing, with arm circumduction 
 — one! Two! Three! 
 
 LESSON XIII 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Arms forward — raise! Arm parting with 
 heel raising — one! Two! Again — one! Two! Con- 
 tinue in this time, one, two — go! Stop! (See 3, lesson 4, 
 page 174.) 
 
 2. Head. Arms half-sideways — bend! Deep breath- 
 ing, with backward bending of head — one! Two! Again 
 — one! Two! 
 
 3. Leg. Arms upward — bend! To the right — lunge! 
 Foot replace! Same to the left — one! Two! Repeat 
 with four counts, alternating right and left, in this time : 
 one, two, three, four — go ! 
 
 4. Arm. Arm bending and stretching upward, and bend- 
 ing upward and stretching downward with four counts, in 
 this time, one, two, three, four — go! Continue in the 
 same time — go! Stop! (Use irregular rhythm.) 
 
 5. Trunk. Arms upward, bend, and feet sideways — 
 place! Knees straight, touching floor with finger tips, trunk 
 forward bend! With bending of the arms, trunk — 
 raise! Jump — position! Again — one! Two! Three! 
 Four! With four counts, in this time : one, two, three, 
 four — go! The knees remain straight. 
 
SIXTH GRADE GYMNASTICS 277 
 
 Admonitions. 
 
 Heads up. 
 
 Knees straight. 
 
 Keep together. 
 
 Pull the arms in against the ribs. 
 
 6. Precipitant. Hands on hips — place! Left — face! 
 Jump to the right side — one! Two! Three! At " one! " 
 the knees are bent. At "Two!" a jump is taken to the 
 side, and the landing made with bent knees and heels raised. 
 At ''Three! " the body is brought to the erect position. 
 This should be repeated several times, alternating right and 
 left. 
 
 7. Breathing. Hands on hips, and feet sideways — 
 place! Deep breathing, with backward bending of head — 
 one ! Two ! Again — one ! Two ! 
 
 LESSON XIV 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order, (i) Arm bending upward, with quick knee 
 bending — one ! Two ! Again — one ! Two ! Continue in 
 this time : one, two — go! Stop! 
 
 (2) Arms half-sideways, bend, and right foot forward — 
 place! Hands and foot — position! Same with the left — 
 one! Two! Continue in this time: one, two, three, four, 
 alternating right and left — go! Stop! 
 
 2. Head. Arms upward, bend, and right foot sideways 
 — place! Head to the right — twist! With a deep breath, 
 head backward — bend! Raise! Again — one! Two! 
 
278 PHYSICAL training; 
 
 3. Leg and Arm. Arms forward — raise! Arms forward 
 upward, fling, and heels — raise! Arms horizontal, feet — 
 sink! Again — one! Two! Continue in this time: one, 
 two — go! Stop! The arms are flung forward and up- 
 ward to *' stretch " position over the head. (Fig. 29.) At 
 the same time the heels are raised. As the heels are lowered 
 the arms are returned to shoulder level. (Fig. 31.) Warn 
 the class against hollow backs as there will be a strong tendency 
 to tip back and place the weight on the heels. 
 
 Admonitions. 
 
 Stretch np with the arms. 
 Arms parallel^ at shoulder level. 
 Weight on forzVard part of foot. 
 
 4. Trunk. Hands on head, and feet sideways — place! 
 Trunk to the right — bend! Raise! Arms sideways — 
 fling! Bend! Same to the left — one! Two! Three! 
 Four! 
 
 Admonitions. 
 
 Arms well back. 
 
 Quick movement of the arms, three ! four ! 
 
 5. Precipitant. Alternate rows face the back of the room. 
 Mark time mark! Running around one row of seats, 
 (juick time — march! Four counts for the halt : class, halt! 
 The command, '' March'', should come on the right foot, so 
 that the first step in the run may be started with the left 
 foot. 1 he '' Halt! '' should come on the right foot ; four 
 short running steps are then taken and the feet brought 
 together on the fourth count. Have the pupils count as 
 the halt is taken. Start the run immediately at command. 
 Pull the knees well up in front. 
 
 6. Breathing. West Point breathing — one! Two! 
 Again — one! Two! 
 
SIXTH GRADE GYMNASTICS 279 
 
 LESSON XV 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Hands on hips — place! Alternate toe touch- 
 ing, forward and backward, beginning right — one! Two! 
 Three! Four! Continue in this time : one, two, three, four, 
 alternating right and left — go! Stop! The right foot, 
 with heel raised, is placed forward about two foot-lengths 
 on the first count, returned to fundamental position on the 
 second count, placed backward on the third count, and re- 
 turned to position on the fourth. 
 
 2. Head. Arms upward, bend, and right foot forward 
 outward — place! With deep breathing, head backward — 
 bend! Raise! Again — one! Two! For position of the 
 feet, see Fig. 27. 
 
 3. Leg and Arm. Arm sideways — raise! Hands — 
 turn! Arms upward, raise, and knees (heels ofF the floor) 
 — bend! Arms sink to horizontal, and knees — r stretch! 
 Again — one! Two! Repeat with four counts in this time : 
 one, two — go! Position! The arms are raised to '' stretch " 
 position as the knees are bent. At '' Position! " avoid having 
 the hands clap at the sides. 
 
 Admonitions. 
 
 Steady balance. 
 
 Heads up. 
 
 Knees turned well out. 
 
 4. Arm. In this time, one, two, three, four (irregular 
 rhythm), arm bending upward, stretching backward, side- 
 ways, and downward — go! Stop! 
 
28o PHYSICAL TRAINING 
 
 5. Trunk. On the right knee — kneel! Raising of arms 
 sideways and upward, palm of right hand Hghtly clapping 
 back of left, and trunk to the right — twist! Arms to 
 position, and trunk forward — twist! Again — one! Two! 
 The head turns toward the side which is twisted. Repeat 
 the exercise kneeHng on left knee. (See 3 (i), lesson 12, 
 page 232.) 
 
 6. Precipitant. Hands on hips — place! Right leg side- 
 ways — raise! Jurhping on toes, with alternate leg flinging 
 sideways, in this time: one, two — go! Class, halt! Two 
 counts are allowed for/ the halt. The feet are brought 
 together on the second count. 
 
 7. Breathing. Arms forward — bend! Deep breathing, 
 with backward bending of head — one! Two!- Again — 
 onef Two! 
 
 LESSON XVI 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Goad gymnastic sitting position. 
 Stand ! 
 
 1. Order. Arms forward, bend, and feet sideways — 
 place! Alternate heel and toe raising, in this time: one, 
 two, three, four, beginning right — go! Stop! (See 3, 
 lesson 3, page 219.) 
 
 2. Head. Hands on head — place! With deep breath- 
 ing, head backward — bend! Raise! Arms upward — 
 stretch! Hands on the head — place! Again — one! Two! 
 Three! Four! 
 
 3. Leg and Arm. Arms upward, bend, and right foot 
 sideways — place! Arms sideways, stretch, and knees — 
 bend! Arms bend, and knees — stretch! Hands and foot 
 
SIXTH GRADE GAMES 28 1 
 
 — position! Same with the left — one! Two! Three! 
 Four! Repeat with eight counts, alternating right and left, 
 in this time: one, two, three, four — go! The heels remain 
 on the floor during the knee bending. 
 
 4. Arm. In this time : one, two, three, four (irregular 
 rhythm) arm bending and stretching upward and bending 
 and stretching downward — one! Two! Three! Four! 
 Continue in same time : one, two, three, four — go! Stop! 
 
 5. Trunk, (i) Arms half-sideways — bend! Trunk for- 
 ward — bend ! Raise ! Again — one ! Two ! 
 
 (2) Hands on hips — place! Alternate knee bending 
 upward in this time: one, two, beginning right — go! 
 Class, halt! (A one-count movement.) 
 
 6. Precipitant. Left — face! Jump to the right — one! 
 Two! Three! At " one! " swing the arms slightly to the 
 left as the knees are bent. At '^ Two! " swing the arms to 
 the right, as the jump to the right is taken, and on landing 
 bring the arms to position. At '' Three! " stand erect. 
 
 7. Breathing. Deep breathing with arm raising sideways 
 
 — one ! Two ! Again — one ! Two ! 
 
 SIXTH GRADE 
 
 GAMES 
 
 BOMBARDMENT 
 
 Active. 
 
 Playground or gymnasium, 
 
 8-100 players. 
 
 Basket balls or volley ballsy Indian clubs. 
 
 The ground is divided into two equal parts by a line 
 which is drawn across the center of the field. As many 
 Indian clubs as there are players on a team are placed in a 
 
282 PHYSICAL TRAINING 
 
 row at the rear of each division. The clubs should not be 
 nearer together than two feet; if necessary, two rows may 
 be set up with each club in one row opposite a space in the 
 next row. 
 
 The players are divided into two teams, and they scatter 
 promiscuously about their own territory in front of their 
 clubs and behind the division line. There should be several 
 balls used when the number playing is large. At the start 
 each team has the same number of balls. 
 
 The object of the game is to overturn as many clubs as 
 possible on the opponents' side. As soon as the whistle 
 blows the players who hold the balls throw at the opponents' 
 clubs. Any player who can then get a ball throws it back 
 at the opponents' clubs, trying to overturn them. There is 
 no stated throwing order; each player throws whenever 
 he can secure a ball. Each player is a thrower and a guard 
 on his own team. A ball which is thrown at the wall may 
 rebound and knock down a club. A club knocked down in 
 this way scores a point. No player may step across the 
 center line. 
 
 One point is scored for the side which knocks down a club. 
 A club overturned by a player on his own side scores a point 
 for the opponents. The game is played in ten- to twenty- 
 minute halves. The side wins which has the largest number 
 of points at the end of the last half. 
 
 HAM, HAM, CHICKEN, HAM, BACON 
 
 Active. 
 
 Playground or gymnasium. 
 
 lo-jo players. 
 
 The ground is divided by two parallel lines, making a 
 central division about forty to fifty feet in width. The 
 
SIXTH GRADE GAMES 283 
 
 players are divided into two groups and stand at the sides 
 of the center space. One player is chosen to be ^*it" and 
 stands in the center. He calls ''Ham, ham, chicken, ham, 
 bacon ". When the word ''bacon" is spoken, all the players 
 must change sides. 
 
 The center player tries to tag as many people as possible. 
 All those caught must stay in the center and assist him in 
 the tagging. Any person who starts to run before the word 
 "bacon" is uttered, is considered tagged, and must go to the 
 center and assist in catching the other players. The com- 
 plete phrase must be spoken in order to count, not merely a 
 part of it. 
 
 No player except the first should call out the words. Any 
 player obeying a false signal is tagged. 
 
 The first one to be caught is "it" in the next game. 
 
 This game is often played under the name of "Black 
 Tom". In this case the words "Black Tom" are repeated 
 three times, instead of those above. 
 
 RABBIT RACE 
 
 Active. 
 
 Playground or gymnasium. 
 
 10-50 players. 
 
 A starting line is drawn ; and parallel with this, at a dis- 
 tance of thirty or forty feet, a finish line is drawn. The 
 players are divided into teams who compete against each 
 other. They line up in file formation. The leaders stand 
 with their fingers on the starting line. At a signal from the 
 teacher, the leaders go backward on all fours and make for 
 the finish line. The player reaching the line first scores a 
 point for his side. At a signal the second players in the 
 row proceed as did the first players. This continues until 
 all have crossed the finish line. 
 
284 PHYSICAL TRAINING 
 
 The side having the largest score at the end of the game is 
 the winner. 
 
 LINE BALL 
 
 Ball game. Active, 
 Schoolroom, 
 10-60 players. 
 Beafi'bags or gas balls, 
 
 A Hne is drawn across the front of the room a foot or 
 more from the blackboard. A second line is drawn across 
 the front of the room in line with the front row of desks. 
 
 A leader is chosen from each row, who stands toeing the 
 line nearest the blackboard while he faces his row. There 
 should be an even number of pupils in each row. At a 
 signal, the first pupil in each row rises, stands toeing the line 
 by the desk, and the leader tosses the ball to the player, who 
 tosses it back to the leader, and immediately sits. The last 
 is a signal for the next pupil to run forward, toe the line, and 
 continue the tossing. This goes on until the leader has 
 thrown to all in his row. As soon as this has occurred, he 
 runs to the line by the desk and holds up the ball. The 
 Hne to do this first, wins the game. 
 
 BEAST, BIRD, FISH j 
 
 Quiet, 
 
 Playground or gymnasium. 
 10-30 players. 
 Knotted handkerchief. 
 
 The players stand grouped about in a circle. One player 
 who is **it" stands in the center and throws a knotted 
 handkerchief to a player in the circle, saying '"Beast, Bird, 
 Fish", and repeating some one of the three names again, 
 e,g, ''Beast, Bird, Fish, Beast", then counting to ten. The 
 
SIXTH GRADE GAMES 285 
 
 player to whom the handkerchief is tossed must give the 
 name of the animal which is repeated before the one who is 
 ''it'' counts the ten. If he fails to do this, or gives an 
 incorrect answer, such as ''dog'', when "mackerel" would 
 have been correct, he must exchange places with the player 
 in the center. Should he answer correctly, the one who is 
 "it" continues until he finds some one who fails. 
 
 PRISONERS' BASE 
 
 Active, 
 
 Playground or gymnasium, 
 
 10-60 players, 
 
 A goal is marked off at each end of the field, and in the 
 right-hand corner of each a small space is marked off for a 
 prison. The space between the goals is known as neutral 
 territory. The players are evenly divided into two groups. 
 Each group has a goal and a prison. A player from one side 
 runs out and tries to enter his opponents' goal without 
 being tagged. The opponents send out some one to cover 
 the first player. A second person goes forth to protect the 
 first player, etc. A player may not tag an opponent who 
 left his goal after the player himself left his goal. Any 
 number of players may be in neutral territory at the same 
 time, although it is best for some players always to remain 
 to guard the goal. Should a player enter the opponents' 
 goal without being tagged, the game is won for his side. 
 Any player who is tagged becomes a prisoner and must 
 go to the prison and remain until freed by a player from his 
 side. If there are several prisoners, they may join hands 
 and stretch out from the prison as far as possible, but the 
 last prisoner in the line must keep one foot in the prison. 
 Only one prisoner can be freed at a time. The rescuer and 
 the freed prisoner may return in safety to their own goal. 
 
286 PHYSICAL TRAINING 
 
 JUMPING RELAY 
 
 Jctive. 
 
 Playgroundy gymnasium^ or schoolroom, 
 
 10-60 players. 
 
 Playground or gymnasium. A starting line is marked 
 off; and, parallel with this and about fifty feet distant, a 
 second line is marked. 
 
 The players are arranged in rows containing equal numbers 
 of pupils, and these rows line up with leaders on the starting 
 line. At a signal the leader, who stands with toes of both 
 feet on the starting line, goes forward, and with feet together 
 crosses with short jumps to the opposite line, crosses it, 
 turns, and runs back to the starting line. On reaching the 
 starting line, he touches the hand of the second player in the 
 line, who has moved up to the starting place and stands with 
 arm stretched out to the side (not over the line). The 
 second player jumps forward as did the first, runs back and 
 touches the hand of the person next in line. As soon as a 
 player runs, each one moves up one space. After a player 
 has run, he passes to the rear of the line. The line whose 
 last player crosses the starting line and touches the leader's 
 hand first, wins the race. 
 
 Schoolroom. (See Tag the Wall Relay, page 156.) This 
 game is played in similar manner, except that the players 
 jump instead of run. 
 
 THIRD MAN 
 Relive. 
 
 Playground or gymnasium. 
 12-60 players. 
 
 The players are arranged as for "Three Deep" (see page 
 195), except that the partners face each other and stand 
 about an arm's length apart. Two players are chosen. 
 
SIXTH GRADE RHYTHMIC PLAYS 
 
 287 
 
 one to be the runner, the second to be the chaser. The 
 chaser tries to tag (touch) the runner. Should he succeed, 
 they exchange places, the runner becoming the chaser, etc. 
 The runner is safe when standing in the space between any 
 pair of players. There must not be a ''third man" in the 
 Ime, so the one toward whom the runner turns his back 
 becomes the runner. 
 
 Note, The following games, which have been previously 
 played, may be repeated with pleasure. 
 
 German Bat Ball. (See page 240.) 
 
 Dodge Ball I. (See page 197.) 
 
 SIXTH GRADE 
 RHYTHMIC PLAYS 
 ST. PATRICK'S DAY 
 Formation. In two rows, facing forward. Hands on hips. 
 
 St. Patrick's Day 
 Irish 
 
 Arr. by Ethel S.Drummond 
 
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 PHYSICAL TRAINING 
 
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SIXTH GRADE RHYTHMIC PLAYS 289 
 
 I. Measure i. Stamp forward with the outside foot; 
 bring the inside foot up to it. The trunk is bent forward. 
 
 Measure 2. Hop twice on the inside foot, and kick twice 
 with the outside foot. 
 
 Measures 3-6. Repeat twice with the same foot. 
 
 Measures 7-8. Touch the outside foot forward and hop 
 on the inside foot. Repeat, touching the inside foot forward 
 and hopping on the outside foot. Repeat, and on the last 
 hop, turn, and face the partner. The body is erect on the 
 kicks and on the toe touching. 
 
 II. Measures 9-10. Point the outside foot forward, 
 hop on the inside foot four times, hghtly touch toe of outside 
 foot to the floor each time a hop is taken. 
 
 Measures 11-12. Repeat with the inside foot. 
 
 Measures 13-14. Repeat, touching outside foot and 
 inside foot to the floor twice each. 
 
 Measures 15-16. Run forward two steps to partner's 
 place, turn about with two more running steps and face 
 partner. The body is bent forward and the hands clapped 
 in front of the knees on the first run ; the body is straightened 
 and the hands put on the hips on the second run. 
 
 Measures 17-22. Repeat toe touching, starting with the 
 inside foot. 
 
 Measures 23-24. Cross over and remain back to back. 
 
 Measures 1-6. Repeat toe touching, starting with the 
 outside foot. 
 
 Measures 7-8. Turn three-quarters of a turn and face 
 front. 
 
 Measures 9-10. Jump back, landing on both feet. Hop 
 three times on outside foot, kick with inside foot three times. 
 
 Measures 11-12. Repeat, hopping on the inside foot. 
 
 Measures 13-14. Repeat, hopping on the outside foot. 
 
290 
 
 PHYSICAL TRAINING 
 
 Measures 15-16. Repeat, hopping on the inside foot, 
 and finish facing front. 
 
 Measures 17-24. Repeat toe touchings and cross over. 
 
 Measures 1-8. Repeat toe touchings and cross over ; 
 face partners at the end of the step. 
 
 WE WONT GO HOME TILL MORNING 
 
 (Adapted from Old Enghsh Country Dance) 
 
 Formation. In rows of eight, with the boys in one line 
 and the girls in the other. Partners facing. 
 
 I. Measures 1-4. The first and second couples play 
 together, and the third and fourth couples together. The 
 first boy and the second girl join right hands, while the third 
 boy and the fourth girl do the same. The first girl and 
 the second boy join hands, while the third girl and the 
 fourth boy do the same. 
 
 With eight walking steps they turn about to the left, 
 windmill fashion. 
 
 Measures 5-8. Join left hands, turn about to the right, 
 and end in own places. 
 
 n. Measures 9-12. Clap the hands three times, and hold 
 on the last note of the measure. Repeat hand clapping. 
 
 Measures 13-16. Head couple join hands and skip down 
 between the lines to the foot, where they remain. 
 
 Measures 17-20. All partners join hands and turn each 
 other about to place with two-step turn. (See II, Pop Goes 
 the Weasel, page 252.) In this movement four two-steps 
 are taken for a turn. 
 
 Repeat the play until each couple has led off to the foot, ' 
 and the first couple is again at the head. ] 
 
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SIXTH GRADE RHYTHMIC PLAYS 
 
 291 
 
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 Arr. by Ethel S. Drummond 
 
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 PHYSICAL TRAINING 
 
 LOTTIE IS DEAD 
 
 (Ladita) 
 (Swedish) 
 Formation. A single circle, partners facing. The hands 
 are joined and the arms raised to shoulder height. 
 
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 I. Measure i. Take a slow slide step toward the center. 
 Slide on inside foot and bring the outside foot up to it. Re- 
 peat, sliding toward the center. 
 
 Measure 2. Repeat with two more sliding steps. 
 
 Measures 3-4. Take eight quick jumps back to place. 
 
 Measures 3-4. Repeat entire movement. 
 
 n. Measures 5-8. Do hop waltz about circle. (See 
 II, HIeking, page 253.) 
 
 THE MOUNTAIN MARCH 
 (Norwegian) 
 
 Formation. The players form in groups of threes. Num- 
 ber One stands in front with a handkerchief in each hand. 
 
SIXTH GRADE RHYTHMIC PLAYS 
 
 The Mountain March 
 
 Norweg^ian 
 
 293 
 
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 Number Two stands back and to the left of Number One. 
 Number Three stands back and to the right of Number One. 
 Numbers Two and Three join inside hands, and grasp one 
 of Number One's handkerchiefs with the outside hand. 
 
 I. Measures 1-8. Beginning right all run around room, 
 taking three steps to a measure, and accenting the first beat 
 of each measure with a stamp. As the stamp is taken, 
 sway the body to the side on which the stamp is made. 
 
 II. Measure 9. Number One bends body slightly for- 
 ward, and takes three running steps backward under the 
 raised inside arms of Numbers Two and Three. Stamp on 
 first step. 
 
 Measure 10. All run in place. 
 
294 
 
 PHYSICAL TRAINING 
 
 Measures 11-12. Number Two with six short running 
 steps crosses in front of Number One and turns inward 
 around under Number One's right arm, facing in opposite 
 direction. 
 
 Measures 13-14. Number Three with six short running 
 steps runs to left, and faces in opposite direction. 
 
 Measures 15-16. Number One takes six short running 
 steps and turns once around to the right under his own right 
 arm. This should bring the players back to their original 
 position, facing in an opposite direction. The players all run 
 in place when not turning. 
 
 Measures 9-16. Repeat II. Return to first position. 
 
 THE ACE OF DIAMONDS 
 
 (Danish) 
 
 Formation. A double circle, with partners facing each 
 other. Number Ones on the outside and Number Twos 
 on the inside. Number One's part is described. 
 
 I. Measures 1-4. Clap own hands together, hook right 
 elbows ; starting with the left foot, polka step around to the 
 right. (See I, Clap Dance, page 257.) 
 
 Measures 5-8. Without pausing, release elbows; clap 
 hands, hook left elbows and polka step around to the left. 
 Lean well back from partner and look at partner as the step 
 is taken. Partners face at end of step. 
 
 n. Measure 9. Number One steps forward on the right 
 foot and hops. 
 
 Measure 10. Number One steps forward on the left foot 
 and hops. 
 
 Measures 11-12. Number One continues to advance 
 to the center. 
 
SIXTH GRADE RHYTHMIC PLAYS 
 
 The Ace Of Diamonds 
 
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 295 
 
 
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296 PHYSICAL TRAINING 
 
 At the same time that Number One takes a step hop for- 
 ward, Number Two takes the same step but moves backward 
 toward the center of the circle. 
 
 Measures 13-16. The same movement is repeated, but 
 Number One steps backward toward outside of circle, while 
 Number Two follows, going forward toward outer edge of 
 the circle. 
 
 III. Measures 17-24. Partners join inside hands with 
 outside hands on the hips. Starting with outside foot both 
 polka step forward counter clockwise turning toward each 
 other and away as described in I, Clap Dance, page 257. 
 
 Measures 17-24. Continue the polka step. 
 
 SEVEN JUMPS 
 
 (Sieben Spriinge) 
 
 (German) 
 
 Formation. A single circle, hands joined. The boy on 
 the left of his partner. 
 
 Jump I. Measures 1-2. Step on the left foot ; hop and 
 swing the right foot forward. Repeat the step, and hop 
 on the right. 
 
 Measures 3-8. Repeat, moving in a circle from right to 
 left. 
 
 Measures 9-15. Jump up in the air on the first note of 
 the measure, and repeat the step hop to the right. 
 
 Measure 16. On the first note of the measure, the players 
 halt, and release hands. On the last note the girls place 
 hands on hips and stand still ; the boys place hands on hips, 
 but raise the right foot, and bend the knee so that a right 
 angle is formed at the hip and at the knee. 
 
 Measure 17. On the first note of the measure, the girls 
 
 , 
 
SIXTH GRADE RHYTHMIC PLAYS 
 
 297 
 
 Seven Jumps 
 
 Sieben Spriinge 
 Germaa 
 
 Arr. by Ethel S. Drummond 
 
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298 PHYSICAL TRAINING 
 
 clap hands, the boys stamp right foot. On the second note 
 all stand still and wait the will of the musician who controls 
 the situation ; he may start to play at once, or wait a few 
 seconds. 
 
 Jump II. Measures 1-16. Repeat step hop, left and 
 right, and repeat I. 
 
 Measure 17. Stamp the right, foot on the first note, and 
 on the second, bend the left knee. 
 
 Measure 17, repeated. On the first note stamp the left 
 foot ; on the second, stand still. 
 
 Jump III. Measures 1-16. Repeat step hop, left and 
 right. Jump I. 
 
 Measure 17. Stamp the right foot and raise the left knee 
 as before. 
 
 Measure 17, repeated. Stamp the left foot, and hold as 
 before. 
 
 Measure 17, repeated. On the first note kneel on the 
 right knee. On the second note, hold. 
 
 Jump IV. Measures 1-16. Repeat step hop, left and 
 right. Jump I. 
 
 Measure 17. Stamp the right foot and raise the left knee. 
 
 Measure 17, repeated. Stamp the left foot and hold as 
 before. 
 
 Measure 17, repeated. Kneel on the right knee. Hold. 
 
 Measure 17, repeated. Kneel on the left, and hold. 
 
 Jump V. Measure 1-16. Repeat step hop, left and 
 right and Jump I. 
 
 Measure 17. Stamp right foot, and bend left knee as be- 
 fore. 
 
 Measure 17, repeated. Stamp left foot and hold as before. 
 Measure 17, repeated. Kneel on the right knee and hold 
 as before. 
 
SIXTH GRADE RHYTHMIC PLAYS 299 
 
 Measure 17, repeated. Kneel on the left knee and hold as 
 before. 
 
 Measure 17, repeated. On first note place right elbow 
 on the floor, with cheek resting in palm. On second note, 
 hold. 
 
 Jump VI. Measure 1-16. Repeat step hop, left and right 
 and Jump I. 
 
 Measure 17. Stamp the right foot and bend the left knee 
 as before. 
 
 Measure 17, repeated. Stamp the left foot and hold as 
 before. 
 
 Measure 17, repeated. Kneel on the right knee and hold 
 as before. 
 
 Measure 17, repeated. Kneel on the left knee and hold 
 as before. 
 
 Measure 17, repeated. Place right elbow on the floor, 
 rest right cheek in palm, and hold. 
 
 Measure 17, repeated. On first note place left elbow on 
 the floor; rest left cheek in palm. On second note, hold. 
 
 Jump VII. Measures 1-16. Repeat step hop, left and 
 right and Jump I. 
 
 Measure 17. Stamp the right foot and bend left knee as 
 before. 
 
 Measure 17, repeated. Stamp left foot and hold as before. 
 
 Measure 17, repeated. Kneel on the right knee and hold 
 as before. 
 
 Measure 17, repeated Kneel on the left foot and hold 
 as before. 
 
 Measure 17, repeated. Place right elbow on floor and hold 
 as before. 
 
 Measure 17, repeated. Place left elbow on floor and hold 
 as before. 
 
300 PHYSICAL TRAINING 
 
 Measure 17. On first note touch forehead to the floor and 
 hold. 
 
 Jump VIII. Same as VI. Continue working back 
 through the jumps to I, and end with a simple step hop. 
 
 In some versions, this play is performed in rows ; the boy 
 and the girl play together and both do the jumps. Instead 
 of using a hop step, a running step is often used (four steps 
 to a measure). 
 
 In school work it is more satisfactory to have it played in 
 a circle and have the girls do the jumps as well as the boys. 
 
 If there is any objection to touching the heads to the 
 floor, the children may place the elbows on the knees and 
 hold the heads in the hands in the fifth, sixth, and seventh 
 jumps. The form given here, however, is very popular 
 with most children. 
 
SEVENTH GRADE 
 GYMNASTICS 
 
 LESSON I 
 
 All exercises written for the right side should be given 
 the same number of times on both sides. 
 
 Each movement should be finished and the body brought 
 back to the correct fundamental standing position before 
 the next exercise is given. (See Directions for Teaching 
 the Lessons.) 
 
 Aims. Educational, corrective, and hygienic aims should 
 be apparent in every gymnastic lesson. Educational effect 
 is secured in mental alertness and in prompt response to 
 command. Corrective effect is sought by stimulation of 
 good habits in posture. Hygienic effect is produced by 
 deepened breathing and quickened circulation. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Right — face! Left about — face! Right, 
 face, and one step forward — march! Left about, face, 
 and one step forward — march! (See 1, lesson 4, page 
 174; also 1 (i), lesson 2, page 217.) For description of 
 march steps and facings not in combination, see 1, lesson 5, 
 page 128; also 1 (2), lesson 13, page 141, and 1, lesson 8, 
 page 133 ; also 1 (2), lesson 14, page 143. 
 
 2. Head. Hands on head and feet sideways — place! 
 With a deep breath, head backward — bend ! Raise ! Arms 
 
 301 
 
302 
 
 PHYSICAL TRAINING 
 
 upward — stretch ! Bend ! Again — one ! Two ! Three ! 
 Four! (See 4 (2), lesson 6, page 129; also 2 (2), lesson 3, 
 page 123.) The arms are stretched upward (Fig. 29), and 
 then replaced on the head. (See 2, lesson 2, page 261, for 
 alternation of arm and breathing movements.) 
 Admonitions, p^^^^^ j^^n, ^^^ 
 
 Reach up with the arms. 
 Pull the chins in. 
 
 3. Leg and Arm. Arms upward — bend! Arms side- 
 ways, stretch, and heels — raise! Arms bend, and heels 
 
 — sink! Again — 
 one! Two! Con- 
 tinue in this time : 
 one, two — go ! 
 Stop ! Arms bend, 
 as heels are lowered. 
 The movement may- 
 be done an indefinite 
 number of times. 
 For the use of 
 ''Stop! " see Direc- 
 tions for Teaching 
 the Lessons. 
 
 4. Arm. Arms 
 upward — bend ! 
 (See Fig. II ; also 
 2 (2), lesson i, page 
 116.) Left arm 
 sideways, right arm 
 downward — stretch! 
 Arms — bend! Left 
 arm downward, right 
 
 tie. 49- — Left arm sideways, right arm down- 
 ward — stretch! 
 
SEVENTH GRADE GYMNASTICS 
 
 303 
 
 arm sideways — stretch! (Fig. 49.) Even rhythm. (See 
 Directions for Teaching the Lessons.) Again — one! Two! 
 Position! Watch the position of the arm at the side and 
 see that it is kept at shoulder level, 
 
 5. Trunk, (i) Hands on hips, place, and feet — close! 
 Trunk forward — bend ! Raise ! Again — one ! Two ! 
 (See 2 (i), and 3 (2), lesson i, page 116, and 5, lesson 4, 
 page 125.) 
 
 (2) Hands on hips — place! Alternate leg flinging side- 
 ways, beginning right, in this time : one, two — go! Stop! 
 (See 4, lesson 13, page 141.) 
 
 6. Precipitant. Running in place — go! Class, halt! 
 (See 5, lesson 3, page 123; also 5, lesson 15, page 145, and 
 6, lesson 2, page 261.) Bring the hands to position for 
 running as the running is started. 
 
 7. Breathing. Arm raising sideways, with deep breath- 
 ing — one! Two! Again — one! Two! (See 2, lesson 5, 
 page 128.) 
 
 LESSON II 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Arms forward, fling, and knees — bend! 
 Hands, position, and knees — stretch ! Again — one ! Two ! 
 Continue in this time: one, two — go! (See 3, lesson 11, 
 page 231.) 
 
 2. Head. Arms over the head, and feet sideways — 
 place! Deep breathing, with backward bending of the 
 head — one! Two! Again — one! Two! Hands and 
 feet — position! The arms are shot directly upward as 
 
304 PHYSICAL TRAINING 
 
 the feet are placed apart. (See Fig. 29; also 3 (i), lesson 
 I, page 116.) 
 
 3. Leg and Arm. Arms forward, bend, and right foot 
 forward — place! Arms sideways, fling, and heels — raise! 
 Arms bend, and heels — sink! Hands and foot — position! 
 Same with the left — one! Two! Three! Four! Con- 
 tinue in this time : one, two, three, four, alternating right 
 and left — go! Stop! (See 4 (2), lesson 2, page 119; 
 also 4, lesson 7, page 131, and 3, lesson 9, page 135; also 
 Fig. 23.) 
 
 4. Trunk. Arms upward — bend! Alternate knee up- 
 ward bending, in this time : one, two, beginning right — go! 
 Class, halt! (See 4, lesson 4, page 174; also 4 (2), lesson 
 14, page 188.) Use one count for the bending of the knee 
 and replacing of the foot to the floor. (Count as the foot 
 is placed on the floor.) 
 
 5. Precipitant. Jumping forward, with forward flinging of 
 arms — one! Two! Three! (See 6, lesson 10, page 182.) 
 
 6. Breathing. Hands on hips — place! Deep breathing, 
 with backward bending of head — one! Two! Again — 
 one! Two! 
 
 LESSON III 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand! 
 
 1. Order. Left about — face! Right about — face! 
 Class, one step forward — march! Right about, face, and 
 one step forward — march! Right, face, and one side step 
 to the left — march! Right, face, and one step backward 
 — march! For side step see 1, lesson 8, page 180. 
 
SEVENTH GRADE GYMNASTICS 305 
 
 2. Head. Arms forward — raise! (See 4, lesson 14, 
 page 143.) Arm parting (palms up), with deep breathing 
 and backward bending of head — one! Two! Again — 
 one! Two! Position! The arms are moved sideways 
 during inspiration, and back to forward position on expira- 
 tion. (Fig. 31.) 
 
 3. Leg and Arm. Arms forward, bend, and to the right 
 
 — lunge! Hands and foot — position! Same to the left 
 
 — one! Two! Alternating right and left, continue in this 
 time: one, two, three, four — go! (See 3, lesson 8, page 
 269; also 3, lesson 11, page 273.) The arms are placed as 
 in Fig. 14, instead of on the hips. 
 
 Admonitions. 
 
 Lift the foot. 
 
 Step directly to the side. 
 Trunk erect. 
 Look to the front. 
 
 4. Arm. In this time : one, two, three, four, irregular 
 rhythm, arm bending and stretching upward, and bend- 
 ing upward and downward — go! Stop! (See 4, lesson 10, 
 page 182 ; also 4, lesson 8, page 269.) 
 
 5. Trunk. Arms upward, bend, and feet sideways — 
 place! Trunk forward downward — bend! Raise! Arms 
 sideways — stretch! (Fig. 36.) The arm stretching al- 
 ternates with the trunk bending. The trunk is bent to 
 horizontal position. 
 
 6. Precipitant. Hands on hips — place! Left foot back- 
 ward — raise! Hopping on each foot eight times, with 
 quick changes right and left, sixteen counts, in this time : 
 one, two, three, four, beginning right — go! (See 5, lesson 
 13, page 141.) 
 
 7. Breathing. West Point breathing — one! Two! 
 Again — one! Two! (See 7, lesson 4, page 125.) 
 
3o6 
 
 PHYSICAL TRAINING 
 
 LESSON IV 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Arm raising sideways, with knee bending — 
 one! Two! Again — one! Two! Continue in this time : 
 one, two — go! Stop! (A combination of 4 (i), lesson 2, 
 page 119, with 3, lesson 8, page 133.) 
 
 2. Head. With deep breathing, arms forward upward, 
 raise, and right foot sideways — place! Arms sideways 
 
 downward, sink, and foot — re- 
 place! Same with the left — one! 
 Two! The arms are flung forward 
 upward (Fig. 29), the right foot is 
 placed two foot-lengths to the side, 
 and a deep breath is taken. On 
 the return movement the arms 
 sink sideways downward^ the foot is 
 replaced, and exhalation occurs. 
 Do not allow the hands to relax or to 
 clap at the sides, (Arm circumduc- 
 tion.) 
 
 3. Leg. Hands on hips — place! 
 Right forward — charge! Foot — 
 replace! Same with left — one! 
 Two! (Fig. 50.) The right foot is placed directly forward 
 three foot-lengths ; the knee and hip joints of the right leg 
 are flexed, while the body is in a line from the heel of the 
 left foot to the top of the head. 
 
 Fig. 50.— Ri-lir forward - 
 charge I 
 
SEVENTH GRADE GYMNASTICS 307 
 
 Admonitions. 
 
 Body in a line. 
 
 Both feet on, the floor. 
 
 Avoid scraping the floor with the feet. 
 
 4. Arm. In this time : one, two, right arm upward, 
 bend, and — stretch! By flinging straight forward, arms 
 
 — change! Again — one! Two! Continue in this time: 
 one, two — go! Stop! This is an exceedingly quicky force- 
 ful movement. 
 
 5. Trunk. Hands on hips, and feet sideways — place! 
 Trunk to the right — twist! Hands on head — place! 
 On hips — place! Again — one! Two! Forward — twist! 
 For trunk twisting, see 4, lesson 15, page 145. The trunk 
 remains in twisted position during the arm movement. 
 
 6. Precipitant. Running in place — go! Class, halt! 
 
 7. Breathing. Arms forward — bend! Deep breathing, 
 with backward bending of head — one! Two! Again — 
 one! Two! 
 
 LESSON V 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order, (i) Hands on hips — place! Hands on head 
 
 — place! Quickly — change! Again — one! Two! 
 (Same as 4, lesson 3, page 123, except that the hands arc 
 changed from the hips to the head.) 
 
 (2) Arms forward — bend! Arms sideways, fling, and 
 heels — raise! Arms bend and heels — sink! Again — 
 one! Two! Continue in this time : one, two go! Stop! 
 
3o8 
 
 PHYSICAL TRAINING 
 
 II 
 
 The arms are flung to the sides. (See Figs. 14, 23 ; also 4, 
 lesson 7, page 131.) At the same time the heels are raised. 
 (See 3, lesson 2, page 119.) 
 
 2. Head. Hands on head, place, and feet — close! 
 With deep breathing, head backward — bend! Raise! 
 Arms upward -stretch! Bend! Again -one! Two! 
 
 Fig. 51. — Arms forward, bend, 
 and to the right — lunge! 
 
 Fig. 52. — Star position. 
 
 Three! Four! (Same as 2 (2), lesson 3, page 123, except 
 that the feet are together. See 1 (2), lesson 4, page 125.) 
 3. Leg and Arm. Arms forward, bend, and to the right 
 — lunge! Hands and foot — position! Same to the left 
 one! Two! Continue in this time: one, two, three, 
 four, alternating right and left — go! Stop! (Same as 3, 
 lesson 8, page 269, except that it may be continued and 
 ** Stop! " used.) (Fig. 51.) Note different arm position. 
 
SEVENTH GRADE GYMNASTICS 
 
 309 
 
 4. Arm. In this time : one, two (even rhythm), arms to 
 star position, bend, and — stretch! Arms downward, bend, 
 and — stretch! Repeat with sixteen counts, using same 
 rhythm — go! (Fig. 52.) The arms are stretched upward 
 to a position half-way between horizontal and vertical. 
 
 5. Trunk. Hands 
 on hips, and right foot 
 sideways — place ! 
 Trunk to the right — 
 bend! Raise! Hands 
 and foot — position! 
 Same to the left — 
 one! Two! Three! 
 Four! Repeat with 
 eight counts, in this 
 time : one, two, three, 
 four, alternating right 
 and left — go! If the 
 class acquires correct 
 coordination after a 
 lesson or two, give 
 the following com- 
 mand ! " Continue in 
 this time, one, two, 
 three, four — go!" 
 At irregular intervals 
 use ''Stop!" (See 5, 
 lesson 10, page 137.) Aim to keep the work drfiiiite and re- 
 tain good form. (See Directions for Teaching the Lessons.) 
 
 6. Precipitant. On your marks! Get set! Go! Chiss, 
 halt! These signals call for the preparatory positions which 
 are used by runners. On the first signal the body is bent 
 forward ; both knees are bent, while the right knee rests 
 
 Fig. 53. — On your marks ! 
 
3IO 
 
 PHYSICAL TRAINING 
 
 lightly on the floor, the left is placed at right angles to the 
 body, and the thumb and index finger rest lightly on the 
 floor. On the second signal, the ball of the right foot pushes 
 or digs against the floor, and the body is pushed forward. 
 On the third signal the class runs in place. (Figs. 53 and 54.) 
 
 Fig. 54. — Get set ! 
 
 7. Breathing. Arms upward, bend, and feet — close! 
 Deep breathing, with backward bending of the head — one! 
 Two! Again — one! Two! 
 
 LESSON VI 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Hands on hips — place! With heels oflf the 
 floor, knees — bend! Stretch! Heels — sink! Again 
 
SEVENTH GRADE GYMNASTICS 
 
 311 
 
 — one! Two! Three! Continue in this time: one, two, 
 three — go! Stop! This is a three-count movement done 
 in irregular rhythm. At " one! " the heels are raised and 
 the knees quickly bent. (See 3, lesson 8, page 133.) At 
 ''Two! " the knees 
 are slowly stretched. 
 At "Three!" the 
 heels are lowered. 
 
 2. Head. Arms 
 upward — bend! 
 With deep breathing, 
 head backward — 
 bend! Raise! Arms 
 sideways — stretch! 
 Bend! Again — one! 
 Two! Three! Four! 
 
 3. Leg and Arm. 
 Hands on hips, place, 
 and right forward — 
 charge! Hands and 
 foot — position! 
 Same with the left — 
 one! Two! Repeat 
 with eight counts, in 
 this time : one, two, 
 three, four, alternat- 
 ing right and left — 
 go! See that the foot is lifted from the floor each time the 
 movement is performed, and that the body is in a line from 
 the backward foot to the top of the head. Thr hands arr 
 placed on the hips as the charge is made. Use admonitions. 
 (See 3, lesson 4, page 306.) 
 
 4. Arm. Arms upward — bend! Left arm upward, right 
 
 Fig. 55.- 
 
 Right arm upward, left arm forward — 
 Stretch ! 
 
312 
 
 PHYSICAL TRAINING 
 
 arm forward — stretch! In this time: one, two (irregular 
 rhythm), with bending and stretching, arms — change! 
 Again — change! (Fig. 55.) 
 
 5. Trunk, (i) Hands on hips, and feet sideways — 
 place! Trunk forward — bend! Raise! Again — one! 
 Two! Continue bending and raising in this time: one, 
 two — go! Stop! Watch the backs, see that each part 
 of the movement is finished with good form. 
 
 Admonitions. ^^^^ together, one, two. 
 Flat backs. 
 Heads up. 
 
 (2) Arms upward — bend! Alternate knee upward bend- 
 ing, in this time: one, two, beginning right — go! Stop! 
 Admonitions. j^^^ -^ ^ -^^^^ 
 
 Pull the knees well up, 
 
 6. Precipitant. Jumping forward, with forward flinging 
 of arms — one! Two! Three! Again — one! Two! 
 Three! 
 
 7. Breathing. Arm raising sideways, with deep breath- 
 ing — one ! Two ! Again — one ! Two ! 
 
 LESSON VII 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order, (i) Right — face! Half-right —face! (Seel, 
 lesson I, page 216.) Left about — face! Half-right — 
 face! Class, one step forward — march! Two steps back- 
 ward — march! 
 
SEVENTH GRADE GYMNASTICS 
 
 313 
 
 (2) Hands on head, place, and heels — raise! Hands 
 and feet — position! Again — one! Two! Continue in 
 this time : one, two — go! Stop! 
 
 2. Head. Arms upward, bend, and right foot sideways 
 
 — place! Arms slowly downward, stretch, and head 
 backward — bend! Arms, 
 bend, and head — raise! 
 Hands and foot — position! 
 Same to the left — one! 
 
 Two! Three! Four! The \A V 
 
 arms are stretched down- 
 ward as the inhalation oc- 
 curs, and are bent upward 
 as the exhalation occurs. 
 (Fig. II.) 
 
 3. Leg. Hands on hips 
 
 — place ! Left oblique — 
 charge! Foot — replace! 
 Same with the right — one! 
 Two! (Same as 3, lesson 4, ^^^- 56. -Left oblique -charge! 
 
 page 306, except that in this lesson the foot is placed ob- 
 Hquely outward. Fig. 56.) 
 
 Admonitions, or- r- 
 
 Body in a line. 
 
 Backward foot on the floor. 
 
 4. Arm. In this time : one, two, three, four (irregular 
 rhythm), arm bending and stretching upward to star 
 position, and arm bending upward and stretching downward 
 
 — go! Continue in the same time — go! Stop! 
 
 5. Trunk, (i) Hands on hips — place! rrunk to right 
 
 — bend! Raise! To the left — one! Two! Continue in 
 this time : one, two, three, four — go! Stop! 
 
 (2) In this time: one, two (irregular rhythm), arms up- 
 
314 
 
 PHYSICAL TRAINING 
 
 ward, bend, and — stretch! Trunk forward — bend! 
 Raise! Again — one! Two! Tliis is a difficult position 
 to hold and the class must be stimulated to hold the heads up 
 and keep the backs flat. 
 Admonitions. 
 
 Look up. 
 
 Backs flat. 
 
 Stretch the flnger tips, 
 
 6. Precipitant. Jump in place with half-turn, and side 
 flinging of the arms — one! Two! Three! (See 6, lesson 
 
 3, page 263.) 
 
 7. Breathing. West Point breathing — one! Two! 
 Again — one! Two! 
 
 LESSON VIII 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order, (i) Arm raising sideways, with quick heel 
 raising — one! Two! Continue in this time — one! Two 
 
 — go! Stop! 
 
 (2) With quick changes, arms upward — bend! Arms 
 forward — bend! Hands on head — place! Hands on hips 
 
 - place! 
 
 2. Head. Arms half-sideways — bend! Arms sideways 
 stretch, and heads backward — bend! Arms bend, and 
 head -raise! Again — one! Two! (See Fig. 41; also 
 
 4, lesson 7, page 226.) The arms are slowly stretched side- 
 ways (shoulder level), as inhalation occurs, and returned to 
 half-bent position during exhalation. 
 
SEVENTH GRADE WANDS 315 
 
 3. Leg. Hands on head — place! To the right side — 
 lunge! Foot — replace! Same with the left — one! Two! 
 The hands remain in position on the head throughout the 
 entire movement, unless the pupils become fatigued ; then 
 the command " Position! " should be given, and the entire 
 exercise should be repeated from the beginning. 
 
 4. Trunk. Arms sideways, fling, and right foot forward 
 
 — place! Trunk forward — bend! Raise! Hands and 
 foot — position ! Same with the left — one ! Two ! Three ! 
 Four ! Continue in this time : one, two, three, four, alter- 
 nating right and left — go! Stop! 
 
 Admonitions. Jrms at shoulder level 
 Heads up. 
 Backs flat. 
 Keep together, 
 
 5. Precipitant. On your marks! Get set! Go! Class, 
 halt! 
 
 6. Breathing. Arms forward — bend! Deep breathing 
 
 — one ! Two ! Again — one ! Two ! 
 
 SEVENTH GRADE 
 WANDS 
 
 LESSON I 
 
 The first series of lessons for the seventh grade should be 
 taught before attempting work with hand apparatus. 
 
 All exercises written for the right side should be given the 
 same number of times on both sides. 
 
 Each movement should be finished and the body should 
 be brought back to the correct fundamental standing posi- 
 tion before the next exercise is given. (See Directions for 
 Teaching the Lessons.) 
 
3i6 
 
 PHYSICAL TRAINING 
 
 Aims. Educational, corrective, and hygienic aims should 
 be apparent in every gymnastic lesson. Educational effect 
 is secured in mental alertness and in prompt response to 
 command. Corrective effect is sought by stimulation of 
 
 good habits in pos- 
 ture. Hygienic effect 
 is produced by deep- 
 ened breathing and 
 quickened circu- 
 lation. 
 
 Clear the desks 
 ready for gymnastics. 
 
 Good gymnastic sit- 
 ting position, 
 
 Sta7id ! 
 
 Pass around the 
 room, take the 
 wands, and march to 
 seats. Mark time 
 — mark! Class, for- 
 ward — march! 
 Class, halt! 
 
 The wands should be 
 in a box at the side of 
 Fig. 57. — Wand to carry. the room; the first row 
 
 goes forward, followed by 
 the other rows in turn. Each pupil takes a wand and carries it upright 
 (Fig. 57) as he marches to his seat. This should be practiced until it 
 can be well done. 
 
 1. Order. Wand to position — one! Two! Wand to 
 carry — one! Two! This should be practiced until there 
 
 During all march- 
 
 is quick response and correct execution. 
 
SEVENTH GRADE WANDS 
 
 317 
 
3i8 
 
 PHYSICAL TRAINING 
 
 o 
 
 
SEVENTH GRADE WANDS 
 
 319 
 
 ing the wands are held at the end, and carried in the right 
 hand. (Fig. 57.) To bring the wand to position the left 
 hand is raised to a level with the forehead, palm out. (Fig. 
 58.) At *' Two! " the left hand grasps the wand and brings 
 it to position. (Fig. 59.) To carry the wand, at '' one! " 
 raise the wand with 
 left hand to vertical 
 position. At ''Two!'' 
 bring the left hand 
 to position. 
 
 2. Head. Wand 
 to back — place! 
 Deep breathing, with 
 backward bending 
 of head — one! Two! 
 Again — one! Two! 
 (Fig. 60.) The head 
 is apt to drop for- 
 ward as the wand is 
 passed over the head. 
 Warn class against 
 this faulty position. 
 
 3. Leg and Arm. 
 Wand forward, raise, 
 and knees — bend! 
 Wand to position, 
 and knees — stretch! 
 Again — one ! Two ! 
 go! Stop! (Fig. 61.) 
 
 4. Arm. Wand raising to chest, and over head 
 Two! Return — three! Four! Continue in 
 one, two, three, four — go! Stop! 
 
 5. Trunk. Wand to back, and 
 
 Fig. 62. — Wand to chest. 
 
 Continue in this time : one, two — 
 
 — one! 
 this time : 
 (Figs. 62, 63.) 
 right foot sideways — 
 
320 
 
 PHYSICAL TRAINING 
 
SEVENTH GRADE WANDS 
 
 321 
 
 place! Trunk forward — bend! Raise! Wand and foot 
 
 — position! Again — one! Two! Three! Four! 
 Continue in this time : one, two, three, four, alternating 
 right and left — go! Stop! 
 
 6. Precipitant. Wands on floor — place! Hurdling. 
 Alternate rows 
 
 face the back of 
 the room. Two 
 pupils stand at 
 the front of the 
 room, lightly hold- 
 ing a pointer about 
 two feet from the 
 floor. The leader 
 of the first row 
 runs forward 
 toward the pointer, 
 springs from the 
 right foot, leaps 
 over the pointer 
 with left foot ex- 
 tended forward, 
 landing on the left. During the jump the right foot is ex- 
 tended back and the arms flung to the sides. (Fig. 65.) (See 
 5, lesson 2, page 119, for arrangement of class during the 
 jumping.) 
 
 7. Breathing. Wand to position — place! Wand for- 
 ward, raise, and right foot sideways — place! Deep breath- 
 ing, with backward bending of head — one! Two! Again 
 
 — one! Two! For position of arms, see Fig. 64. 
 
 Wand to carry — one! Two! Class, forward — march! 
 Put away apparatus, return to seats, mark time. Class, 
 halt! 
 
 Fig. 65. — Hurdling. 
 
322 
 
 PHYSICAL TRAINING 
 
 LESSON II 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 Pass for the apparatus. Class forward — march! Class, 
 halt! 
 
 1. Order. Wand to position — one! Two! Wand rais- 
 ing to chest with alternate foot placing forward, beginning 
 
 €=.■=.- 
 
 Fig. 66. — Wand to dust, with foot 
 placing forward. 
 
 Fig. 67. — Wand raising forward up- 
 ward, with heel raising. 
 
 right — one! Two! Three! Four! Continue in this 
 time: one, two, three, four — go! Stop! The wand is 
 raised to chest (Fig. 66), and at the same time a forward 
 
SEVENTH GRADE WANDS 
 
 323 
 
 step is taken. Watch the posture and use admonitions 
 that will correct forward head and flat chest. 
 
 2. Head. Wand forward, raise, and feet sideways — 
 place! Deep breathing with backward bending of head 
 — one! Two! Again 
 — one! Two! 
 
 3. Leg and Arm. 
 Wand raising forward 
 upward, with heel 
 raising — one! Two! 
 Continue in this time : 
 one , two — go ! Stop ! 
 The wand is raised 
 forward upward (Fig. 
 67), and at the same 
 time the heels are 
 raised. On the return 
 movement the wand 
 is brought forward 
 downward, and the 
 heels are lowered. 
 
 4. Arm. Wand 
 raising to lateral po- 
 sition right — one! 
 To position — two! 
 Same to left — three! 
 
 Fig. 68. — Wand lateral position. 
 
 Four! Continue in this time: one, two, three, four, alter- 
 nating right and left — go! Stop! The wand is raised to 
 the right side, the right arm extended to shoulder level, the 
 left arm crosses the chest; the left shoulder should not he 
 allowed to drop forward. At *' Two! '' the wand is brought 
 to position. (Fig. 68.) 
 
 5. Trunk, (i) Wand to back and feet sideways — place! 
 
324 
 
 PHYSICAL TRAINING 
 
 Trunk to the right — bend! Raise! Same to the left — 
 one! Two! Continue in this time: one, two, three, four, 
 alternating right and left — go! The wand remains at the 
 back throughout the entire movement. 
 
 (2) With left hand high, wand to vertical position, raise, 
 and leg flinging right, in this time: one, two — go! Stop! 
 The wand is raised as in Fig. 72, while the leg is flung to 
 the side ; the wand is brought to position as the foot is re- 
 placed. 
 
 6. Precipitant. Wand to floor 
 — place! Bowling, in this time : 
 one, two, three, four, five, six, 
 seven, eight — go! Stop! Take 
 six short running steps forward, 
 beginning right ; the right hand 
 is back, as if holding a ball to 
 be bowled ; hold position on 
 counts '' seven, eight,'' with left 
 foot forward, and swing right arm 
 forward, as in bowling. This 
 may be continued an indefinite 
 number of times. (Fig. 69. The 
 left hand may be used to equalize the muscular action.) 
 The command, ''Stop!'' should be given at the end of the 
 eighth count to stop the movement. It will then be neces- 
 sary to bring the class back to the fundamental position 
 by the command '' Position! " 
 
 7. Breathing. Wand to position — place! Wand to 
 back, and right foot forward — place! Deep breathing 
 with backward bending of the head — one! Two! Again 
 — one! Two! (Fig. 20.) 
 Admonition. 
 
 Pull the waist muscles in. 
 
 Fig. 69. — Bowling. 
 
SEVENTH GRADE WANDS 325 
 
 LESSON III 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 Pass for the apparatus. Class, forward — march! Class, 
 halt! 
 
 1. Order. Wand raised to lateral position, right, and 
 right foot sideways — place! Wand and foot — position! 
 Again — one! Two! Continue in this time: one, two, 
 three, four, alternating right and left — go! Stop! 
 
 Admonitions. 
 
 Chest well forward. 
 Good rhythm: one, two. 
 
 2. Head. Wand over head, and right foot forward — 
 place! With a deep breath, head backward — bend! 
 Raise! Wand and foot — position! Again — one! Two! 
 Three! Four! 
 
 3. Leg and Arm. Wand forward, raise, and right foot 
 sideways — place! Swing the left end of the wand to 
 right (this will cross the arms), and right knee — bend! 
 Return wand and knees — stretch! Again to the left — 
 one! Two! Continue in this time, alternating right and 
 left: one, two, three, four — go! Stop! Watch position 
 of chest. Work for good form. Use two counts for the 
 bending and stretching. For position of arms, see Fig. 77. 
 
 4. Trunk. Alternate knee upward bending, touching 
 wand to knee, in this time: one, two — go! Stop! The 
 wand is brought in front of the knee as it is bent. Do not 
 allow the trunk to bend forward on this movement. (Fig. 
 70.) 
 
326 
 
 PHYSICAL TRAINING 
 
 c 
 o 
 
SEVENTH GRADE WANDS 
 
 327 
 
328 
 
 PHYSICAL TRAINING 
 
 5. Precipitant. Slide diagonally forward with the right 
 foot, raise wand to horizontal position over the head, and hop 
 in place three times — go! (Fig. 71.) Repeat with the left 
 
 — go! Step back on 
 the right foot, swing 
 wand to vertical po- 
 sition, left hand high, 
 and hop — go! (Fig. 
 72.) Repeat left — 
 go! Spring with feet 
 apart, and fling wand 
 to horizontal position 
 over head — go! (Fig. 
 73.) Bring wand to 
 position, jump and 
 cross feet in front — 
 go! (Fig. 74.) Re- 
 peat, placing feet 
 apart and bringing 
 feet together at end — 
 go ! Repeat the move- 
 ment from the begin- 
 ning, sixteen counts 
 
 — go! To secure good j 
 rhythm, correct pos- I 
 
 ture, and definite execution, the class must be constantly 
 stimulated. 
 
 Admonitions, jj/ j , , . . 
 
 yy and overhead in jump, ; 
 
 Chest up; right angle at knee. I 
 
 6. Breathing. Feet — close ! Deep breathing with back- 
 ward bending of head — one! Two! Again — one! Two! 
 (See 3 (2), lesson i, page 116.) J 
 
 Pig. 74. — Wand to position, and feet crossed. 
 
SEVENTH GRADE WANDS 329 
 
 LESSON IV 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 Pass for apparatus. Class, forward — march! Class, 
 halt! 
 
 1. Order. Raise the wand to the chest, and right foot 
 forward outward — place! Heels — raise! Sink! Again 
 
 — one! Two! Three! Four! Wand and foot — 
 position! Continue in this time: one, two, three, four, 
 alternating right and left — go! Stop! 
 
 2. Head. Wand over head, and right foot forward — 
 place! Placing of wand to the back with deep breathing 
 and backward bending of head — one! Two! Again — 
 one! Two! The wand is placed across the shoulders 
 during inhalation and returned to position over head as 
 exhalation occurs. 
 
 3. Leg and Arm. Wand to lateral position, right, and 
 knees — bend! Knees stretch, and wand — position! Wand 
 to the left — one! Two! Continue in this time: one, 
 two, alternating right and left — go! Stop! 
 
 4. Trunk. Wand over head, and right foot sideways 
 
 — place! Trunk to the right — twist! Forward — twist! 
 Hands and feet — position! Again — one! Two! Three! 
 Four! Continue in this time : one, two, three, four, al- 
 ternating right and left — go! 
 
 Admonitions. 
 
 Twist above the hips. 
 Stretch up against the zvand. 
 Keep hips to the front. 
 
.^O PHYSICAL TRAINING 
 
 5. Precipitant. Wand to the floor — place! Basket 
 ball tactics. In this time : one, two, three, four, five, six, 
 seven, eight — go! Stop! Position! At "one, two" 
 jump lightly in the air, clap the hands over the head as if 
 catching a ball. At " three, four " bring the ball to the 
 chest as if ready to shoot for basket. At " five, six " shoot 
 for basket. At " seven, eight " both arms are extended at 
 the sides as if guarding. 
 
 6. Breathing. Wand to position — Place ! Raise the 
 wand to the chest, and feet — close! Deep breathing, 
 with backward bending of head — one! Two! Again — 
 one! Two! 
 
 LESSON V 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 Pass for the apparatus. Class, forward — march! Class, 
 halt! 
 
 1. Order. Raise and turn the wand so that the left 
 arm crosses the right (3, lesson 3, page 325), and right foot 
 forward — place! Hands and foot — position! Same to the 
 left — one! Two! Continue in this time : one, two, three, 
 four, ahernating right and left — go! Stop! (Fig. 77.) 
 
 Admonitions. 
 
 Chest high. 
 Keep together. 
 
 2. Head. Wand to chest, and right foot sideways — 
 place! Mead to right — twist! Forward — twist! Wand 
 and foot — position! Same to the left — one! Two! Three! 
 
SEVENTH GRADE WANDS 33 1 
 
 Four! Continue in this time : one, two, three, four, alter- 
 nating right and left — go! Stop! 
 
 3. Leg and Arm. Wand to back, and right foot forward 
 
 — charge! Hands and foot — position! Same to the 
 left — one! Two! Continue in this time: one, two, 
 three, four, alternating right and left — go! Stop! Watch 
 the position of the head^ as there is a tendency to drop it 
 forward. (Se^ 3, lesson 4, page 306.) 
 
 4. Arm. Wand to back — place! Over head — place! 
 To chest — place! To position — place! Continue in this 
 time: one, two, three, four — go! Stop! Pause between 
 the parts of the movement. 
 
 5. Trunk. Wand to lateral position right, and right 
 foot sideways — place! Trunk to the right — bend! 
 Raise! Hand and foot — position! Same to left — one! 
 Two! Three! Four! Continue in this time: one, two, 
 three, four, alternating right and left — go! Stop! 
 
 6. Precipitant. Transferring the weight to the left foot 
 
 — one! Bending the right knee, placing the wand to the 
 knee, and hopping on the left foot — two! Same with 
 the right — three! Four! Continue in this time: one, 
 two, three, four, alternating right and left — go! Class, 
 halt! At '' one! " the weight is transferred to the left foot. 
 At ''two!" the right knee is bent and a hop is taken 
 on the left foot. At ''three!" the right foot is replaced, 
 and the same repeated with bending of the left knee on 
 " four! " Two counts are allowed for the halt. This leaves 
 the pupil with one knee bent upward. (See Fig. 35.) Then 
 give the command ^'Position!" to bring the body back to 
 the fundamental position. 
 
 7. Breathing. Wand to back, and feet sideways — 
 place! Deep breathing, with backward bending of head — 
 one! Two! Again — one! Two! 
 
332 
 
 PHYSICAL TRAINING 
 
 LESSON VI 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 Pass for the apparatus. Class, forward — march! Class, 
 halt! 
 
 1. Order. Wand raising forward, with alternate foot 
 placing forward outward, beginning right — one! Two! 
 Three! Four! Continue in this time: one, two, three, 
 four — go! (Fig. 27.) 
 
 2. Head. Wand to back, and right foot backward — 
 place! Deep breathing, with slow wand raising upward 
 and head bending backward — one! Two! Again — one! 
 Two! The wand is raised slowly upward, the hands push- 
 ing against the wand. The return movement is quick. 
 (Fig. 32.) 
 
 3. Leg and Arm. (i) Wand to chest, and right foot side- 
 ways — place! Wand over head and knees (heels on floor) 
 
 — bend! Wand to the chest and knees — stretch! Wand 
 and foot — position! Again — one! Two! Three! Four! 
 Continue in this time : one, two, three, four, alternating 
 right and left — go! Stop! 
 
 Admonitions. 
 
 Stretch up against the wand. 
 Backs flat, 
 
 (2) Raise wand forward, and right forward — charge! 
 Rowing — one! Two! Continue in this time: one, two 
 
 — go! Stop! At ''one!" the wand is pulled in toward 
 the body, weight transferred to the backward foot, the 
 forward knee straightened, and the rear knee slightly bent. 
 
SEVENTH GRADE WANDS 
 
 333 
 
 At " Two! " the forward knee is bent, the rear knee straight- 
 ened, the arms are straightened and pushed forward down- 
 ward against wand. (Fig. 75.) Pupils tend to tip back 
 from the waist line. 
 Prevent this by warn- 
 ing them to bend the 
 rear knee. 
 
 4. Trunk. Wand 
 to chest, and right 
 foot sideways — place! 
 Wand to the back, 
 and trunk to the right 
 — bend! Wand to 
 chest and trunk — 
 raise! Wand and 
 foot — position! Same 
 to the left — one ! 
 Two! Three! Four! 
 Continue in this time : one, two, three, four, alternating 
 right and left — go! Stop! The wand is changed from chest 
 to back during the bending and returned during the 
 raising. 
 
 5. Precipitant. Wand to floor — place! Alternate rows 
 face the back of the room. On your marks! Get set! 
 Go! Run around one row of seats, and run in place on 
 reaching own seat. Class, halt! (See 5, lesson 14, page 
 277.) 
 
 6. Breathing. Apparatus remains on the floor. Hands 
 on head, and feet sideways — place! Deep breathing, with 
 backward bending of head — one! Two! Again — one! 
 Two! 
 
 Fig. 75. — Rowing. 
 
334 
 
 PHYSICAL TRAINING 
 
 LESSON VII 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 Pass for the apparatus. Class, forward — march! Class, 
 halt! 
 
 1. Order. Wand to chest, and right foot backward — 
 place! Wand and foot — position! Again with the left — 
 one! Two! Continue in this time: one, two, three, four, 
 alternating right and left — go! Stop! 
 
 2. Head. Deep breathing with backward bending of 
 the head — one! Two! Wand raising forward, with right 
 foot placing forward outward — three! Wand and foot 
 
 to position — four! 
 Again — one! Two! 
 Three! Four! 
 Make the movie- 
 ments on ''three" 
 and '' four " quick 
 and exact, 
 
 3. Leg and Arm. 
 (i) Paddling — 
 one! Two! Con- 
 tinue in this time : 
 one, two, alternat- 
 ing right and left — 
 go! Stop! At 
 Fic;. 76. -Paddling. '' One! " a lunge is 
 
 made to the right, 
 the left end of the wand is raised to vertical position, and 
 the wand is swung toward the right side of the body with 
 
SEVENTH GRADE WANDS 
 
 335 
 
 a downward backward motion ; that is, as if dipping the 
 paddle and pushing the water backward, in order to send 
 the canoe forward. At " Two! " the alternate knee is 
 bent, the right end of the wand is raised, and the paddling 
 is done to the left in the same manner. (Fig. 76.) The 
 movement is con- 
 tinued with alter- 
 nate knee bending 
 and stretching, and 
 a swinging of the 
 wand sideways and 
 downward from 
 right to left. 
 
 (2) Knee bending 
 with turning of the 
 wand — one! Two! 
 Continue in this 
 time : one, two, with 
 alternating turning 
 of the wand right 
 and left — go! (Fig. 
 
 ^^:) stop! 
 
 4. Trunk. Rais- 
 ing wand over the 
 head, and kneeling 
 on the right knee — 
 one! Trunk twist- 
 
 FiG. 'j^. — Turning of the wand with knees bent. 
 
 ing to the left — two! Forward — three! Wand and foot, 
 position — four! Again — one! Two! Three! Four! (See 
 3 (i), lesson 12, page 232.) Continue in this time: one, 
 two, three, four, alternating right and left — go! Stop! 
 The rhythm should be slow for this movement. (See 4, 
 lesson 15, page 145.) 
 
336 
 
 PHYSICAL TRAINING 
 
 5. Precipitant. Change step, with wand flinging over 
 head — one! Two! Again — one! Two! Continue in 
 this time : one, two, alternating right and left — go! Stop! 
 
 Position! At *'one!'' 
 a spring is taken, the 
 right foot is placed two 
 foot-lengths forward, 
 the toes up ; the wand 
 is flung forward up- 
 ward over the head. 
 At ''Two! " a spring 
 is taken, the left foot 
 placed forward, the 
 right backward, and 
 the wand brought 
 downward to position. 
 (Fig. 78.) 
 
 6. Breathing. 
 Wand to back, and 
 right foot backward — 
 place! Deep breath- 
 ing, with backward 
 bending of head — 
 one! Two! Again — 
 one! Two! 
 
 ^'IG. 78.- 
 
 ' Change step, with wand flinging over 
 head. 
 
 LESSON VIII 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 Pass for the apparatus. Class, forward — march! Class, 
 halt! 
 
SEVENTH GRADE WANDS 
 
 337 
 
 
 1. Order. Wand forward, raise, and right foot sideways 
 
 — place! Wand forward upward, and heels — raise! 
 Wand to horizontal, and heels — sink! Wand and foot 
 
 — position! Same with the left — one! Two! Three! 
 Four! Continue in this time, alter- 
 nating right and left : one, two, 
 three, four — go! Stop! 
 
 2. Head. Wand forward, raise, 
 and right foot forward outward — 
 place! Wand raising forward up- 
 ward, and downward to back, with 
 deep breathing — one! Two! Again 
 
 — one! Two! The wand is raised 
 from forward position, straight up- 
 ward and downward across the 
 shoulders on inhalation; during ex- 
 halation the wand is returned to 
 forward position. For arm move- 
 ment, see Fig. 79. 
 
 3. Leg and Arm. Wand over the 
 head, and right foot sideways — 
 place! Knees — bend! Knees — 
 stretch! Wand to position, and foot 
 
 — position! Same with the left — one! Two! Three! Four! 
 Continue in this time : one, two, three, four, alternating 
 right and left — go! Stop! (The heels remain on the floor.) 
 
 Admonitions. 
 
 Push up against the zvancL 
 Backs flat. 
 
 Fig. 79. — Wand raised 
 from forward position over 
 head to back. 
 
 4. Trunk. Wand over the head, and right forward — 
 charge! Wand to floor and trunk forward downward — 
 bend! Wand over head, and trunk — raise! Wand and 
 
338 PHYSICAL TRAINING 
 
 foot — position! Same with the left — one! Two! Three! 
 Four! Continue in this time : one, two, three, four, al- 
 ternating right and left — go! See that the back is not 
 hollowed as the trunk is raised. 
 Admonition. 
 
 Body in a line from heel to top of head. 
 
 5. Precipitant. Alternate knee bending upward, touch- 
 ing wand to knee and hopping once on each foot, in this 
 time : one, two, three, four — go! Class, halt! 
 
 6. Breathing. With a deep breath, wand forward up- 
 ward — raise! Forward downward — sink! Again — one! 
 Two! 
 
 SEVENTH GRADE 
 GAMES 
 
 VOLLEY BALL 
 
 Active, 
 
 Playground or gymnasium. 
 
 2-jo players. 
 
 Volley ball; a tennis net about two feet wide. 
 
 The average size of the field is fifty by thirty feet, or 
 larger if there are more than ten players on a side. The 
 ground is divided into halves by a net which is stretched, 
 between two posts, six feet six inches above the ground. 
 The posts should be placed a foot outside the boundary line 
 of the court. 
 
 1 he players are divided into two teams. The members of 
 each team are numbered, and scatter evenly over their division. 
 
 I he object is to keep the ball in motion over the net 
 by H^htly batting it back and forth with the hand. The 
 ball must not touch the ground nor go outside of the bound- 
 
SEVENTH GRADE GAMES 339 
 
 ary line. The team sending the ball over the net so that it 
 lands on the ground on the opponents' side scores a point. 
 
 Start and Rules, Number One of the serving team stands 
 with foot on the rear line, tosses the ball up with the left hand, 
 and bats it across the net with the open palm of the right 
 hand. The server has two trials to send the ball across the 
 net. If he should fail to do this on the first trial, or if the 
 members of the team know his serve and wish to assist him at 
 the beginning, the server bats the ball as before, at least ten 
 feet, and then the ball is assisted on its way by other members 
 of the team. Should the assisting players fail to put the ball 
 over the net the server does not get a second trial, even though 
 he has had but one. Number One continues serving until his 
 side fails to return the ball, or until he has made two faults in 
 succession. The faults may be (i) The ball hits a player 
 on the server's side. (2) The ball hits the net. (3) The 
 ball IS sent outside the boundary line. 
 
 The ball must always be batted with the open palm. 
 Any number of players may hit the ball to send it across the 
 net ; no player may hit the ball more than twice in succession, 
 but a player may bat it again after it has been hit by some 
 other player. The volleying of the ball continues until one 
 of the sides fails to return it. 
 
 A ball which hits the net is a dead ball and counts as a 
 failure in return unless it is a service ball. If it is a service 
 ball, the server loses one of his trials. 
 
 A ball which hits any object and bounds into court is 
 considered to be in play. 
 
 If a player on the serving side hits the net, the ball is put 
 out of play and goes to the opponents. Should he be on the 
 receiving side, a point is scored by the serving side. 
 
 The ball is then passed to Number One of the opposing 
 team, who serves until he fails. 
 
340 PHYSICAL TRAINING 
 
 The players serve by number, teams alternating. 
 
 Score, The only side which scores is the serving side, 
 with a few exceptions. Each time the serving side sends the 
 ball so that it passes the net and lands on the ground of the 
 opponents' court, the serving side scores one point. When 
 the receiving side sends the ball so that it lands on the 
 ground of the serving side, it does not count a point. The 
 ball passes to the receivers and they become servers. 
 
 A ball sent under the net counts against the side sending 
 the ball, and scores a point for the opponents. A ball which 
 is sent outside the boundary line and which bounces in again, 
 is in play, but counts a point against the side sending it out. 
 If a player catches or holds a ball, a point is scored for 
 the opponents. 
 
 The game is finished when all players on both sides have 
 served. 
 
 BLACKBOARD RELAY 
 
 Jctive. 
 
 Schoolroom. 
 lo-jo players. 
 
 The players remain seated in rows of equal numbers. 
 The last player in each row has a piece of crayon. At a 
 signal he runs forward, writes a word on the board, returns 
 and gives the crayon to the person in front of him. This 
 player runs forward, writes a word next to the first, that will 
 bear relation to it, returns and gives the crayon to the pupil 
 who sits in front of him ; and so on until the last player 
 runs forward, finishes the sentence and punctuates it, then 
 runs back to his seat and holds up his hand as a signal to the 
 teacher. 
 
 Score. Five points are counted for speed (the side which 
 gets back first), five for neatness, five for punctuation, five 
 
SEVENTH GRADE GAMES 
 
 341 
 
 for spelling, five for writing, and five for construction. The 
 side which has the largest score wins the game. 
 
 DODGE BALL III 
 
 Ball game. Active, 
 Playground or gymnasmm. 
 Basket ball or volley ball. 
 
 The field is divided into three equal divisions, each about 
 thirty by thirty feet. The players are divided into three 
 teams. A, B, and C (or black, white, and red). Each team 
 plays in one third of the field ; each end team tries to hit 
 as many players as possible of the center team. The center 
 players try to hit those in the end teams. The game is 
 played in three innings of from five to ten minutes each. 
 
 At the start, A is in the center, with B and C in the end 
 courts. The ball is thrown up in the center by the teacher. 
 A member of the A team tries to catch it. As soon as the 
 whistle blows, the members of the end teams run to the 
 farthest boundaries of their fields. The player who catches 
 the ball runs to the division line of his territory, but does not 
 step over the line ; he tries to hit one of the players of team A 
 with the ball. Should he succeed, the teacher blows the 
 whistle and a point is scored. The player who is hit does 
 not leave the field. The ball is brought back to the center 
 and again tossed up. The ball must be a fly ball to count 
 as a score. If the ball which the center player throws, fails 
 to hit any other player, one of the players in the end divisions 
 tries to secure it as it rolls or bounces into his division, runs 
 with it to the division hne, or passes it to some one on his 
 own team who throws it at the center team. Should it hit 
 some one of team A, the whistle is blown and the ball tossed 
 up in the center as in the beginning. If the ball does not 
 
342 
 
 PHYSICAL TRAINING 
 
 hit a player, it may rebound into the territory at the opposite 
 end ; these players then secure the ball and try to hit the 
 center players. The end teams do not try to hit each other. 
 
 At the end of the first inning, the A's change with the B's. 
 At the end of the second inning, the B's change with the C's. 
 Score, During an inning each team scores according to the 
 number of opposing players that have been hit. At the end 
 of the third inning the team having the fewest number of 
 players hit, wins the game. 
 
 If the game is played by boys and girls, a volley ball 
 should be used. In an unmixed class, a basket ball may be 
 used. 
 
 HAND FOOTBALL 
 
 Ball game. Active. 
 Playground or gymnasium, 
 6-18 players. 
 Basket ball. 
 
 The ground should be about fifty feet wide. The players 
 are divided into two teams which line up opposite each other 
 in straight rows. The rows should stand about ten feet in 
 front of the rear boundary lines. A player is chosen from 
 each side to act as kicker. The two players stand facing 
 each other, about ten feet apart. The teacher stands at the 
 side of the center and throws the ball so that it will fall be- 
 tween the two kickers. Each kicker tries to kick the ball j 
 over the heads of his opponent's team ; they try to prevent | 
 this by batting the ball back with their hands. They are not 
 allowed to kick, to grasp the ball, or leave their places. The 
 kicker sending the ball over the head of his opponent wins 
 the game. 
 
SEVENTH GRADE GAMES 343 
 
 LONDON LOO 
 
 Active, 
 
 Playground or gymnasium. 
 
 10—30 players. 
 
 This is played like "Ham, ham, chicken, ham, bacon'', 
 (see page 282), until three players are caught; then the 
 catchers must join hands and tag without breaking the line. 
 The end members are free to use their outside hands. The 
 center players may also use clasped hands if the runners 
 try to go through the center of the line. 
 
 BLACK AND WHITE 
 
 Active. 
 
 Playground or gymnasium. 
 
 10—50 players. 
 
 A disk or coin. 
 
 A line is drawn as the center of the court, and on each side 
 of this about fifteen feet away parallel lines are drawn to 
 form the boundaries of the goals. The players are divided 
 into two teams, black and white, who stand facing and are 
 toeing the division line. It should be decided before begin- 
 ning the game which side of the court will mean black and 
 which white. 
 
 The teacher tosses the coin in the air, then calls "Black'' 
 or "White" according to the side which is uppermost. The 
 team whose side is uppermost chases and tries to tag the 
 other team, who dash immediately to their goal of safety 
 (beyond the fifteen-foot line). All those who are tagged 
 must join the opposing team and assist them in tagging. 
 
 Then the teams come back to the position which they had 
 at the start, and the process is repeated. The side which has 
 
344 
 
 PHYSICAL TRAINING 
 
 caught the greatest number of opponents in a stated length 
 of time (decided before beginning the game), is the winner. 
 
 FOX AND GEESE 
 
 Active. 
 
 Playground or gymnasium. 
 
 lo-jo players. 
 
 One player is the fox, and another the gander. The 
 remaining players are the geese ; they stand in a line back of 
 the gander, each with his hands resting on the shoulders of the 
 player in front of him. The fox tries to tag the last goose ; 
 while the gander with arms raised to the side, jumps about 
 and tries to protect the geese. The geese assist the gander 
 by twisting their line, going first one way and then the other. 
 If the fox tags the last goose, the fox becomes the gander, 
 and the goose that has been tagged becomes the fox. 
 
 POTATO RACE 
 
 Active. 
 
 Playground or gymnasium. 
 lo-jo or more players. 
 Potatoes or blocks of wood. 
 
 The ground is marked off with a starting line, and opposite 
 the place where each team will stand, a series of spots (six 
 to ten in number) are made from four to six feet apart. A 
 potato, a block of wood, or any other small article which is 
 easy to get hold of is placed over each spot. 
 
 The players are divided into teams who compete against 
 each other as in ''Single Relay Race'' (page 153). At a 
 signal, the leader in each line runs forward, picks up a potato 
 (he may start at either end), runs back and places it in a box 
 or circle which is placed, before starting the game, at the 
 leader's left. He then runs back, picks up a second potato 
 
SEVENTH GRADE RHYTHMIC PLAYS 345 
 
 and deposits it in the box. This is continued until all the 
 potatoes are placed in the box. The player then touches the 
 hand of the person next in line (as in ''Single Relay Race") 
 and goes to the rear of the line, while the second player takes 
 the potatoes singly, places them on the spots, then tags the 
 person next in line. This process is continued until all have 
 run. The team whose last player dashes across the starting 
 line first wins the race, unless they have more fouls than the 
 other competing teams. 
 
 The leader of the line should hold up his hand as soon as 
 it is touched, to assist the teacher in judging the winner. 
 
 Fouls, (i) Stepping over the starting line before the 
 hand is touched. (2) Reaching over the starting line with 
 the hand before being tagged. (3) Not placing the potato 
 exactly on the spot. (4) Not depositing potato in the box 
 or the center of the circle. 
 
 Note. The following games, which have been previously 
 played, may be repeated with pleasure. 
 
 Prisoner's Base. (See page 285.) 
 
 Third Man. (See page 286.) 
 
 Last Man. (See page 240.) 
 
 Bombardment. (See page 281.) 
 
 Dodge Ball II. (See page 246.) 
 
 SEVENTH GRADE 
 RHYTHMIC PLAYS 
 
 JUMPING JACK 
 
 Music, Jumping Jack's Jubilee, by Wood. It may be se- 
 cured at any music store. 
 
 In counting the measures for this play, do not include 
 the introduction. 
 
346 PHYSICAL TRAINING 
 
 Formation. Lines — any number, facing forward. This 
 play is best suited to boys. 
 
 I. a. Measures 1-2. Clap hands and slide diagonally 
 forward to the right, and hop four times. (Fig. 91.) 
 
 Measures 3-4. Repeat left. 
 
 h. Measures 5-6. Place hands on hips ; step back on the 
 right foot ; hop ; raise and swing the left foot forward. 
 Repeat, stepping back on the left foot. 
 
 Measures 7-8. One polka step to the right. (See I, 
 Clap Dance, page 257.) Jump and place the feet apart with 
 the arms stretched diagonally upward overhead. (Fig. 52.) 
 
 Measures 9-16. Repeat the same step to the left. 
 
 If desired, the music may be repeated as it is written and 
 the step repeated right and left. 
 
 II. Measures 17-18. Bend the right elbow, extend the 
 left arm back; spring, and place the right foot forward with 
 the toe up. Spring, place the left foot forward, and change 
 arms. 
 
 Measures 19-20. Repeat, with four quick changes ot 
 hands and feet. 
 
 Measures 21-24. Repeat I Z?. 
 
 Measures 25-32. Repeat the same step, starting with the 
 left foot. 
 
 The music may be repeated as it is written, and the step 
 repeated right and left. 
 
 III. Measures 33-34. Clap hands, shde diagonally for- 
 ward right, and turn around to the right with four hops. 
 
 Measures 35-36. Repeat, turning to the left. 
 
 Measures 37-40. Repeat I b. 
 
 Measures 41-48. Repeat the same step, starting to the 
 left. 
 
 IV. Measures 49-50. (Rag doll figure.) Flop over to 
 
SEVENTH GRADE RHYTHMIC PLAYS 347 
 
 the left side, right toe touching; both hands hang Hmp in 
 front, weight on the left foot. Repeat to the right. 
 
 Measures 51-52, Repeat three times in quick time. 
 
 Measures 53-56. Repeat I b. 
 
 Measures 57-80. Repeat the step three times — left, 
 right, left. 
 
 V. Measure i. Jump with heels together, bend knees, 
 and cross arms in front at about the elbows. Jump, and 
 place feet apart, arms stretched diagonally upward over head. 
 
 Measure 2. Repeat. 
 
 Measures 3-4. Repeat four times, in quick time. 
 
 Measures 5-8. Repeat I b. 
 
 Measures 9-16. Repeat the same step. 
 
 VI. Measures 65-80. (Last sixteen measures of trio.) 
 Repeat the first step, and end with the right elbow bent, the 
 left arm extended backward, and the right foot forward with 
 the toe raised. 
 
 HIGHLAND SCHOTTISCHE 
 
 Formation. Single circle. Partners face. Left arm ex- 
 tended in half circle over head, right hand on hip. 
 
 L Measure i. Touch the right toe to the right and hop 
 on the left foot. Raise the right foot back of the left calf, 
 keeping the right knee turned well out to the side, and hop 
 on the left foot. Touch the right toe to the side, and hop 
 on the left foot. Raise the right foot in front of the left 
 calf, and hop on the left foot. 
 
 Measure 2. Schottische step to the right side. SHde to 
 the right side on the right foot ; draw the left foot to the right ; 
 transfer the weight to the left foot; step to the side on the 
 right ; hop on it, and swing the left foot forward with the 
 toe pointed downward. 
 
348 
 
 PHYSICAL TRAINING 
 
 Highland Schottische 
 
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SEVENTH GRADE RHYTHMIC PLAYS 
 
 349 
 
 Measures 3-4. Repeat step used in measures 1-2. Re- 
 verse position of the arms, and start with the left foot. 
 Measures 5-8. Repeat all of step above. 
 
 II. Measure 9. Partners hook right arms, and place 
 left hands on hips; turn about to the right; with three 
 running steps, starting with the right foot, hop on the right 
 foot and extend the left foot forward. 
 
 Measure 10. Continue, turning to the right. 
 
 Measures 11-12. Hook left arms and repeat the step used 
 in measures 9-10. On the last measure, run forward with 
 four running steps and meet a new partner. 
 
 This is repeated from the beginning with the new part- 
 ner. 
 
 VARSOVIENNE 
 
 This play will be most successful in a class for girls. This 
 description, however, considers a boy and a girl as partners. 
 
 Formation. Double circle. Partners facing forward. 
 The boy places his right arm across the shoulder of the girl, 
 takes her right hand over her right shoulder; join left hands 
 in front. 
 
 I. Measures 1-2. Both start with the right foot and slide 
 diagonally forward right; bring the left foot up to the right 
 and transfer the weight to it ; step to the side with the right 
 foot and point the left ; or the heel may be placed on the floor 
 with the toe raised. (Varsovienne step.) 
 
 Measures 3-4. Repeat to the left. 
 Measures 5-8. Repeat right and left. 
 
 II. Measures 9-10. Two mazurka steps diagonally 
 forward to the right: Slide diagonally forward right, bring 
 the left foot up to the right ; hop on the left, raise the right 
 foot with bent knee, and kick the foot to the side. 
 
350 
 
 PHYSICAL TRAINING 
 
 Varsovienne 
 
 German 
 
 Arr.by Ethel S. Drummond 
 
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 Measures 11-12. One varsovienne step to the right, and 
 point the left foot forward. 
 
 Measures 13-14. Two mazurka steps to the left. 
 
 Measures 15-16. One varsovienne left, and point the 
 right foot forward. Each time bend toward pointed toe. 
 
 THE SAILOR'S HORNPIPE 
 
 Formation. As many lines as wished, or as a solo. 
 
 I. Measures 1-6. Arms folded. Begin with the right 
 foot, polka step in a circle from left to right, and face front. 
 (See I, Clap Dance, page 257.) 
 
 Measure 7. Stamp the right foot. Stamp the left foot. 
 
SEVENTH GRADE RHYTHMIC PLAYS 
 
 351 
 
 The Sailor's Hornpipe 
 
 English 
 
 , „ -^ Arr. by Ethel S.DrummDnd 
 
 Allegretto 
 
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352 PHYSICAL TRAINING 
 
 Brush the toe of the right foot backward, transferring the 
 weight to it, and place it beside the left. 
 
 Measure 8. Stamp on the left foot. Swing the right 
 forward high in the air, and spring upon it, at the same time 
 swinging the left foot forward ; place the left foot beside the 
 right and hold the position. The spring is made high in the 
 air with a quick kick, and the feet swing well forward. 
 
 II. Measure i. With arms folded, open heels so that 
 toes are turned in. Turn the feet out and hitch forward, 
 placing the left heel in front of the right toe. 
 
 Measure 2. Open the heels so that the toes are together. 
 Turn the toes out, and place the right heel against the left 
 toe. 
 
 Measures 3-6. Same as measures 1-2. 
 
 Measure 7. With a light spring, jump, and place the right 
 foot forward with the toe raised. Repeat, changing the 
 feet, and placing the left foot forward. 
 
 Measure 8. Three quick changes, right, left, right. 
 
 III. Measure 9. Look up. Hold the right hand high, 
 the left hand near the waist as if grasping a rope. Hop on 
 the left foot and touch the right toe to the floor. Hop again 
 on the left foot and touch the right heel. Pull the right hand 
 down until it is at the waist. Repeat with the opposite hand 
 and foot. 
 
 Measures 10-14. Repeat the step. 
 
 Measures 15-16. Same as measures 7-8, second step. 
 
 IV. Measures 9-10. Pay out the slack. Make motion as 
 if letting out a rope, and take many short steps diagonally 
 backward on the heels. 
 
 Measures 11-12. Repeat to the left. 
 
 Measures 13-14. Repeat to the right. 
 
 Measures 15-16. Same as measures 7-8, second step. 
 
SEVENTH GRADE RHYTHMIC PLAYS 
 
 353 
 
 V. Measure i. Place the palm of the right hand at 
 the waist, and the left hand at the back with the palm out. 
 Slide diagonally forward on the right foot, with the left knee 
 extended well out to the side, and hop on the right foot, 
 hitching up trousers in sailor fashion. Place the left foot 
 on the floor, hop on it, and raise the right well forward. 
 
 Measure 2. Place the right foot behind the left, step to 
 the side with the left ; place right foot in front of left and 
 hop on it. 
 
 Measures 3-4. Repeat step, starting with left foot, re- 
 versing position of the arms. 
 
 Measures 5-6. Repeat step, starting with the right foot, 
 reversing the position of the arms. 
 
 Measure 7. Slide on the left foot, turning toward the left, 
 hop on the left and make a complete turn, facing front. 
 
 Measure 8. Make three quick foot changes, as in measure 
 2, of the second step. 
 
 VI. Measures 1-8. Repeat Part I, and end with a salute. 
 
 TRENCHMORE 
 
 Formation. Two long lines, divided into sets of three, 
 stand facing each other. The girls are in one line, the boys 
 in the other. 
 
 I. Measures 1-2. Pupils in each line join hands and 
 walk forward three steps, bringing the feet together. 
 
 Measures 3-4. The lines retire in same manner. 
 Measures 1-4. Repeat the above step. 
 
 II. Measures 5-8. The boy and girl who form rhr head 
 couple turn to the outside of their lines with a sHding step ; 
 move down the outside of the lines, meet at the foot, join 
 
354 
 
 PHYSICAL TRAINING 
 
 Moderate 
 
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 hands and dance up the center between the Hnes to their 
 places (casting off). 
 
 Measures 5-8. Repeat, casting ofF. ' 
 
 III. Measures 1-4. The second couple join hands and , 
 raise their arms, forming an archway. The first couple 
 joins hands and, with sliding step, pass under the archway' 
 and stand below third couple, with hands joined and arms 
 raised. The third couple pass under the archway formed by 
 the first couple. 
 
 Measures 1-4. The above step is repeated. The second 
 couple pass under the archway formed by first couple. The 
 third couple then pass under the archway formed by second 
 couple. This will bring the set back to original position. 
 
 IV. Measure 5. First boy balances to second girl. (See 
 II, Sellenger's Round, page 248.) 
 
 Measure 6. Balances to partner. 
 Measure 7. Balances to third girl. 
 Measure 8. Balances to partner. 
 
SEVENTH GRADE RHYTHMIC PLAYS 
 
 355 
 
 Measures 5-8. First girl balances to second boy, then 
 balances to partner. Repeats to third boy and to partner. 
 
 V. Measures 1-4. First couple casts off as in second 
 step. 
 
 Measures 1-4. Repeat, casting off. 
 
 VI. Measures 5-8. The first boy turns the first girl 
 with the right hand, the second girl with the left hand, and, 
 passing on down the line, the third girl with the right hand. 
 At the same time, the first girl turns the first boy with the 
 right hand, the second boy with the left hand, and the 
 third with the right. The partners meet at the foot of the 
 line, join hands, and take a sliding step up to second place 
 in the line. 
 
 The play is repeated with the second couple starting as 
 first couple. 
 
 Repeat music as many times as is necessary. 
 
 CLASS DAY SCHOTTISCHE 
 
 Formation. Double circle. Partners face forward, join- 
 ing inside hands. Boys place outside hands on hips. Girls 
 take hold of skirts. 
 * Boy's part described ; girl's, counterpart. 
 
 I. Measure i. Schottische step diagonally forward left, 
 away from partners. (See Highland Schottische, page 347.) 
 
 Measure 2. Schottische step to the right, toward partner. 
 
 Measure 3. Drop hands, slide diagonally forward left, 
 left arm extended forward, right arm back. (Fig. 91.) The 
 sliding is done away from partner. Repeat the sliding 
 toward partner, with hands on hips. 
 
 Measure 4. Repeat sliding step left and right. 
 
 Measure 5-8. Repeat all of above step. 
 

 PHYSICAL TRAINING 
 
 Class Day 
 
 Schottische 
 
 Arr. by Ethel S.Drummond 
 
 
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SEVENTH GRADE RHYTHMIC PLAYS 
 
 357 
 
 II. Measure 9-10. Face partner, take one schottische 
 step moving forward left, counter-clockwise ; as the hop is 
 taken on the left foot, the right foot is swung forward, and 
 a turn is made so that partners are back to back. Repeat 
 schottische step, back to back, and face partner at the end 
 of the step. Partners do not release grasp. 
 
 Measures 11-12. Repeat with two schottische steps, 
 the first face to face, the second back to back. 
 
 Measures 13-16. Starting with the left foot, take eight 
 slow walking steps forward. 
 
 Repeat from the beginning. 
 
EIGHTH GRADE 
 GYMNASTICS 
 
 LESSON I 
 
 All exercises written for the right side should be given 
 the same number of times on both sides. 
 
 Each movement should be finished and the body brought 
 back to the correct fundamental standing position before 
 the next exercise is given. (See Directions for Teaching the 
 Lessons.) 
 
 Aims. Educational, corrective, and hygienic aims should 
 be apparent in every gymnastic lesson. Educational effect 
 is secured in mental alertness and prompt response to com- 
 mand. Corrective effect is sought by stimulation of good 
 habits in posture. Hygienic effect is produced by deepened 
 breathing and quickened circulation. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Hands on hips — place! Knee bending and 
 stretching, and heels sinking, in this time : one, two, three 
 
 — go! Continue, in same time — go! Stop! (See 3, les- 
 son 8, page 133 and 3, lesson 14, page 143.) 
 
 2. Head. Hands on head — place! With a deep breath, 
 head backward — bend! Arms forward — bend! On head 
 
 — place! Again — one! Two! Three! Four! For alterna- 
 
 358 
 
EIGHTH GRADE GYMNASTICS ^59 
 
 tion of breathing and arm movements, see 2, lesson 2, page 
 261 ; for breathing and arm positions, see 4 (2), lesson 6, 
 page 129, and 2, lesson 3, page 119). 
 
 3. Leg and Arm. With palms up, arms sideways — 
 raise! Arms upward, raise, and heels — raise! Arms sink 
 to shoulder level, and heels — sink! Again — one! Two! 
 Continue in this time: one, two — go! Stop! For arm 
 movement, see 4, lesson 12, page 140, and for foot movement, 
 see 3, lesson 2, page 119. These movements are combined. 
 (See Directions for Teaching the Lessons, for the use of 
 "Stop!") 
 
 4. Trunk. Arms upward, bend, and feet sideways — 
 place! Trunk forward — bend! Raise! Again to the left 
 — one! Two! Three! Four! Continue in this time: 
 one, two, three, four, alternating right and left — go! 
 Stop! (Combination of 2 (2), and 3 (i), lesson i, page 116; 
 also 5, lesson 4, page 125, done rhythmically.) See that 
 each part of the movement is finished before the next is 
 started. 
 
 Admonitions. 
 
 Oney twOy three, four. 
 Flat backs. 
 Heads up. 
 
 5. Precipitant. Running in place — go! Class, halt! 
 (See 5, lesson 15, page 145; also 5, lesson 5, page 26£;.) 
 The hands are brought to position as the run is started. 
 
 6. Breathing. West Point breathing — one ! Two ! 
 Again — one! Two! (See 7, lesson 4, page 125.) 
 
 Admonitions. 
 
 Heads up. 
 
 Chests forward. 
 
 Pull knees up in front. ' 
 
 Mouths closed. 
 
360 PHYSICAL TRAINING 
 
 LESSON II 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Arms forward upward, raise, and right foot 
 forward — place! Arms forward downward, sink, and foot 
 
 — replace! Same with the left — one! Two! Repeat with 
 sixteen counts, alternating right and left, in this time : one, 
 two, three, four — go! The arms are flung forward upward 
 (Fig. 29) and the right foot is placed two foot-lengths for- 
 ward. (Fig. 20.) (See 4, lesson 13, page 187.) 
 
 2. Head. Hands on hips, and right foot sideways — 
 place! Trunk to the right — twist! With deep breathing, 
 chest — raise! Sink! Again — one! Two! For trunk 
 twisting and foot placing see 5, lesson 15, page 145; also 3. 
 (2), lesson 4, page 125.) Hold twist position in breathing. | 
 
 3. Leg and Arm. Arms upward, bend, and to the right 
 
 — lunge! Hands and foot — position! Same to the left — • 
 one! Two! Continue in this time, alternating right and 
 left : one, two, three, four — go! Stop! This is performed 
 in same manner as 3, lesson 8, page 269, except that the 
 arms are bent upward. (Fig. 47.) 
 
 4. Trunk. Arms forward — bend! Touching finger tips 
 to the floor — stoop! Arms bend, and knees — stretch! 
 Again — one! Two! Continue in this time: one, two — 
 go! For stooping, see 4, lesson i, page 169. As the knees 
 are stretched the arms are returned to the chest, 
 
 5. Precipitant. Jumping forward, with forward swing of 
 arms — one! Two! Three! (See 6, lesson 10, page 182.) 
 
 6. Breathing. Arm raising sideways, with deep breathing 
 
 — one! Two! Again — one! Two! (See 2, lessons, page 128.) 
 
EIGHTH GRADE GYMNASTICS 36 1 
 
 LESSON III 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Left — face! Right about — face! Left — 
 face. Left about, face, and one step forward — march! 
 Right, face, and one step to the left — march! (See 1, 
 lesson 4, page 174, and 1 (2), lesson 2, page 217.) 
 
 2. Head. Arms forward, bend, and right foot sideways 
 
 — place! With a deep breath, head backward, bend, and 
 arms sideways — fling! Arms bend, and head — raise! 
 Hands and foot — position! Again to the left — one! 
 Two! Three! Four! 
 
 3. Leg. Hands on hips — place ! Heels — raise ! 
 Knees — bend! Stretch! Heels — sink! Again — one! 
 Two! Three! Four! Continue in this time: one, two, 
 three, four, — go! Stop! (See 3, lesson 8, page 133.) 
 
 4. Arm. In this time : one, two, three, four (irregular 
 rhythm), arm bending and stretching upward and bending 
 and stretching downward — go! Stop! (See 4, lesson 2, 
 page 171, also 4, lesson 4, page 125, and Rhythm, page 5.) 
 
 5. Trunk, (i) Hands on hips, and right foot sideways — 
 place! Trunk forward — bend! Raise! Hands and foot 
 
 — position! Same to the left — one! Two! Three! 
 Four! Continue in this time : one, two, three, four, aher- 
 nating right and left — go! Stop! 
 
 (2) ''Wood chopping'': hands and feet in position — 
 place! In this time : one, two — go! Stop! Position! 
 The left foot is placed obliquely forward two foot-lengths, 
 the fists are closed and raised to the right shoulder as if 
 grasping the handle of an ax. At the command ** Go! '' 
 
362 
 
 PHYSICAL TRAINING 
 
 the trunk is bent forward from the hips, the knees remain 
 straight, while the arms are flung forward and downward as 
 in the act of chopping. On the return the arms are brought 
 to the left shoulder. 'This should be repeated, alternating 
 right and left, until the circulation is increased and the 
 breathing deepened. 
 
 6. Breathing. Hands on hips and feet sideways — 
 place! Deep breathing, with backward bending of head — 
 one ! Two ! Again — one ! Two ! 
 
 LESSON IV 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Arm raising sideways, with knee bending — 
 one! Two! Again — one! Two! Continue in this time : 
 one, two — go! Stop! (See 3, lesson i, page 169.) 
 
 2. Head. With palms up, arms sideways — raise! Arm 
 raising upward, with backward bending of head — one! 
 Two! Again — one! Two! Position! Care should be 
 taken lest the pupils place their weight on the heels and 
 hollow their backs as the arms are raised to the stretched 
 position. 
 
 3. Leg and Arm. Arms sideways, raise, and to the right 
 — lunge! Hands and foot — position! Same to the left — 
 one! Two! Continue in this time, one, two — go! Stop! 
 (A combination of 4 (i), lesson 2, page 119, and 3, lesson 8, 
 page 269.) Do not allow the hands to clap at the sides nor the 
 feet to scrape the floor as this movement is taken. 
 
 4. Arm. Arms forward — raise! Swimming movement 
 
EIGHTH GRADE GYMNASTICS 363 
 
 — one! Two! Three! Again, in this time: one — two, 
 three — go! (See 4, lesson 10, page 230.) 
 
 5. Trunk. Arms upward — bend! Alternate leg fling- 
 ing sideways in this time: one, two — go! (See 4, lesson 
 13, page 141, and 4, lesson 11, page 231.) 
 
 6. Precipitant. On your marks! Get set — go! Class, 
 halt! (See 6, lesson 5, page 307.) 
 
 7. Breathing. Arm raising forward, with deep breathing 
 
 — one! Two! Again — one! Two! (See 4, lesson 14, 
 page 143.) 
 
 LESSON V 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Running in place, with twelve counts — go! 
 
 2. Head. Arms half-sideways, bend, and right foot back- 
 ward — place! Deep breathing, with backward bending of 
 the head — one! Two! Again — one! Two! (See 4 (i), 
 lesson 7, page 226.) 
 
 3. Leg and Arm. Arms upward, bend, and right foot 
 forward — place! Arms sideways, stretch, and heels — 
 raise! Arms bend, and heels — sink! Hands and foot — 
 position! Same with the left — one! Two! Three! Four! 
 Continue in this time : one, two, three, four, alternating 
 right and left — go! Stop! (For position of the feet, 
 see 3, lesson 9, page 135.) See that arm stretching is done 
 to the fullest extent. Use '' Stop! " at irregular intervals, 
 and call the pupils' attention to the fact that they must use 
 force and speedy rising on the toes, stretching and beiuhng 
 the arms to the fullest extent, but must still finish cacli 
 part of the movement. 
 
364 
 
 PHYSICAL TRAINING 
 
 4. Trunk. Hands on hips, and right foot sideways — 
 place! Trunk to the right — twist! Trunk to the right — 
 bend! Raise! Again — one! Two! Trunk 
 forward — twist! Hands and foot — position! 
 (For trunk twisting, see 4, lesson 15, page 
 145.) The trunk bending follows the trunk 
 twisting ; the pupils should be stimulated to 
 contract the waist muscles. {Pull the belts 
 in.) 
 
 5. Precipitant. Jump on toes, with side 
 flinging of arms and crossing of arms and feet 
 on return, in this time : one, two — go! Class, 
 halt! The arms are raised to shoulder level, 
 and the feet are placed four foot-lengths apart. 
 On the return the arms are crossed in front at 
 the elbows ; the feet also are slightly crossed. 
 (Fig. 80.) The command for the halt is started 
 as the feet are apart, thus allowing two move- 
 ments to be made after *' Halt! " is given. 
 The feet are brought together on the halt. 
 6. Breathing. West Point breathing — one! Two! 
 Again — one! Two! 
 
 Fig. 80.— 
 Arms and feet 
 crossed in front. 
 
 LESSON VI 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Hands on head, and right foot forward — 
 place! Hands and foot — position! Same with the left — 
 one! Two! Continue in this time: one, two, three, four, 
 alternating right and left — go! Stop! 
 
EIGHTH GRADE GYMNASTICS 365 
 
 Admonitions. 
 
 Arms well back. 
 
 Place the foot straight forward. 
 
 Weight on both feet. 
 
 2. Head. Arm circumduction, with alternate foot placing 
 sideways, and backward bending of the head — one! Two! 
 Same with the left — three! Four! Again — one! Two! 
 Three! Four! (See 7, lesson 7, page 178.) 
 
 3. Leg and Arm. Arms sideways upward, fling, and 
 knees — bend ! (Heels ofF the floor) . Arms sideways down- 
 ward, sink, and knees — stretch! Again — one! Two! 
 
 Continue in this time: one, two, — go! Stop! The arms 
 are flung sideways upward to stretch position (Fig. 29), and 
 at the same time the knees are quickly bent. For description 
 of knee bending, see 3, lesson 8, page 133. 
 
 4. Trunk. Arms forward — bend ! With finger tips 
 touching the floor — stoop! With arm bending, knees — 
 stretch! Arms sideways — fling! Arms — bend! Again — 
 one ! Two ! Three ! Four ! Continue in this time : 
 one, two, three, four — go! Stop! Position! (Same as 4, 
 lesson I, page 169, except that quick arm flinging and bend- 
 ing alternates with stooping.) 
 
 5. Precipitant. Alternate rows face back of room. Class, 
 forward — march ! On toes — march ! Quick time — 
 march! Class, halt! (See 1, lesson 14, page 143, and 6, lesson 
 2, page 261.) March on the balls of the feet with raised 
 heels when ''On toes — march! '' is given. The arms are 
 bent as the running movement is started. 
 
 6. Breathing. Arms sideways — raise! Backward bond- 
 ing of the head, with arm rotation — one! Two! Again — 
 one! Two! (See 2, lesson 7, page 131.) Keep the arms 
 at shoulder level. 
 
366 PHYSICAL TRAINING 
 
 LESSON VII 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Hands on hips — place ! Heels — raise i 
 Knees — bend! Knees — stretch! Heels — sink! Continue 
 in this time: one, two, three, four — go! Stop! (See 3, 
 lesson 8, page 180, also 3, lesson 8, page 131.) 
 
 2. Head. Arms half-sideways — bend! Deep breath- 
 ing, with arm stretching upward — one! Two! Again — 
 one! Two! Position! At '' one! " the arms are stretched 
 upward. (Fig. 29.) At '' Two! " they are brought back to 
 half-bend position. 
 
 3. Leg and Arm. Hands on hips place, and right oblique 
 
 — charge! Hands and foot — position! Same with the left 
 
 — one! Two! Continue in this time: one, two, three, 
 four, alternating right and left — go! Stop! (See 3, lesson 
 7, page 312.) 
 
 4. Arm. Arm bending upward, and stretching upward 
 and downward, sideways and downward in this time : one, 
 two, three, four (irregular rhythm) — go! Stop! (See 4, 
 lesson 3, page 263, and 4, lesson 5, page 223.) 
 
 5. Trunk, (i) Hands on head, and feet sideways — 
 place! Trunk bending forward — one! Two! Again — 
 one! Two! 
 
 (2) Hands on hips — place! Alternate knee upward 
 bending, in this time: one, two, beginning right — go! 
 Stop! (Same as 4, lesson 4, page 174, except that the knee 
 bending alternates, and may be repeated an indefinite 
 number of times.) 
 
EIGHTH GRADE GYMNASTICS 367 
 
 6. Precipitant. Jump in place, with side flinging of the 
 arms — one! Two! Three! (See 6, lesson 10, page 137.) 
 
 7. Breathing. Arms upward — bend! Deep breathing, 
 with backward bending of head — one! Two! Again — 
 one! Two! 
 
 LESSON VIII 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 1. Order. Alternate rows face the back of the room. 
 Class, forward — march! Class, halt! Class, forward — 
 march! On toes — march! Quick time — march! Class, 
 halt! 
 
 2. Head. Arms forward upward ' — fling! Arm parting, 
 with backward bending of head — one! Two! Again — 
 one! Two! Position! The arms are flung straight forward 
 and upward to stretch position ; during inhalation they are 
 parted sideways to shoulder level ; on exhalation returned 
 to stretch position. 
 
 3. Leg and Arm. Arm bending forward with alternate 
 side lunging — one! Two! Three! Four! Continue in 
 this time : one, two, three, four, alternating right and left 
 — go! Stop! The arms are bent forward as the lunge is 
 taken ; on the return movement the arms and feet are 
 brought to fundamental position. (Fig. 51.) 
 
 4. Trunk, (i) Arms sideways, raise, and right foot for- 
 ward — place! Trunk to the right bend! Raise! 
 Hands and foot — position! Same to the left one! Two! 
 Three! Four! Continue in this time : one, two, alternating 
 right and left — go! 
 
368 
 
 PHYSICAL TRAINING 
 
 Admonitions. 
 
 Arms at shoulder level. 
 
 Do not allow the arms to clap at the sides. 
 
 Keep together^ one^ two, 
 
 (2) '' Wood chopping " : hands and feet in position — 
 place! Go! Stop! 
 
 5. Breathing. Hands on hips, and feet sideways — 
 place! Deep breathing, with backward bending of head — 
 one ! Two ! Again — one ! Two ! 
 
 EIGHTH GRADE 
 DUMB-BELLS 
 
 LESSON I 
 
 The first series of lessons for the eighth grade should be 
 taught before attempting work with hand apparatus. 
 
 All exercises written for the right side should be given 
 the same number of times on both sides. 
 
 Each movement should be finished and the body should 
 be brought back to the correct fundamental standing posi- 
 tion before the next exercise is given. (See Directions for 
 Teaching the Lessons.) 
 
 Aims. Educational, corrective, and hygienic aims should 
 be apparent in every gymnastic lesson. Educational effect 
 is secured in mental alertness and in prompt response to 
 command. Corrective effect is sought by stimulation of 
 correct habits in posture. Hygienic effect is produced by 
 deepened breathing and quickened circulation. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
EIGHTH GRADE DUMB-BELLS 
 
 369 
 
 Pass around the room, take the bells, and march to seats ! 
 Mark time — mark! Forward — march! Class, halt! 
 
 The bells should be in a box at the side of the room ; the first row 
 goes forward, followed by each row in turn. Each pupil takes two bells, 
 and places them on his hips as he marches to his seat. (Fig. 81 ) This 
 should be done in quiet, 
 orderly fashion and may 
 be practiced several times 
 until a good result is ob- 
 tained. 
 
 1. Order. With 
 palms facing, arms 
 forward, raise, and 
 right foot sideways 
 — place! Hands 
 and foot — position! 
 Same to the left — 
 one! Two! Con- 
 tinue, alternating 
 right and left, in this 
 time : one, two, 
 three, four — go! 
 Keep the rhythm deft- 
 nite and work for good 
 form. 
 
 2. Head. Arms 
 h a 1 f-s i d e ways — 
 bend! Deep breathing, with backward bending of head — 
 one! Two! Again. (See 4 (i), lesson 7, page 226.) 
 
 3. Leg and Arm. Arm bending upward, with right foot 
 placing sideways — one! Arm stretching sideways, with 
 knee bending — Two! Arm bending with stretching of the 
 knees — three! Hands and foot, position four! Same 
 
 Fk;. 81. — Hells on hijis 
 
370 
 
 PHYSICAL TRAINING 
 
 to the left — one! Two! Three! Four! Continue in this 
 time: one, two, three, four, alternating right and left — 
 go! Stop! The arms are bent as in Fig. 82, and at the 
 same time the foot is placed sideways. The arms are 
 stretched to the side, while the knees are bent. (Fig. 83.) 
 
 The arms and the foot 
 are returned to the 
 fundamental posi- 
 tion. 
 
 4. Arm. Arm 
 bending and stretch- 
 ing upward and 
 downward twice: 
 one, two, three, four 
 
 — go! Repeat side- 
 ways — go! Com- 
 bined arm bending 
 and stretching up- 
 ward downward, and 
 sideways downward 
 
 — go ! Stop! (See 4, 
 lesson 5, page 223 ; 
 also 4, lesson 2, page 
 171.) 
 
 5. Trunk. Arms 
 upward, bend, and 
 feet sideways — 
 
 place! Frunk forward — bend! Raise! Arms upward — 
 stretch! Bend! Again — one! Two! Three! Four! Arm 
 stretching upward alternates with forward bending of trunk. 
 6. Precipitant. Bells on floor — place! (Cross the bells 
 so they will remain in place.) Alternate rows face the back 
 of the room. Hurdling: ready — go! (See 5, lesson 2, 
 
 Fig. 82. — Arm bending upward, with bells. 
 
EIGHTH GRADE DUMB-BELLS 
 
 371 
 
 page 119, for arrangement of class during jumping; also 6, 
 lesson I, page 315, for hurdling.) 
 
 7. Breathing. Arms half-sideways — bend! Arm 
 
 Fig. 83. — Arm stretching sideways, with bells. 
 
 Stretching sideways with deep breathing and backward 
 bending of head — one! Two! Again — one! Two! 
 
 Bells to hips — place! Put away apparatus. Class, 
 forward — march! 
 
 Admonitions, jj^^^^ ^^^, ^^^^^ /^^^^/, 
 
 Right angles at rlbozvs. 
 Palms facing. 
 
372 
 
 PHYSICAL TRAINING 
 LESSON II 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 Pass for the apparatus. Forward — march! Class, halt! 
 
 1. Order. Arms upward, bend, and knees — bend! 
 
 , Hands down and 
 
 knees — stretch! 
 Again — one! Two! 
 Continue in this time, 
 one, two — go! 
 Stop! The arms are 
 bent upward at the 
 same time that the 
 knees are bent. 
 
 2. Head. Arms 
 upward, bend, and 
 right foot forward — 
 place ! Arm stretch- 
 ing slowly upward, ; 
 with chest raising j 
 
 — one! Two! Again ' 
 
 — one! Two! (See 
 4 (i), lesson 6, page 
 129.) 
 
 3. Leg and Arm. 
 Bells to shoulders, 
 and right sideways 
 
 — lunge! Hands and foot — position! Same to the left — one! 
 Two! Three! Four! Continue in this time : one, two, three, 
 four, alternating right and left — go! Stop! (Fig. 84.) 
 
 §% 
 
 Fig. 84. — Bells to shoulder 
 
EIGHTH GRADE DUMB-BELLS 
 
 373 
 
 4. Trunk. Arms sideways, raise, and right foot sideways 
 
 — place! Trunk to the right — bend! Raise! Hands and 
 foot — position! Same to the left — one! Two! Continue 
 in this time : one, two, three, four, alternating right and left 
 
 — go! Stop! (See 5, lesson lo, page 137.) 
 
 5. Precipitant. Jig step. Bells on hips — place! Hop on 
 left foot, touch right to the side, toe turned in and heel 
 raised — one! Hop on left foot, touch right heel to side, 
 with toe turned out — two! Hop on left foot, touch right 
 toe in front of left — three! Hop on left foot, and ex- 
 tend right foot diagonally forward — four! Same, hopping 
 on the right — one ! Two ! Three ! Four! Continue in this 
 time, alternating right and left : one, two, three, four, — go! 
 Stop! 
 
 6. Breathing. Arms si'deways, raise, and right foot for- 
 ward outward — place! Deep breathing, with backward 
 bending of head — one! Two! Again — one! Two! 
 
 LESSON III 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 Pass for apparatus. Class, forward — march! Class, halt! 
 
 1. Order. Arms half-sideways — bend! Click the bells 
 over the head, and right foot forward — place! Arms half- 
 sideways, bend, and foot — replace! Continue in this time: 
 one, two, three, four, alternating right, and left — go! Stop! 
 (Fig. 85.) The ends of the dumb-bells are clicked lii^luly 
 together over the head. 
 
 2. Head. Arms sideways, raise, and feet — close! Arm 
 rotation, with deep breathing — one! Two! Again ~ one! 
 
374 
 
 PHYSICAL TRAINING 
 
 Two! The arms are raised to shoulder level and at same 
 time the toes are raised and turned slightly inward. The 
 palms face upward at the end of the rotation. 
 
 3. Leg and Arm. Right foot sideways — place! 
 raising forward, with knee bending — one! Two! 
 
 tinue in this 
 
 Fig. 85. 
 
 s clicked over head. 
 
 Arm 
 Con- 
 time : 
 Stop! 
 Arms 
 
 one, two — go! 
 4. Trunk. 
 
 upward, bend, trunk 
 to the right, twist, 
 and right foot side- 
 ways — place! Click 
 the bells, arms back- 
 ward — stretch! Arms 
 — bend! Hands and 
 foot — p o sition ! 
 Again — one ! Two ! 
 Three! Four! Re- 
 peat with eight counts 
 in this time : one, 
 two, three, four — go! 
 At ''one!" arm bend- 
 ing, trunk twisting, 
 and foot placing are 
 combined. At "Two!" 
 the arms are stretched 
 backward, and the 
 bells are clicked together; the arms are rotated out as the 
 bells are clicked, the little fingers facing. At ''Three!" 
 the arms are bent. At " Four! " the arms are stretched 
 downward, the trunk twisted forward, and the foot re- 
 placed. (Fig. 86.) 
 
 6. Precipitant. Bells on the floor — place! Putting the 
 
EIGHTH GRADE DUMB-BELLS 
 
 375 
 
 shot — one ! Two ! Three ! Four ! Again — one ! Two ! 
 Three! Four! Continue in this time: one, two, three, 
 four — go! Stop! At ''one" the knees are bent, and an 
 imaginary shot is picked up from the floor. At " Two! '' 
 the right arm is raised to the shoulder, the left arm is raised 
 
 to horizontal position 
 to balance the body, 
 
 Fig. 86. — Bells clicked in back. 
 
 Fig. 87. — Putrinj; the shot. 
 
 the left toe is touch- 
 ing, and the body is 
 
 turned at right angles 
 to the direction in which the shot is to be thrown. At 
 ''Three!" hop on the right foot, moving forward. (The 
 left foot is extended forward.) At " Four! " the left toe is 
 touched, the weight transferred to it, and the shot de- 
 llivered. (Fig. 87.) 
 
 6. Breathing. Arm raising forward, with backward 
 
376 
 
 PHYSICAL TRAINING 
 
 bending of head — one! two! Again 
 deep breath is taken as the head is bent. 
 
 one! Two! A 
 
 LESSON IV 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 
 Good gymnastic sitting position. 
 
 Stand ! 
 Pass for apparatus. Class, forward — march! Class, halt! 
 
 1. Order. Arms 
 forward, raise, and 
 right toe forward — 
 touch! Hands and 
 foot — p o s i t i on ! 
 Arms sideways, raise, 
 and right toe sideways 
 — touch! Hands and 
 foot — pos ition ! 
 Same with the left — 
 one! Two! Three!] 
 Four! Continue, in 
 this time : one, two, | 
 three, four, alternat- 
 ing right and left — 
 go! Stop! (See 
 Figs. 88, 89; also 1, 
 lesson 14, page 188; 
 also 1 (2), lesson 12, 
 page 232.) 
 
 2. Head. Arm cir- 
 cumduction, with foot 
 placing sideways and 
 
 deep breathing, beginning right — one! Two! Same to 
 
 Fig. 88. — Bells raised forward, with forward toe 
 touching. 
 
EIGHTH GRADE DUMB-BELLS 
 
 377 
 
 the left — one! Two! At '' one! " the arms are flung for- 
 ward upward, the right foot is placed to the side, and a 
 deep breath is taken. At " Two! " the arms sink sideways 
 downward, the foot is replaced, and exhalation occurs. (See 
 4, lesson i6, page 190.) 
 
 3. Leg and Arm. Bells to shoulders, and right foot for- 
 ward — place! 
 Arms upward, 
 stretch, and 
 knees — bend! 
 Arms bend and 
 knees — stretch ! 
 Hands and foot 
 
 — position! 
 Samewith the left 
 
 — one! Two! 
 Three! Four! 
 Continue in this 
 time : one, two, 
 three, four, al- 
 ternating right 
 and left — go! 
 Stop! 
 
 Admonition. 
 
 Arms well back. 
 
 4. Arm. Arms ^^^ ^^^ — j^^^H^ x,i'\^<ti\ sideways, with side t(K- toiichinj:. 
 
 upward — bend! 
 
 In this time : one, two, three, four, arms twice sideways — 
 stretch! Arms twice downward — stretch! Combine the 
 two movements, and continue bendiniz; and stretchiniz; in 
 same time — go! Stop! From the "bend" position the 
 arms are stretched twice sideways, and twice downward, 
 with eight counts for the combination. 
 
378 
 
 PHYSICAL TRAINING 
 
 5. Trunk. Arms upward — bend! Bend the knees and 
 touch the bells to the floor — stoop! (Fig. 90.) Arms, 
 bend, and knees — stretch! Arms upward bend, and back- 
 ward — stretch! Again — one! Two! Three! Four! Con- 
 tinue in this time : one, two, three, four — go! Stop! (Same 
 
 as 4, lesson i, page 
 169, except that arm 
 bending and stretch- 
 ing backward alter- 
 nates with stooping.) 
 6. Precipitant. 
 Jumping Jack. Bells 
 on floor — place ! 
 Clap hands, and slide 
 diagonally forward 
 to right, extend left 
 foot backward, and 
 hop three times on 
 the right foot ; the 
 right arm is extended 
 forward, the left back 
 — one! Two! Three! 
 Four! Repeat to the 
 left — one! Two! 
 Three! Four! Fold 
 the arms and step 
 back on the right foot . 
 -one! Hop, bending the left knee — two! Repeat with 
 the left — three! Four! Swing the arms to the side; 
 (shoulder level) and jump, placing the feet four foot-lengths 
 apart — one! Cross the arms in front at the elbows and 
 jump slightly, crossing the feet in front — two! Repeat, 
 placing the feet apart — three! Jump and cross hands, 
 
 Fig. 90. — Stooping, touchinj^ floor with btlls. 
 
EIGHTH GRADE DUMB-BELLS 
 
 379 
 
 foot in front — four! Repeat the movement from beginning 
 with sixteen counts — go! (Fig. 91. See also 5, lesson 3, 
 page 325.) 
 
 Fig. 91. — Jumping Jack. 
 
 7. Breathing. 
 
 deep breathing - 
 
 Arms forward — raise! Arm parting with 
 one ! Two ! Again — one ! Two ! 
 
 LESSON V 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 Pass for the apparatus. Class, forward — march! Class, 
 halt! 
 
 1. Order. Bells on the floor — place! Class, two steps 
 forward — march! Class, three steps backward — march! 
 left about — face! Right about, face, and one step forward 
 — march! (Work for good form. See 1 (i), lesson 2, 
 page 217.) For description of march steps and facings not 
 in combination, see 1, lesson 5, page 128; also 1 (2), lesson 
 13, page 141, and 1, lesson S, page 133. 
 
I 
 
 380 PHYSICAL TRAINING 
 
 2. Head. Take the bells! Arms upward, bend, and feet 
 
 — close! Slow arm stretching upward, with deep breathing 
 
 — one ! Two ! Again — one ! Two ! 
 
 3. Leg and Arm. Arms sideways upward, raise, cHck 
 the bells over head, and heels — raise! Arms sideways 
 downward, sink, click the bells at back, and knees — bend! 
 Arms sideways upw^ard, raise, click the bells over head, and 
 knees — stretch! Hands and feet — position! Again — 
 one! Two! Three! Four! The arms are raised sideways 
 upward, the bells clicked over head, and at the same time 
 the heels are raised ; then the arms are brought sideways 
 down to the back (Fig 86), and the bells are cHcked together 
 as the knees are bent. From the latter position the arms 
 are raised sideways upward, the bells are cHcked, and at 
 the same time the heels are raised. Then the arms are 
 brought sideways downward to fundamental position as the 
 heels are lowered. j 
 
 4. Trunk. Alternate knee upward bending; in this > 
 time : one, two, beginning right, and clicking bells under the 
 knees — go! If this is given to a mixed class, place bells 
 on hips, or click bells in front of knee as it is bent. 
 
 Admonitions. 
 
 Keep body erect. 
 
 Chest up. \ 
 
 Pull the knees zvell up in front. \ 
 
 5. Precipitant. Running in place — go! Work for en- 
 durance, aiming to run the class for a minute. Watch the 
 expression on the faces, especially, of delicate pupils, and 
 have them stop if they become breathless. 
 
 6. Breathing. Bells to shoulders, and right foot forward 
 
 — place! Deep breathing, with backward bending of head 
 
 — one! Two! Again — one! Two! 
 
EIGHTH GRADE DUMB-BELLS 381 
 
 LESSON VI 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 Pass for the apparatus. Class, forward — march! Class, 
 halt! 
 
 1. Order. Arms forward upward, raise, and right foot 
 forward outward — place! (Do not chck the bells over 
 head; palms face.) Hands and foot — position! Same 
 with the left — one! Two! Continue in this time : one, two, 
 alternating right and left — go! Stop! (For position of 
 feet, see Fig. 27.) 
 
 2. Head. Arms upward — bend! With deep breathing, 
 head backward — bend! Raise! Arms backward, stretch 
 (click bells), and right foot backward — place! Hands and 
 foot — position ! Again — one ! Two ! Three ! Four ! 
 
 (Fig. 32.) 
 
 3. Leg and Arm. Arms upward, bend, and right foot 
 sideways — place! Arms to star position, stretch, and knees 
 
 — bend! Arms, bend, and knees — stretch! Hands and 
 foot — position! Same to the left, one! Two! Three! 
 Four! Continue in this time : one, two, three, four, alter- 
 nating right and left — go! Stop! (See 4, Fesson 5, 
 page 307.) 
 
 4. Arm. Arm circumduction, four counts — one! Two! 
 Three! Four! Continue in this time : one, two, three, four 
 
 — go! Stop! This is a four-count movement instead of 
 two or three, as used in previous lessons. At *' one! " tlie 
 arms are flung forward upward over the head. (Do not 
 click bells.) At " Two! " the arms are lowered sideways 
 
382 
 
 PHYSICAL TRAINING 
 
 to shoulder level, with palms up. At " Three! " the hands 
 are turned (palms down). At '' Four! " they are lowered to 
 
 fundamental posi- jl 
 
 -^:^N 
 
 
 tion. Each part of 
 the movement 
 should be separated 
 from the succeeding 
 part by a distinct 
 pause. Watch posi- 
 tion of the head. 
 
 5. Trunk. Arms 
 over the head, and 
 to the right — lunge! 
 Trunk to the right 
 — bend! Raise! 
 Arms and foot — 
 replace! Same to 
 the left — one ! 
 Two! Three! Four! 
 Continue in this time, alternating right and left : one, two, 
 three, four — go! Stop! From the lunge position the 
 trunk is bent straight to the side, while the arms remain in 
 stretch position. (Fig. 92.) Shoot the arms straight up. 
 Admonitions. 
 
 Stretch upward. 
 
 Body in erect position before the trunk is hent. 
 
 6. Precipitant. Bells on the floor — place! Base ball 
 tactics. Divide the class into six rows. Three rows work 
 together. First row at the right are pitchers. Second row, 
 face the pitchers and act as batters. Third row face the 
 pitchers and act as catchers. Pitchers throw the ball, using 
 four counts — go! Batters bat, using four counts — go! 
 
 Fig. 92. — Trunk bending from the lunge position. 
 
EIGHTH GRADE DUMB-BELLS 383 
 
 Catchers, using four counts, step forward, raise arms, clap 
 hands and hold imaginary ball — go! Batters run in place- 
 four counts — go! Repeat sixteen counts — go! Each 
 movement should be taught separately before the combina- 
 tions is attempted. Have different boys demonstrate the 
 methods of pitching, catching, and batting. If this is in a 
 boys' class a good deal of time may be spent on mimetic 
 work. 
 
 7. Breathing. West Point breathing — one ! Two ! 
 Again — one ! Two ! 
 
 LESSON VII 
 See Directions for Teaching the Lessons. 
 
 Clear the desks ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 Pass for the apparatus. Class, forward — march! Class, 
 halt! 
 
 1. Order. With palms up, arms sideways, raise, and 
 knees — bend! Hands to position, and knees — stretch! 
 Again — one! Two! Continue in this time: one, two — 
 go! Stop! The palms are turned out at the beginning of 
 the movement. 
 
 2. Head. Arms over head, and feet sideways — place! 
 Deep breathing, with backward bending of the head — one! 
 Two! Again — one! Two! The arms are shot straight 
 upward to stretch position; at the same time a light jump 
 is taken and the feet are placed apart. 
 
 3. Leg and Arm. Arms upward, bend, and right foot 
 forward — charge! Hands and foot — position! Repeat 
 with* left foot — one! Two! Continue in this time : one, 
 two, three, four, alternating right and left go! Stop! 
 
384 PHYSICAL TRAINING 
 
 4. Arm. In this time : one, two, right arm upward, left 
 arm forward — stretch! With bending and stretching — 
 change! Continue in this time : one, two, three, four — go! 
 Stop! The arms are bent upward, then stretched; right 
 arm upward and left forward. (Fig. 55.) 
 
 Admonitions. q^^^^^ forward. 
 
 Shoulder blades flat. 
 
 5. Trunk. Click the bells at the back of the body, and 
 right foot sideways — place! Arms over head, place, click 
 the bells, and trunk to the right — twist! Arms sideways 
 backward, fling, click the bells, and trunk forward — twist! 
 Hands and foot — position! Again — one! Two! Three! 
 Four! Continue in this time : one, two, three, four, alter- 
 nating right and left — go! Stop! 
 
 6. Precipitant. Jumping on the toes, with foot placing 
 sideways and together, clicking the bells over head, in this 
 time: one, two — go! Stop! (See 6, lesson 5, page 128:) 
 
 7. Breathing. Right foot forward outward — place! 
 Deep breathing, with arm circumduction — one! Two! 
 Three! Again — one! Two! Three! (See 4, lesson 16, 
 page 190; also, 7, lesson 7, page 178.) 
 
 LESSON VIII 
 
 See Directions for Teaching the Lessons. 
 
 Clear the desks' ready for gymnastics. 
 Good gymnastic sitting position. 
 Stand ! 
 
 Pass for the apparatus. Class, forward — march! Class, 
 halt! 
 
 1. Order. Arms forward, raise, and right foot forward 
 — place! Arms sideways, fling (palms up), and heels — 
 raise! Arms, return, and heels — sink! Hands and foot — 
 
EIGHTH GRADE DUMB-BELLS 
 
 38s 
 
 position! Again, to the left — one! Two! Three! Four! 
 Continue in this time : one, two, three, four, alternating 
 right and left — go! 
 Stop! 
 
 2. Head. Arms 
 upward, bend, and 
 right foot backward 
 outward — place! 
 With deep breathing, 
 head backward — 
 bend! Raise! Hands 
 and foot — Position! 
 Same with the left — 
 one! Two! Three! 
 Four! (Fig. 39.) 
 
 3. Leg and Arm. 
 Arms sideways up- 
 ward, raise, click the 
 bells over the head, 
 and to the right — 
 lunge! Trunk remains 
 erect. Hands and 
 foot — position! Same 
 to the left — one! 
 Two! Continue in 
 this time : one, two, three, four, alternating right and left 
 
 — go! Stop! The arms sink sideways downward on the 
 return movement. 
 
 4. Trunk. Bells to the shoulders, and right foot forward 
 
 — charge! Trunk forward — bend! Raise! Hands and 
 foot — position! (Fig. 93.) Again — one! Two! Three! 
 Four! Continue in this time : one, two, three, four, alter- 
 nating right and left — go! 
 
 Fig. 93. — Bells to shoulders, and right forwaid 
 — charge ! 
 
386 PHYSICAL TRAINING 
 
 5. Precipitant. Bells on the floor — place! Alternate 
 rows face the back of the room. Hurdling — go! Stop! 
 
 6. Breathing. Arms upward — bend ! Arms slowly 
 stretching to star position, with backward bending of head 
 ^ one ! Two ! Again — one ! Two ! 
 
 EIGHTH GRADE 
 GAMES 
 
 CAPTAIN BALL 
 
 Ball game. Active, 
 Playground or gymnasium. 
 14-30 players. 
 Basket ball. 
 
 The size of the field depends on the number of players. 
 An average size is fifty feet long and thirty feet wide. 
 Circles two and one half to three feet in diameter are drawn 
 at each end of the field, and a neutral strip about three feet 
 wide is laid out across the middle. (See diagram.) The 
 number of circles varies with the number of players. 
 
 The players are divided into two teams, each numbering 
 from seven to fifteen. Each team consists of basemen and 
 guards, and a fielder. The basemen occupy the circles in 
 their own territory. The guards stand outside the circles 
 in their opponents' territory. The fielder is at liberty to run 
 about in the central space. The baseman or guard of the 
 center circle is usually captain of his team. 
 
 The object is to have the captain catch the ball from one 
 of his basemen. Should the ball be thrown from the fielder 
 or a guard, it does not count. The fielder picks up the ball 
 and tries to send it to one of the basemen, who may then 
 
EIGHTH GRADE GAMES 
 
 387 
 
 send it on to the captain. The guards jump and try to 
 prevent the opposing basemen from catching the ball. 
 If the guards secure the ball, they send it on to the fielder, 
 who sends it to a baseman ; or the guards may send the ball 
 directly to a baseman. 
 
 The teacher throws the ball up between the two fielders, 
 who face their own goals. Both try to catch the ball. The 
 
 Arrangement of Teams for Captain Ball 
 
 a. Players of team A. 
 A. Captain of team A. 
 
 @ ® 
 b b 
 
 @b 1 
 
 b. Players of team B. 
 B. Captain of team B. 
 
 ® © 
 a a 
 
 © ® 
 
 one succeeding sends it to some one on his own side ; and by 
 a series of passes (see Basket Ball Rules for Women, pub- 
 Hshed by A. G. Spaulding), it is sent finally to a baseman, and 
 then to the captain. Touching the ball is not enough to 
 secure it. If the ball is not caught at first, it should be 
 tossed up a second time. 
 
 Rules. A baseman may step one foot outside his circle, 
 but at no time may he put both feet out. A guard may not 
 step inside the circle with one or both feet. It either ot 
 these transgressions occurs, the ball is given to a baseman on 
 the opposing side, who has a free throw (is not guarded) to 
 his captain, although the captain is guarded. A ball going 
 
388 PHYSICAL TRAINING 
 
 out of bounds is brought back and thrown up in the center. 
 A ball held by two players on different teams is brought to 
 the center and thrown up between the two fielders. After 
 a goal is made the ball is also brought to the center. 
 
 Fouls, (i) Guards stepping in the circle. (2) Basemen 
 stepping out with both feet. (3) Batting or taking the ball 
 away from a player. (4) To overguard (put arms around, 
 or over a player). All guarding must be done in a vertical 
 plane, as in basket ball. (5) Bouncing the ball more than 
 three times in succession. (6) Running with the ball. 
 (7) Holding the ball longer than three seconds. (8) Kick- 
 ing the ball. (9) Handing the ball (instead of throwing it). 
 The penalty for these fouls is the same as that described 
 under Rules : a free throw from baseman to captain. 
 
 Score. One point is scored whenever the captain catches 
 a ball thrown by one of his basemen. 
 
 The game is played in halves of from ten to twelve minutes, 
 with a rest of five minutes between halves. At the end 
 of the rest period, the basemen step outside of the circles 
 and guards step in. The team having the highest score at 
 the end of the game is the winner. 
 
 WAND RACE 
 
 Active. 
 
 Playground or gymnasium. 
 10-40 players. 
 Gymnasium wands. 
 
 A starting line is drawn; at a distance of twenty feet 
 from it, and parallel to it, a second line is drawn for a finish 
 line. The pupils are divided into two or more teams of equal 
 numbers of players, who compete against each other. They 
 are lined up in rows with the leader of each team toeing the 
 
EIGHTH GRADE GAMES 389 
 
 Starting line. At a given signal, the leader balances a wand 
 on his right forefinger, puts his left hand on hip, and walks 
 forward to the finish line. If the wand falls to the ground, 
 the player must stop and try to balance it again before he 
 goes on. The first player who reaches the finish scores one 
 point for his side. The player then stays beyond the finish 
 line. At a second signal, the next player in each line starts 
 forth with a wand. This continues until all have ended at 
 the finish line. The team having the largest score wins the 
 race. 
 
 END BALL 
 
 Ball game. Active. 
 Playground or gymnasium. 
 10-40 players. 
 Basket ball or volley hall. 
 
 The ground should be about sixty feet by thirty feet, with 
 a line drawn through the center dividing the field into two 
 equal parts thirty feet square. A division for goal is made at 
 each end by drawing a line four feet from and parallel to 
 boundary. The players are divided into two teams with a 
 captain for each, who divides his team into catchers and 
 guards. The catchers (two thirds of the players) stand in 
 one goal. The remaining one third (guards) stand on the 
 opposite side of the center line facing their catchers and in 
 front of the enemy's goal. The order of players on the field 
 should be as follows, considering the teams as A and B; 
 catchers for team A ; guards for team B ; guards for team A ; 
 catchers for team B. 
 
 The game is started by having the teacher toss the ball 
 up in the center between the two captains, who try to 
 catch it. The man who catches it throws it tc> a guard 
 
390 
 
 PHYSICAL TRAINING 
 
 on his side, and returns at once to his place. The guard 
 throws the ball over to the catchers. Should they succeed 
 in catching the ball, a point is made for that side. The 
 guards of the opposing side try to secure the ball and throw 
 it to their catchers. Whether or not the ball is caught, it 
 is picked up by the catcher and thrown over to his guards. 
 The ball caught by the guards scores nothing for that team. 
 The guards simply throw it back to the catchers again. 
 
 Fouls, (i) Stepping over any of the division lines. 
 (2) Walking with the ball. (3) Handing (not throwing) 
 the ball to a player. (4) Holding the ball more than three 
 seconds. 
 
 The penalty for a foul is a point for the opponent. 
 
 The game is played in eight- to ten-minute halves. 
 Courts are changed at the end of the first half. 
 
 The side having the largest score at the end of the second 
 half wins the game. 
 
 EVERY MAN IN HIS OWN DEN 
 
 Active. 
 
 Playground or gymnasium. 
 
 lO-jo players. 
 
 Each player selects a den of his own. One player dares 
 the other players by running out from his den. A second 
 player runs after him; a third, and so on. The second 
 player may tag the first; and the third the first two, but 
 no player who leaves his den may tag a player who left later 
 than he did. However, a player may return to his den and 
 then sally forth with the right to tag these players. Only 
 one player may be tagged at a time. A player who is tagged 
 must leave his own den, go with his captor and assist in 
 catching other players. 
 
 1 
 
EIGHTH GRADE GAMES 
 
 391 
 
 The numbers soon dwindle down so that there are two 
 competing parties. The side wins which captures all the 
 players. 
 
 BALL STAND 
 
 Ball game. Active, 
 Playground or gymnasium, 
 6—50 players. 
 Tennis hall or hand hall. 
 
 The players stand about ten feet from a wall or the side 
 of a house. One player has the ball, which he throws 
 against the house, calling the name of one of the other 
 players. The remaining players run in all directions as 
 far as they can. The player whose name is called runs 
 forward and tries to catch the ball. Should he fail, the 
 scattered players return, while the player who failed throws 
 the ball against the wall and calls the name of another player, 
 as described above. Should the player called succeed in 
 catching the ball, he turns about and calls, ''Ball, stand !'' 
 All players must stand absolutely still, while the one who 
 is ''it" tries to hit some one of them. The one who is hit 
 calls "Hit", picks up the ball, calls "Ball, stand'', etc. This 
 continues until a player fails to hit some one. The players 
 then return to the wall, while the player who failed tosses 
 the ball against the wall as in the beginning of the game. 
 
 Account should be kept of the number of times a player 
 fails to hit another player, and a point should be given at the 
 end of the game, or the player should pay a forfeit. 
 
 Forfeits, Many amusing performances may be suggested 
 for forfeits. A player may be required to pay a comphment to 
 one of the players; to yawn until he has made some one 
 else yawn ; to make a speech on a subject suggested ; to 
 
392 
 
 PHYSICAL TRAINING 
 
 imitate certain animals; to sing, or draw a picture. The 
 children will invent many amusing forfeits in this connection. 
 
 DUCK ON THE ROCK 
 
 Active, 
 
 Playground or gymnasium. 
 
 6-40 players. 
 
 Stones^ bean-bags. 
 
 Playground. Each player is provided with a stone about 
 the size of a baseball. All the players but one stand on a 
 throwing line which is about thirty feet from a large rock or a 
 stump. One player is chosen to be the drake and places 
 his duck (stone) on the rock, and the remaining players throw 
 at the duck and try to knock it ofF. Each one who fails to 
 knock the duck ofF runs to his own stone and stands with 
 one foot upon it, until some one has displaced the duck on the 
 rock; or he watches his chance to pick up his stone and try 
 to run home. He may be tagged at any place between the 
 rock and the throwing line unless he is standing with his 
 foot on his duck. If the duck is once lifted from the ground, 
 the player must run home. 
 
 Should a player knock the duck from the rock, the drake 
 must replace it before he can tag any of the players. This 
 gives them a good chance to pick up their ducks and run 
 home. Any player who is tagged by the drake must ex- 
 change places with him and place his duck on the rock. The 
 first drake must take his duck and run beyond the throwing 
 line, as he can be tagged as soon as the player who is now 
 drake has placed his duck on the rock. 
 
 Gymnasium. Bean-bags may be used when this game is 
 played in the gymnasium. An Indian club may be used for 
 the rock and a bean-bag balanced on the top of it. 
 
EIGHTH GRADE GAMES 
 
 BASKET BALL DISTANCE THROW 
 
 393 
 
 Ball contest. Active. 
 Playground or gymnasium, 
 lo-^o or more players. 
 Basket ball. 
 
 A circle six feet in diameter is drawn with a throwing Hne 
 through the center. Lines parallel with the throwing line 
 are drawn at the following distances from the outer edge of 
 the circle : fifteen, twenty-one, and thirty-one feet. 
 
 The players are divided into two teams who compete with 
 each other in seeing how far they can throw the ball. The 
 players of each team throw in rapid succession. 
 
 At the start, the player of one team stands toeing the 
 throwing line, and throws the ball as far as he can. A 
 player has but one throw, unless the ball strikes some 
 obstacle before touching the ground. The player must 
 not at any time during the throw step outside of the circle, 
 nor over the throwing line. This is considered a foul, and 
 one point is taken from the final score of the team for each 
 foul. 
 
 One point is scored for a ball thrown to the fifteen-foot 
 line, or somewhat beyond it ; three points if thrown to the 
 twenty-one-foot line, or slightly beyond ; and five points to 
 the thirty-one-foot line or beyond. 
 
 The ball should be thrown with one hand. The weight 
 of the body should be on the rear foot. The arm is moved 
 forward, straightened, and the ball sent on its course while 
 the weight is transferred to the forward foot. 
 
 The team averaging the largest score wins the event. 
 
 For children below the seventh or eighth gradc\ the dis- 
 tances should be shortened. The distances given are for 
 
394 PHYSICAL TRAINING 
 
 girls and are those suggested by Miss Bancroft, in ''Games 
 for the Playground, Home, School, and Gymnasium". 
 The distances for boys should be greater. 
 
 CURTAIN BALL 
 
 Ball game. Active. 
 
 Gymnasium or playground 
 
 10-60 players. 
 
 Basket ball or volley hall; curtain or screen seven feet high. 
 
 A curtain or screen seven feet high is stretched across the 
 gymnasium. The players are divided into two teams, one 
 standing on each side of the curtain. Each team tries to 
 throw the ball so that it will land on the floor in the oppo- 
 nents' court. If a player succeeds in this, one point is scored 
 for his team. A caught ball does not score, but simply 
 prevents the throwing side from scoring. The ball is passed 
 rapidly back and forth over the curtain. 
 
 The game is played in two fifteen-minute halves. At the 
 end of the first half the teams change courts. The team with 
 the largest score at the end of the second half wins the game. 
 
 This game may be made more interesting when the pupils 
 become skillful enough to vary their throws by sending the 
 ball at difl^erent rates of speed, and from unexpected angles. 
 
 Note. The following games, which have been previously 
 played, may be repeated with pleasure. 
 
 Dodge Ball II. (See page 246.) 
 
 Dodge Ball III. (See page 341.) 
 
 Prisoners' Base. (See page 2.85.) 
 
 Third Man. (See page 286.) 
 
 Last Man. (See page 240.) 
 
 Volley Ball. (See page 338.) 
 
EIGHTH GRADE RHYTHMIC PLAYS 395 
 
 EIGHTH GRADE 
 
 RHYTHMIC PLAYS 
 
 THE MADRID MAZURKA 
 
 Formation. Double circle. Partners face. Boy takes 
 girl's right hand in his left. Free hand on hip. 
 Boy's part described ; girl's counterpart. 
 
 The Madrid Mazurka 
 
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 Arr. by Ethel S.Drummond 
 
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 I. Measures 1-2. Step to the side (counter-clockwise) 
 with the left foot, place right toe forward, raise and sink 
 heels, and swing arms forward and upward. Stamp as the 
 foot is placed to the side. Repeat, stepping on the right 
 Foot and swinging arms down, backward and upward. 
 
 Measures 3-4. Drop hands, phice them on hips, step to 
 the left, turn completely about (turn is made away from 
 partner). Face partner, extend the arms at the sides to 
 ihoulder level, and stamp three times — left, right, left. 
 
 Measures 1-4. Repeat all of the above steps. 
 
396 PHYSICAL TRAINING 
 
 II. Measure 5. Join both hands, arms raised to shoulder 
 level. Take three short slides around the room. 
 
 Measure 6. Repeat. 
 
 Measure 7-8. One mazurka step (See Varsovienne, page 
 349), and three stamps — left, right, left. 
 
 Measures 9-12. Repeat all of II, starting with the 
 right foot. 
 
 SIR ROGER DE COVERLEY 
 
 Formation. Two lines facing each other. The boys are 
 in one line, and the girls in the other. 
 
 I. Measures 1-4. The first boy and the last girl advance 
 to the center, give each other the right hand, turn about, and 
 return to place. 
 
 Measures 5-8. Repeat, using the left hand for the 
 turn. 
 
 Measures 9-12. Advance as before; the boy bows and 
 
 the girl curtseys. (See Mistress Mary, page 107.) 
 
 II. Measures 1-12. Played as many times as neces- 
 sary. The first boy gives right hand to first girl, turning her 
 as he passes ; left hand to second girl, right hand to third 
 girl. In the meantime, the first girl does the same to the 
 boys, and they continue the chain figure until they reach 
 the foot of the line ; here they join hands, forming an 
 archway under which the second couple passes, followed 
 by the rest in order. The couples separate after passing 
 under the archway, and pass up the outside of each line to 
 place. 
 
 The play is continued with the second boy and girl at 
 the head and the first girl and boy at the foot, and so on, 
 until the first couple is again at the head. 
 
EIGHTH GRADE RHYTHMIC PLAYS 
 
 397 
 
 Sir Roger De Coverley 
 
 Old English 
 
 Alleg^ro 
 
 Arr. by Ethel S.Dnimmond 
 
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 HARVEST FROLIC 
 
 Formation. A double circle, with partners facing, hands 
 joined, and arms raised to shoulder level. 
 
 I. Measures 1-3. Starting with the outside foot take 
 six slides sideways around the room. 
 
 Measure 4. With two stamps make a half turn. 
 
39« 
 
 PHYSICAL TRAINING 
 
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 in a single circle. Partners face. 
 
 II. Measures 9-10. Take two slides, the boy going 
 toward the inside of the circle, and the girl toward the out- 
 
EIGHTH GRADE RHYTHMIC PLAYS 399 
 
 side ; make this step spirited. Each takes two stamps on 
 the tenth measure. 
 
 The hand on the side toward which the sHding is done is 
 placed on the hip, the other is raised diagonally upward. 
 (See Fig. 52, page 308 ) 
 
 Measures 11-12. Return to preceding position (facing 
 each other) with the sliding step, and end with the stamps. 
 
 Measures 13-16. Same as measures 9-12. 
 
 III. Measures 1-4. Lock right arms ; turn about with 
 four slide hops, as follows : Start on the same foot that was 
 used in the sliding step in I (outside foot), slide forward, 
 raise the inside foot backward, and hop on the outside foot. 
 Repeat, sliding on the inside foot, at the same time turning 
 about to the right. The left arm is extended diagonally 
 upward as the slide hops are taken to the right. 
 
 Measures 5-8. Hook left arms. Repeat the step used 
 with Measures 1-4 and turn about to the left. On the last 
 two slide hops go forward to meet a new partner. 
 
 Repeat the play from the beginning with a new partner. 
 
 csArdAs I 
 
 (Hungarian) 
 
 Formation. Single circle, with partners facing. The 
 boy places his hands on the girl's hips, while the girl places 
 her hands on the boy's shoulder. The boy's part is de- 
 scribed ; the girl's is counterpart. 
 
 I. Measure i. Slide toward the center of the circle with 
 the right foot, bring the left foot up to the right, repeat the 
 slide to the right, and click the heels together. 
 
 Measure 2. Repeat the step, sliding to the left. 
 
 Measures 3-8. Repeat the above steps to the right and 
 left. 
 
400 
 
 PHYSICAL TRAINING 
 
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 Arr. by Ethel S.Drummond 
 
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EIGHTH GRADE RHYTHMIC PLAYS 401 
 
 II. Measures 9-12. Hook right arms. Beginning with 
 the right foot, turn each other about in place (four walking 
 steps to a measure). On the fourth measure click the heels 
 together, and pause on the last two counts of the measure. 
 
 Measures 13-16. Hook left arms. Turn about in the 
 opposite direction with walking steps, and click the heels 
 together on the sixteenth measure. 
 
 III. Measure i. Partners place hands on hips and shoul- 
 ders as in first step. Touch right toe to the side with the 
 foot turned inward, so that heel is raised from the floor; 
 at the same time hop on the left foot. Turn the right foot 
 outward, so that the heel is on the floor and the toe is raised, 
 at the same time hop on the left foot. Repeat, touching 
 the left foot to the side and hopping on the right. 
 
 Measures 2-8. Repeat the same step. 
 rV. Measures 9-16. Use walking steps as described in 
 11. 
 
 csArdAs n 
 
 (Hungarian) 
 
 Formation. Any number, arranged in as many rows as 
 desired. Music as for Csardas I. 
 
 I. Measure i. The arms are folded and raised to 
 shoulder height. Turn the right foot inward, touch the toe 
 to the floor with the heel raised, and at the same time hop 
 on the left ; rotate the right foot outward ; touch the heel 
 to the floor with the toe raised, and at the same time hop 
 on the left foot. Hop on the right foot and continue the step, 
 touching the left toe and heel to the floor. 
 
 Measures 2-7. Continue the above step. 
 
 Measure 8. Hop on the left foot, and at the same time 
 
402 PHYSICAL TRAINING 
 
 touch the right toe forward in front of the left; repeat, 
 touching the left toe forward, and hopping on the right. 
 Change the position of the feet, and pause. 
 
 II. Measure 9. Slide the right foot to the side, bring the 
 left up to the right, transfer the weight to it, and raise the 
 right to the side. Bring the right foot back to the left ; sHde 
 the left to the side, bring the right up to it, and extend the 
 left to the side. Bring the left back to the right. 
 
 Measures 10-15. Same as measure 9. As the slide is 
 taken the body is bent forward from the waist, the arms 
 sweep downward from shoulder height, and are flung so they 
 cross each other at the elbows. As the weight is transferred 
 the body is raised, and the arms are flung to shoulder height. 
 
 Measure 16. Same as measure 8 of Part I. The arms 
 are folded. 
 
 III. Measure i. The right arm is akimbo, and the left 
 is raised over the head in a semi-circle. The right foot is 
 rotated inward, the toe touched to the floor; at the same 
 time a hop is taken on the left foot. Then rotate the foot 
 outward, touch the right heel to the floor, with the toe 
 raised ; at the same time hop on the left. Touch the toe 
 of the right foot directly in front of the left ; at the same time 
 hop on the left foot, extend the right foot forward, and hop I 
 on the left again. ' 
 
 Measure 2. The position of the arms is reversed, and the i 
 heel and toe touching performed with the left foot, while/ 
 the hopping is done on the right. 
 
 Measures 3-7. Repeat, alternating right and left. 
 
 Measure 8. Same as movement used in measure 8 of] 
 Part I. 
 
 1 
 
 IV. Measure 9. Take six sharp quick stamps beginning, 
 with the right foot, and turn about in place. During the 
 
 'i 
 
EIGHTH GRADE RHYTHMIC PLAYS 403 
 
 turn, keep the face turned toward the front as long as 
 possible. 
 
 Measure 10. Touch the left toe directly in front of the 
 right, and hop on the right foot ; change the position of the 
 feet ; change again, and hold the position. 
 
 Measure 11. Same as measure 9, except that the turn 
 is made to the left. 
 
 Measure 12. Same as measure 10, except that the feet are 
 reversed. 
 
 Measures 13-16. Repeat the entire step. 
 
 THE NOBLEMAN 
 
 Formation. Double circle, facing forward ; inside hands 
 joined. 
 
 This play is best suited to a class of girls. 
 
 Pantomime. Invitation to play. Partners face each 
 other. 
 
 Measure i. The boy makes a sweeping motion with the 
 right hand toward the right and looks to the right. Repeat 
 with the left. 
 
 Measures 2-3. Points toward himself and then extends 
 both hands forward. (^^ Will you come with me ? ") 
 
 Measure 4. The girl points toward herself in surprise 
 and extends hands forward (" With me! Yes! ") 
 
 I. Measures 5-12. Join inside hands, and face forward. 
 Both starting on the right foot, polka step forward, accenting 
 the first beat of each measure. On right polka step, outside 
 arms sway to the right side ; on the left, to left side. (See 
 Clap Dance, page 257.) 
 
 II. Measures 13-16. Girl breaks away and takes four 
 polka steps to the right, looking scornfully over her shoul- 
 
404 
 
 PHYSICAL TRAINING 
 
 The Nobleman 
 
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EIGHTH GRADE RHYTHMIC PLAYS 
 
 405 
 
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 der at the boy. Girl's hands are on hips ; boy's are ex- 
 tended forward as he follows the girl. 
 
 Measures 17-20. Boy becomes tired of this and polka 
 steps to the left side with both hands on hips, looking over 
 his shoulder at the girl. Boy's hands are on hips, while the 
 girl's are extended forward in front as she follows the boy. 
 
 III. Measures 21-24. Partners take four polka steps to 
 the right, around each other; left hand on hip and right 
 hand swaying alternately out to the right side and to the 
 left, across the body as in the first step. Partners look at 
 each other and are really following each other about in tiny 
 circles as they take this step. The body should be bent 
 toward the right on the right polka, and toward the left 
 on the left polka. 
 
 Measures 21-24. Repeat, with four polka steps. 
 
 IV. Measures 25-26. Partners face, right arms extended 
 diagonally upward, left arms raised to shoulder level. Kach 
 steps to his own right, draws the left foot up to the right, 
 hops on the right, and extends the left foot forward, clapping 
 the hands smartly. 
 
4o6 PHYSICAL TRAINING 
 
 Measures 27-28. Repeat left, left arm up, and right arm 
 shoulder level. 
 
 Measures 25-28. Repeat, right and left. 
 
 Measures 29-30. Repeat, right. 
 
 Measures 31-32. Turn about to the left with three steps, 
 turn, face partner, step on right foot, clap hands, and extend 
 the right arm diagonally upward, the left arm to shoulder 
 level. 
 
 Repeat, omitting the invitation (first four measures). 
 
 HIGHLAND FLING 
 
 Formation. In any number of lines, or used as a solo. 
 The left hand is raised in a half circle over the head, the 
 knuckles of the other hand rest on the hip. 
 
 I. Measure i. Touch the right foot to the side and hop 
 on the left. Raise the right foot in back of the left calf, with 
 the right knee turned well out to the side, and hop on the left 
 foot. 
 
 Measure 2. With a slight movement of the right foot 
 place it in front of the left knee and hop on the left foot. 
 Repeat, moving the right foot in back of the left calf and hop 
 on the left foot. 
 
 Measures 3-4. Change the position of the hands and re- 
 peat the step to the left. 
 
 Measures 5-6. Repeat the step to the right. 
 
 Measures 7-8. Repeat the step, touching the left foot to 
 the side, etc., and hopping on the right ; but, instead of facing 
 front each time a hop is taken, a quarter-turn right is made, 
 until at the end of the fourth turn the player faces the front 
 again. 
 
 Measures 1-8. Repeat step, starting with the left, mak- 
 ing final turn to the left. 
 
EIGHTH GRADE RHYTHMIC PLAYS 
 
 Highland Fling 
 
 Scotch 
 
 407 
 
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 II. Measure 9. Place both hands on the hips. With a 
 light jump, place the right toe forward. Jump again, and 
 place the left foot forward. 
 
 Measure 10. Change the feet, raise the right foot in front 
 of the left knee, and hop on the left. 
 
 Measures 11-12. Turn about to the right as in the first 
 step. 
 
 Measures 13-16. Repeat step, starting with the left, and 
 turn to the left in the final turn. 
 
 Measures 9-16. Repeat II. 
 
 III. Measure i. Left hand raised. Right hand on hip. 
 Hop on the left foot, making a quarter-turn left ; touch the 
 
4o8 PHYSICAL TRAINING 
 
 right foot to the side, hop, and raise the right foot in front 
 of the left calf. 
 
 Measure 2. Repeat, hopping on the left, and touch the 
 right foot to the side and raise it in front of left calf. 
 
 Measures 3-4. Repeat, hopping on the right, and making 
 a half-turn to the right, and touch left foot, etc. The arms 
 are changed. 
 
 Measures 5-6. Repeat, touching the right foot, and mak- 
 ing a half-turn to the left. 
 
 Measures 7-8. Repeat final turn to the right ; on the first 
 hop a half-turn is made. The rest of the three turns are turns 
 until player faces front. 
 
 Measures 1-8. Repeat the step, starting to the left. 
 
 IV. Measures 9-16. Repeat the first step, touching the 
 right foot to the side. 
 
 Measures 9-12. Repeat the first step, left and right. 
 
 Measures 13-16. Repeat final turn, and turn twice about 
 with eight hops. Hold final position. 
 
 (This is a simplified form of the Highland Fling, but if more 
 complicated steps are wished consult '' The Folk Dance 
 Book " by C. Ward Crampton, published by A. S. Barnes, 
 or '* Folk Dances and Singing Games " by Burchenal, pub- 
 lished by G. Schirmer.) 
 
INDEX 
 
 Admonitions, 6 
 Aims and Values : 
 
 Gymnastics, 3 
 
 Physical Training, i 
 
 Rhythmic Plays, 18 
 
 Story Plays, 16 
 Alternate Rows, 3 
 Commands : 
 
 Anticipation of, 6 
 
 Form of, 5 
 
 Technique of, 4 
 Corrections : 
 
 General, 12, 13 
 
 Individual (vertical line test), 12 
 Counting-out Rhymes, 15 
 Cues, 6 
 
 Demonstration of Exercises, 6 
 Drills : 
 
 Ball Drill I, 88 
 
 Ball Drill II, 90 
 
 Bean-bag Drill I, 85 
 
 Bean-bag Drill II, 86 
 Games : 
 
 Character of, 15 
 
 Descriptions for Grades : 
 
 First Grade (Singing Games, with 
 music), 45 
 Farmer in the Dell, The, 49 
 Go Round and Round the Village, 
 
 S3 
 Looby Loo, 50 
 Mulberry Bush, 46 
 First Grade (without music) : 
 Cat and Mice, 45 
 Charlie Over the Water, 50 
 Herr Slap Jack, 46 
 Squirrel and Nut, 53 
 
 409 
 
 Squirrel and Trees, 48 
 
 Teacher and Class, 55 
 Second Grade (Singing Games, with 
 music), 93 
 
 Jolly is the Miller, 100 
 
 London Bridge, 94 
 
 Roger Is Dead, 96 
 Second Grade (without music) : 
 
 Automobiles, 99 
 
 Cat and Rat, 97 
 
 Eenie, Weenie, Coxie, Wanie, 102 
 
 Flowers and the Wind, The, 99 
 
 Japanese Tag, 102 
 
 Midnight, 98 
 
 Simon Says, loi 
 
 Stone, 93 
 
 Stoop Tag, 102 
 
 Tag Games, loi 
 
 Tag, Variations of, 102 
 Third Grade (with music), 149 
 
 Oats, Peas, Beans, 149 
 Third Grade (without music) : 
 
 Bean-bag Circle Toss, 149 
 
 Center Base, 155 
 
 Have You Seen My Sheep ? 152 
 
 Hill Dill, 154 
 
 I Say *' Stoop," 157 
 
 Lame Fox and Chickens, 154 
 
 Simon Says, 157 
 
 Single Rclav Race, 15; 
 
 Tag the Wall Relay," 156 
 
 Tommy Tiddler's (iround, 152 
 Fourth Grade (without music), 192 
 
 All Up Relay, 1Q3 
 
 Arch Ball, 194 
 
 Bears and Cattle, 197 
 
 Birds Fly, 196 
 
4IO 
 
 INDEX 
 
 Dodge Ball I, 197 
 
 Garden Scamp, 192 
 
 Sticks, 192 
 
 Still Pond, 198 
 
 Three Deep, 195 
 
 Vaulting Seats, 196 
 Fifth Grade (without music) : 
 
 Baste the Bear, 244 
 
 Bean-bag Toss, 243 
 
 Catch a Fish, 247 
 
 Catch Ball, Schoolroom, 239 
 
 Dodge Ball II, 246 
 
 Dumb-bell Tag, 240 
 
 German Bat Ball, 240 
 
 Going to Jerusalem, 238 
 
 Last Man, 240 
 Sixth Grade (without music) : 
 
 Beast, Bird, Fish, 284 
 
 Bombardment, 281 
 
 Ham, Ham, Chicken, Ham, 282 
 
 Jumping Relay, 286 
 
 Line Ball, 284 
 
 Prisoner's Base, 285 
 
 Rabbit Race, 283 
 
 Third Man, 286 
 Seventh Grade (without music) : 
 
 Black and White, 343 
 
 Blackboard Relay, 340 
 
 Dodge Ball III, 341 
 
 Fox and Geese, 344 
 
 Hand Football, 342 
 
 London Loo, 343 
 
 Potato Race, 344 
 
 Volley Ball, 388 
 Eighth Grade (without music) : 
 
 Ball Stand, 391 
 
 Basket Ball Distance Throw, 393 
 
 Captain Ball, 386 
 
 Curtain Ball, 394 
 
 Duck on the Rock, 392 
 
 End Ball, 389 
 
 Every Man in His Own Den, 390 
 
 Wand Race, 388 
 
 Formations for 
 
 Alternate rows, 3, 19 
 Circles (single, double), 18 
 Gymnastic Lessons : 
 Aims and Values, 3 
 Form (Order, Head, Leg, Arm, etc.), 10 
 Formations : 
 
 . Gymnasium or playground, 2 
 Schoolroom, 11 
 
 Around row of seats, 169 
 Corner of room, 3, 121 
 Serpentine fashion, 123 
 General Suggestions for, 11 
 Good Form, 4 
 
 Gymnastic Movements without Ap- 
 paratus ^ : 
 Arm: 
 
 Bendings: 
 Forward, 121 
 Half-sideways, 226 
 Upward, 117 
 Circling and clapping hands, 271 
 Partings : 
 After raising arms forward, 174 
 After raising arms upward, 222, 
 
 367 
 Placing of hands : 
 On head, 130 
 On hips, 117 
 Raisings and Flingings : 
 Alternate, forward, upward, 221 
 Circumduction (two, three, four, 
 
 counts), 179, 191, 272 
 Forward, 144 
 Forward, sideways, downward, 
 
 234 
 Forward, upward, 187 
 Sideways, 121 
 Sideways after forward bending, 
 
 132 
 Sideways upward, 365 
 Sideways with palms up, 139 
 
 ' This index consists only of references to elementary movements from either 
 the fundamental standing or very simple starting positions. Reference is made here 
 only to the first description of the movements. 
 
INDEX 
 
 411 
 
 Upward after forward raising, 185 
 
 Upward after sideways raising, 362 
 Stretchings : 
 
 Backward, 223 
 
 Downward, 127 
 
 Forward, 263 
 
 Sideways, 130 
 
 Star position, 309 
 
 Upward, 172 
 Rotation of Arms, 131, 136 
 Swimming, 230 
 Balance: 
 
 Balance step, 177 
 
 Balance touch steps, I, II, III, 185, 
 
 188, 190 
 Follow step, 171 
 
 Follow touch steps, I, II, III, 173, 
 181, 183 
 Breathing — See Head 
 Head : 
 
 Arm rotation with breathing, 131 
 Bending: 
 
 Backward, 123 
 
 Side, 233 
 Breathing (chest raising), 120 
 
 Twisting, 140 
 
 West Point breathing, 128 
 Leg: 
 
 Bendings : 
 
 Alternate Knee, 230, 233 
 
 Knee: 
 
 Heels off, 134 
 Heels on, 173 
 
 Knee upward and leg stretched 
 forward, 191 
 Charges : 
 
 Forward, 306 
 
 Oblique, 313 
 Closing, and opening of feet, 126 
 Heel raising and knee bending, 143 
 Kneelings on one knee, 233 
 Lungings, 269 
 Raisings : 
 
 Alternate heel, 139 
 
 Alternate heel and toe, 220 
 
 Alternate toe, 132 
 
 Heel, 120 
 
 Order: 
 Facings : 
 
 Half of quarter turn (45°), 216 
 Half turn (180°), 174 
 Quarter turn (90°), 133 
 Foot Placings : 
 Backward, 146 
 Backward outward, 223 
 Forward, alternate, single, 136, 
 
 130 
 Forward outward, 137 
 Sideways, alternate, single, with 
 jump, 128, 126, 118 
 Halting, 119 
 Marching, 123 
 March Steps : 
 Backward, 145 
 Forward : 
 
 One step, 128 
 Two steps, 141 
 Sideways, 180 
 Marking Time, 119 
 Sitting Position, correct, 7, 116 
 Standing Position : 
 Fundamental, 8, 116 
 Relaxed, 9 
 Toe Touchings : 
 
 Forward and backward al- 
 ternately, 279 
 Forward and sideways, 232 
 Side, 188 
 Precipitant : 
 Halting, 175 
 
 Hopping on one foot, 142 
 Jumping: 
 
 "Crossing the Brook," 122 
 
 Forward, 172, 183 
 
 In place, 132, 217 
 
 In place with turn, 224 
 
 "Jump the fence," 148 
 
 On toes 
 
 In fundanuntal sr:indin^ po- 
 sition, 1 ig 
 With ;jlr(Tn;itf Ic^ flinninj;. 
 
 With crossing of fcrt, 269 
 With f(»i»t phuings : 
 
412 
 
 INDEX 
 
 Forward and backward, 189 
 Sideways and together, 129 
 "On your marks," 309 
 Running: 
 Forward, 175 
 In place, 125, 262 
 Sideways, 277 
 Start Steps — one, two, — 222, 
 
 238 
 "Touch the branches," 219 
 Trunk: 
 Bending: 
 
 Forward, 127 
 
 Forward downward, 177, 189 
 Knee upward alternately, 189 
 One count, 270, 304 
 Two counts, 189 
 Knee upward, left and right, 174 
 Side : 
 
 Kneeling position, 268 
 Sitting position, 222 
 Standing position, 138 
 "Wood chopping," 361 
 Leg flinging sideways : 
 Alternately, 232 
 Left and right, 142 
 Stooping, 170 
 Twisting: 
 
 Sitting position, 237 
 Standing position, 147 
 
 Gymnastic Movements with Dumb-bells : 
 Arm: 
 
 Bells to shoulders, 372 
 
 Circumduction, four counts, 381 
 Precipitant : 
 
 Base ball tactics, 382 
 
 Jig step, 373 
 
 Jumping Jack, 378 
 
 Putting the shot, 374 
 Preparation : 
 
 Carrying bells, 369 
 
 Marching on toes, 365 
 
 Placing bells on floor, 370 
 Trunk: 
 
 Alternate knee upward bending 
 with clicking of bells, 380 
 
 Gymnastic Movements with Wands : 
 Arm: 
 
 Back, wand to, 319 
 
 Chest, wand to, 319 
 
 Lateral position of wand, 323 
 
 Turning of wand (crossing arms), 325 
 
 Vertical position of wand, 324 
 Leg: 
 
 Paddling, 334 
 
 Rowing, 332 
 Order: 
 
 Carrying wand, 316 
 
 Wand to position, 316 
 Precipitant: 
 
 Basket ball tactics, 330 
 
 Bowling, 324 
 
 Change step, 336 
 
 Hopping with knee upward bending, 
 
 331 
 Hurdling, 321 
 Slide hop and break, 328 
 Preparation — See Order 
 Introduction to Gymnastic Lessons, 11 
 Lessons : 
 
 Third Grade, 116 
 Fourth Grade, 169 
 Fifth Grade, 216 
 Sixth Grade, 260 
 Seventh Grade, 301 
 Eighth Grade, 358 
 Music, Use of, 14 
 Posture : 
 
 References, 12 
 Tests : 
 
 General, 12, 13 
 
 Individual (Vertical Line Test), 12 
 Shoes, 3 
 
 Sitting Position, 7 
 Standing Position : 
 Fundamental, 8 
 Relaxed, 9 
 
 When to use, 9 
 When not to use, 10, ii 
 " Slow," use of, 227 
 "Stop," use of, 5, 120, 265 
 Story Plays : 
 
 Aims and Values, 16 
 
INDEX 
 
 413 
 
 Descriptions for First Grade : 
 
 Blacksmith, The, 34 
 
 Brownies and Elves, 29 
 
 Carpenter, The, 43 
 
 Christmas Toys, 32 
 
 Cleaning the Yard, 40 
 
 Circus, The, 42 
 
 Cowboy, 35 
 
 Cutting Corn, 27 
 
 Eskimo, 35 
 
 Fairy Queen, The, 44 
 
 Farm, The, 24 
 
 Going to Grandmother's, 31 
 
 Going to the Woods, 25 
 
 Hallowe'en, 28 
 
 Hand-organ Man, The, 43 
 
 House Cleaning, 38 
 
 Ironing, 37 
 
 Skating, 31 
 
 Lincoln's Boyhood, 37 
 
 Making Vegetable Garden, 46 
 
 Miller, The, 29 
 
 Picking Apples, 22 
 
 Playground, 21 
 
 Preparation for Thanksgiving, 30 
 
 Raking Leaves, 26 
 
 Spring Activities, 39 
 
 Spring Flowers, 41 
 
 Snow Man, 33 
 
 Trees, 23 
 
 Valentine's Day, 36 
 Descriptions for Second Grade : 
 
 Bicycle, 90 
 
 Butterfly Ball, The, 71 
 
 Christmas Bell, The, 82 
 
 Dairy, The, 74 
 
 Farmer Boy, The, 73 
 
 Fire, The, 89 
 
 Gathering Corn, 79 
 
 Getting Christmas Trees, 81 
 
 Indian, 87 
 
 May Day, 92 
 
 Methods of Crossing a Stream, 93 
 
 Puritan, The, 78 
 
 Repairing the Street, 76 
 
 Robin Hood, 91 
 
 Rumpelstiltskin, ']'] 
 
 Scarecrow Goes on a Journey, The, 84 
 Scarecrow That Came to Life, The, 
 
 83 
 
 Shepherd, The, 86 
 
 Travels, 79 
 
 Walk to the Park, 74 
 
 Wind, The, 80 
 
 Winds and the Corn, The, 70 
 
 Witches, 75 
 Form (Stretching, Leg, Head, etc.), 17 
 Repetition of Exercises, 7 
 Rhythm in Gymnastics : 
 
 Character of Rhythmic Exercise, 5 
 Types of Rhythm, 5 
 Rhythmic Plays : 
 Aims and Values, 18 
 Descriptions of. First Grade: 
 
 Baa, Baa, Black Sheep, 64 
 
 Chimes of Dunkirk, 63 
 
 Danish Greeting, 66 
 
 Farmer Boy's Return, 62 
 
 I See You, 6^] 
 
 Shoemaker, The, 58 
 
 Simon of Zelle, 59 
 Descriptions of. Second Grade: 
 
 Dickory, Dickory Dock, 112 
 
 In Summer, 106 
 
 Little Bo-Peep, 104 
 
 London Bridge, 108 
 
 Minuet, III 
 
 Mistress Mary, 107 
 
 Peggy's Love Polka, 114 
 
 Polka Step, 113 
 
 Snap Polka, 114 
 Descriptions of. Third Grade: 
 
 Broom Dance, 164 
 
 Go from Me, 166 
 
 Indian Dance, 157 
 
 Nixie Polka, 162 
 
 Ride a Cock-horse, 163 
 
 Living, 166 
 
 Three Crows, 15S 
 Descriptions of. Fourth (irade: 
 
 Dutch Couples, 2CK) 
 
 Hansel and (iretei, 205 
 
 (lennan Hopser, 21 1 
 
 (irandinotlur Will Daiuo, 213 
 
414 
 
 INDEX 
 
 GustaPs Skoal, 206 
 
 Trixie Polka, 201 
 
 Villagers, The, 202 
 
 Vineyard, The, 199 
 Descriptions of, Fifth Grade: 
 
 Bleking, 256 
 
 Clap Dance, 257 
 
 Crested Hen, The, 256 
 
 Finnish Reel, 255 
 
 Pop Goes the Weasel, 252 
 
 Sellinger's Round, 248 
 
 Tantoli, 251 
 Descriptions of, Sixth Grade : 
 
 Ace of Diamonds, The, 294 
 
 Lottie Is Dead, 292 
 
 Mountain March, The, 293 
 
 St. Patrick's Day, 287 
 
 Seven Jumps, 297 
 
 We Won't Go Home Till Morning, 
 290 
 Descriptions of. Seventh Grade : 
 
 Class Day Schottische, 355 
 
 Highland Schottische, 347 
 
 Jumping Jack, 345 
 
 Sailor's Hornpipe, The, 350 
 
 Trenchmore, 353 
 
 Varsovienne, 349 
 Descriptions of. Eighth Grade: 
 
 Csardas I, 399 
 
 Csardas H, 401 
 
 Harvest Frolic, 397 
 
 Highland Fling, 406 
 
 Madrid Mazurka, 395 
 
 Nobleman, The, 403 
 
 Sir Roger de Coverley, 396 
 Formations : 
 
 Circles, 18 
 
 Rows, 18 
 Rhythmic Work, Introductory, 18 
 First Grade: 
 
 Animal Imitations, 57 
 Butterflies, 57 
 Ducks, 57 
 Birds, 57 
 Horses, galloping, high stepping, 
 
 57 
 Rabbits, 57 
 
 Imitative Plays : 
 
 Jumping Rope, 58 
 
 Running, 57 
 
 Skating, 58 
 
 Skipping, 57 
 
 Swinging, 58 
 Marching, Elementary: 
 
 On Toes, 57 
 
 Single file, 56 
 
 Slow Steps, 57 
 
 Stopping on chord, 56 
 
 Twos, fours, 56 
 
 Zigzag, 57 
 Occupation Plays : 
 
 Playing House, 58 
 
 Spading the Garden, 58 
 
 Woodman, The, 58 
 Second Grade : 
 
 Imitative Games (Plays), 103 
 
 Flying Kite, 103 
 
 Rolling Hoop, 103 
 
 Snow-balling, 104 
 
 Skating, 104 
 
 Skipping Stones, 104 
 Marching, Elementary, 103 
 
 Accenting first beat, 103 
 
 Backw^ard, 103 
 
 Brownies, 103 
 
 Clapping hands in back, 103 
 
 Clapping hands over head, 
 103 
 
 Fours, 103 
 
 Forward with halt, 103 
 
 "Tall men," 103 
 
 Twos, fours, and eights, 103 
 Occupation Plays, 103 
 
 Harvesting Grain, 104 
 
 Sawing Wood, 104 
 
 Sowing the Seed, 104 
 Rural Schools, 19 
 Steps : 
 
 Balance, 215, 248 
 Bleking, 253 
 Bow (Boy), 66, 107 
 Casting OfF, 353 
 Curtsey, 66, 108, 110 
 Dutch step, 210 
 
INDEX 
 
 415 
 
 Dutch Waltz, 211 
 
 Glide Polka, 211 
 
 Grand Right and Left, 199 
 
 Heel and Toe Polka, 201 
 
 Mazurka step, 349 
 
 Running step, 202, 248 
 
 Schottische step, 347 
 
 Slide hop, 399 
 
 Slide step, 64 
 
 Skip, 104 
 
 Snap Polka, 114 
 
 Step, Swing, 106, 166 
 
 Swaying forward and backward, 166 
 
 Peasant curtsey, 108 
 
 Polka, elementary, 113 
 finished, 202, 256 
 
 Two step, 253 
 
 Twin single, 248 
 
 Varsovienne, 349 
 Time for Physical Training: 
 
 Amount to devote, i 
 
 Period in the day, i 
 Time Markers, 5 
 Windows, Opening of, 3 
 
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