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Schools of Oregon
1922-1924
- Department of Education
State of Oregon
A COURSE
PHYSICAL EDUCATION
SCHOOLS OF OREGON
ISSUED BY -
|) º, a DEPARTMENT OF EDUCATION
vº, STATE OF OREGON
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J. A. CHURCHILL
Superintendent of Public Instruction
1922–1924
SALEM, OREGON :
STATE PRINTING DEPARTMENT
1922

TABLE OF CONTENTS
P
A.G.
E.
I. INTRODUCTION
Acknowledgment
Plan and Use of Manual
II. GENERAL AIMS OF PHYSICAL EDUCATION
Definitions and Ainns
POSture
Hygiene Instruction
Examination
Hints to Teachers
III. PHYSICAL EDUCATION FOR PRIMARY GRADES
General Suggestions
Outline Of Activities for Grades 1 and 2
Story Plays
Games and Playground Activities -
Third Grade Activities
Story Plays - - - -
Gymnastic Drills 45
Supplementary Dances 50
IV. PHYSICAL EDUCATION FOR GRAMMAR GRADES 53
Fourth Grade - 53
Gymnastic Drill 53
POStural Instruction 57
Fifth Grade -- 61
Gymnastic Drill 61
Games and Dances 65
Sixth Grade 66
Gymnastic Drill 66
Athletic Badge Test 70
Seventh Grade 77
Gymnastic Drill 77
Games and Playground Activities 82
Eighth Grade 83
Gymnastic Drill - r 83
Games and Playground Activities - 88
V. PHYSICAL EDUCATION FOR HIGH SCHOOLS
Activities for High School Girls
Introduction
Athletic Association
Games and Athletics
Efficiency Test
|Practical Work for First Year
Practical Work for Second Year
l Activities for High School Boys
Introduction
Games That Carry Over Into Life Outside the School
Vigorous Team Games
Competitive Athletics for All -
Competitive Track and Field Athletics for All
Competition With Outside Schools
Tournaments
VI. BIBLIOGRAPHY

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A COURSE
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ISSUED BY -
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J. A. CHURCHILL
Superintendent of Public Instruction
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1922-1924
SALEM, OREGON:
STATE PRINTING DEPARTMENT
1922


TABLE OF CONTENTS
PAGE
I. INTRODUCTION
Acknowledgment
Plan and Use of Manual
II. GENERAL AIMs of PHYSICAL EDUCATION
Definitions and Aims
POSture
Hygiene Instruction
Examination
EHints to Teachers
III. PHYSICAL EDUCATION FOR PRIMARY GRADEs
General Suggestions
Outline of Activities for Grades 1 and 2
Story Plays * * * *
Games and Playground Activities
Third Grade Activities
Story Plays
Gymnastic Drills
Supplementary Dances
IV. PHYSICAL EDUCATION FOR GRAMMAR GRADES
Fourth Grade
Gymnastic Drill
Postural Instruction
Fifth Grade
Gymnastic Drill
Games and Dances
Sixth Grade ..
Gymnastic Drill
Athletic Badge Test
Seventh Grade
Gymnastic Drill
Games and Playground Activities
Eighth Grade
Gymnastic Drill
Games and Playground Activities
V. PHYSICAL EDUCATION FOR HIGH SCHOOLS
Activities for High School Girls
Introduction
Athletic Association
Games and Athletics
Efficiency Test
Practical Work for First Year
Practical Work for Second Year
Activities for High School Boys
Introduction
Games That Carry Over Into Life Outside the School
Vigorous Team Games
Competitive Athletics for All
Competitive Track and Field Athletics for All
Competition With Outside Schools
Tournaments
VI. BIBLIOGRAPHY

A Course in Physical Education
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SECTION I
DEPARTMENT OF EDUCATION
TO THE TEACHERS OF OREGON :
Our national educational leadership has been for several years and is
now urging that each state, as a definite part of its School work, take
over the physical training of its children. This course of study for
physical training in the schools quite definitely outlines the work for
every teacher. -
The physical welfare of the child is of first importance in his develop-
ment, not only for the body and the intelligence, but as an agency of the
highest importance in moral training. May each teacher meet the
requirements of the state by giving through her daily program the
physical training required; may she also furnish the leadership in
carrying over to the patrons in her district the great importance of
securing a harmonious, methodical development of the child through a
systematic course in physical training in our Schools.
Very truly yours,
J. A. CHURCHILL,
Superintendent of Public Instruction.
*cknowledgment
This revised manual was prepared by a committee of the Oregon
Physical Education Society appointed by the state superintendent of
public instruction, consisting of Dr. John F. Bovard, chairman, Miss
Edna A. Cocks and Miss Laura J. Taylor. In order that the work could
be done with greater facility the manual was divided into sections and
different members of the committee were responsible for their own
section. The section for the primary grades was written by Miss Laura
J. Taylor of the Oregon Normal School, that for the grammar grades
by Miss Edna A. Cocks of the Oregon Agricultural College, that on the
general aims of physical education and the work for high schools by Miss
Florence D. Alden, Miss Emma Waterman and Mr. Harry A. Scott of
the University of Oregon. Dr. John F. Bovard of the University of
Oregon acted as general chairman of the committee. The committee
... -- desires to thank all who have assisted by their suggestions and criticisms
J’A
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§
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in the general form and makeup of the manual.
s Plan and Use of the Manual
This manual is intended as a daily and practical guide to the physical
education activities in our schools. It presents practical material for
the teacher to use, in the form of lessons, games and the management
of physical education and athletic programs. The committee has tried
to keep in mind the fact that many teachers have not had a technical
training in this work and has made a special effort to save confusion
by making the lessons short and by limiting the amount of material
-s Suggested. A bibliography is appended which will supply additional
suggestions and, where teachers can, they are urged to get as much of
this supplementary material as the school can afford. -
4 COURSE IN PHYSICAL EDUCATION
SECTION II
GENERAL AIMS OF PHYSICAL EDUCATION
Definitions and Aims
“Physical education should aim to provide an opportunity for the
individual to act in situations that are physically wholesome, mentally
stimulating and satisfying and socially sound.” (J. Williams.)
“The motor areas are closely related and largely identical with the
psychic, and muscle culture develops brain-centers as nothing else yet
demonstrably does. Muscles are the vehicles of habituation, imitation,
obedience, character and even of manners and customs. For the young,
motor education is cardinal, and is now coming to due recognition, and
for all, education is incomplete without a motor side. Skill, endurance
and perseverance may almost be called muscular virtues; and fatigue,
velleity, caprice, ennui, restlessness, lack of control and poise, muscular
faults. -
“Good moral and physical development are more than analogous,
and where intelligence is separated from action the former becomes mystic,
abstract and desiccated, and the latter formal routine.” (G. S. Hall.)
Health is an aim of physical education—not negative health as free-
dom from sickness and pain, but positive exuberant, abounding health.
“Fitness means more than robust health though it is a necessary founda-
tion. It means trained powers of endurance, a body reasonably inured
to fatigue and even to some degree of hardship and under the ready con-
trol of an alert disciplined mind.” “The fitness of the future adult
population is an educational problem, and, therefore, a state responsi-
bility to be met by an adequate program of hygiene and physical educa-
tion in all schools.” (Wm. Skarstrom.)
The Tools or Agencies of Physical Education and Their Values
The tools of physical education are plays, games and athletics; danc-
ing; and gymnastics. Each of these can be so taught as to bring out all
the values of physical education—educational, corrective, hygienic, recre-
ative and social—but in varying degrees.
Games and Athletics
“The play activities—plays and games, organized sports and ath-
letics—are rich in social and ethical values. They afford, as does nothing
else, opportunity for right expression of the primitive instincts under
stress, and when properly directed under conditions favorable for the de-
velopment of habits of perseverance, they afford readiness to make Supreme
efforts regardless of personal consequences, whole-hearted allegiance to a
cause, and complete self-effacement in its support, justice and fair play to
opponents as well as to friends. They also cultivate such qualities of mind
as alertness, quick perception and judgment as well as ability to translate
this judgment into effective action. Finally, in the matter of healthful
bodily exercise they can be made to exert the most favorable influence on
the development and maintenance of organic power, representing as
they do muscular work of a general character continued over long
periods of time. Indeed, as has been pointed out so clearly by Johnson,
Hetherington, Lee and others, it is difficult to overestimate the far
FOR THE SCHOOLS OF OREGON 5
reaching importance of properly directed play activities in the cultiva-
tion of essential moral and mental qualities and the sound health which
makes these effective.”
A psychologist has said: “No teaching of civics or conformity to
school regulations can give such training in respect for law and in habits
of conformity to social regulations as is gained from engaging in well
regulated play.” -
The manager of a large mercantile company once said that he never
employed men who had gone through a certain school. “Their athletics
teaches them to be crooked more effectively than their ethics department
teaches them to be honest.” The value of games can not be realized
unless the leaders have the highest of ideals and persistently and
thoughtfully and untiringly educate for these values. -
Dancing
All forms of dancing satisfy the instructive need for rhythmic ex-
pression. If it is vigorously taught excellent results in improved circu-
lation, respiration and general organic functioning are realized. The
increased grace and poise, resiliency, buoyancy and freedom from Self-
consciousness are strong values of dancing.
Gymnastics -
“Gymnastic work is particularly effective along the lines of equaliza-
tion of growth and harmonious development, subjective motor training
with special emphasis on position and the discipline fostered by class
work done in unison.” (Skarstrom.) -
“In games and athletics the work is instinctively (and purposely
Sometimes) done in the easiest way, by many muscular groups, and those
the strongest, regardless of postural effects, if only the mechanical con-
ditions can be made more favorable for immediate purposes. Left to
the individual’s own (or the coach’s) selection, as is usually the case,
such forms of activity are chosen as are best adapted to his own peculi-
arities of physique and which therefore promise greatest likelihood of
immediate success. Motor and postural habits already acquired thus
tend to become more fixed, and the chances for an even, all-around
development are diminished. In gymnastics (of the right kind) the
conditions are reversed. The efforts are here directed toward equaliza-
tion of development and the formation of good habits of movement and
carriage. This is accomplished by well-defined, localized movements, in
which the weaker muscles are brought into powerful, quick, or sustained
action, and a forced erect position is maintained throughout.” (Bancroft.)
Posture
Good posture or carriage is desirable for the following reasons:
Aesthetic—This has been the main appeal until quite recently. One
is better looking, more stylish, younger appearing if he carries himself
well.
Economic—Many a youth has lost his chance at a position by slouch-
ing into the office and lolling in his chair while being interviewed.
Good posture expresses alertness of mind and a power of command that
inspires respect and confidence in any position.
6 COURSE IN PHYSICAL EDUCATION
—- sº
Health—Some recent very thorough studies have disclosed most force-
fully the relation between health and posture. The forward head, droop-
ing shoulders, flat chest, protruding abdomen, predispose to tuberculosis,
constipation, liver trouble, displacement of organs of abdomen and
pelvis, menstrual trouble, backache, headache, irritability. In the well
poised body all the organs are held in the proper place, are not subject
to undue pressure but have room and freedom for full, active functioning.
How to Obtain Good Posture .
Vertical line test or triple posture test.
First Test—The student must stand so that a vertical line dropped
from a little in front of the ear to the forward part of the foot will be
parallel to the vertical axes of the trunk, neck and head. The shoulder
blades should lie flat on the back and the round part of shoulder should
fall beneath or slightly back of the head. This means that the head will
be erect, the chest lifted, the abdominal wall contracted, hips will be
well under the body—not too far behind—and knees extended. The
weight should fall on the middle or forward part of foot—not on heel.
Second Test—To march trying to maintain the same correct posture.
Third Test—To perform gymnastic exercises without losing good
position. This will mean special effort to keep the chest high and
head erect. -
Score for good posture on standing Class C
Score for good posture on standing and marching Class B
Score for good posture on standing and marching and exercise....Class A
Almost all of the exercises of the day’s orders are an aid to posture
if done with vigor and maximum contraction. Every exercise should be
taken from a good position and the position maintained throughout the
exercise. But correct posture will not become a habit if maintained only
during the gymnastic lesson. Try to have the children stand well while
reciting and sit well when studying. Posture is three parts mental
poise and one part physical poise. Interest the children by making it a
game, arouse their spirit of competition.
Competition in posture tests may be run between the grades in one
school or better between the same grades of several schools. Get the
per cent in each grade that passes all three tests and post the list with
the highest at the top.
Post the list of As, Bs and Cs and as the test is taken again in six
weeks or so move the names up or down. -
Directions for Correcting Fawlty Positions
General—“Make yourself tall”—“Stand high.”
Special—For head forward, “Head back, chin in” not “Head up.”
For flat chest, “Chest forward or broad” not “shoulders back.”
For protruding abdomen, “Hips back.” * -
For hollow back, “Waist in.” Place left hand on abdomen, right
hand on the back between the hips, press slightly up with left hand and
down with right hand. - -
Posture Drives
In the art period the children can make posture posters with an
exhibit on a certain day. Have on the same day a Posture Tag Day—
FOR THE SCHOOLS OF OREGON 7.
the tags to be bought only by a Grade A in posture. Many other devices
may be thought out by the children themselves. The American Posture
League, 1 Madison avenue, New York City, has many posters and
slogans to stimulate interest in posture. -
Hygiene Instruction
Hygiene or healthy living should be regularly taught if possible.
“Healthy Living” by C. H. Winslow, Charles E. Merrill Company, pub-
lishers, is a good popular book for reference. Health clubs may be
formed in each grade, with officers appointed by the children. Detroit
has done a great deal in stimulating right health habits through these
clubs. Health talks are given and regular meetings of the clubs held.
A scoring system is used on the following questions:
1. How many have clean face, neck, ears, hands and finger nails
this morning?
2. How many have on neither coats, sweaters nor rubbers and did
not wear them yesterday afternoon? - - -
3. How many have a clean handkerchief this morning and will try
to place it at the nose or mouth when sneezing or coughing? (Show
handkerchief.) -
4. How many own a tooth brush and brushed their teeth before
going to bed last night and before coming to school this morning?
5. How many slept at least nine hours and a half last night? (8:30–
6:00; 9:00-6:30; 9:30-7:00; 10:00-7:30) and had the windows open
at least six inches at the top and bottom? -
6. How many played or worked out of doors at least forty-five
minutes yesterday outside of physical education time? (Walk to and
from school instead of riding in automobiles unless you live more than
ten blocks away.) - -
7. How many washed their hands before each meal yesterday?
8. How many drank at least four glasses of water yesterday?
(Drink one glass before breakfast.)
9. How many drank a glass of milk or cocoa for breakfast this
morning?
10. How many ate at least one vegetable yesterday besides potatoes?
(Spinach, peas, beans, carrots, lettuce, cabbage, turnips or parsnips.)
11. How many ate cereal or eggs for breakfast this morning?
12. How many ate some fruit yesterday? (Apples, oranges, berries,
raisins, figs, dates, prunes or grapes.) g
Special question: Make an (x) in the square opposite “Special
Question” on your individual blank if you took a full bath last night.
(Every one should take at least two full baths each week.)
How to Score
Each row is scored each day and the scores for the week added on
Friday. A banner is given to the winning row each week. The same
award is used and transferred from row to row as the weekly winner
changes. At the end of the first twelve weeks any pupil winning 600
out of a possible 720 points receives a Junior Health Certificate and a
gold star. For each successive twelve weeks in which the score is
maintained an additional certificate and star are given.
This method may be adopted to meet local needs, awards being given
for habits that should be stressed. . .
8 COURSE IN PHYSICAL EDUCATION
Eacaminations .
Examinations by a doctor of each child should be made each year. The
draft statistics for the war show that four-fifths of the defects of the
men were “remedial,” i. e., could have been removed if discovered soon
enough or if proper health habits had been formed early in life. Much
of the inattention, irritability, refractoriness, seeming stupidity are due to
adenoids, infected tonsils or defective hearing and vision. If these condi-
tions are not remedied the child is handicapped for life.
Physical education and examinations save the school money.
The doctor’s examination and a program of activities with the result-
ing higher health average lessen the chance of epidemics, lower the
number absent, thus decreasing the number who must repeat and stay
in school an extra year or two at the expense of the town. The running
expenses for the school-teaching force, janitor service, heat and so
forth is a constant quantity. If all the children are present all the
time the expense per capita is much less than when one-fifth are out
with colds or flu.
Hints to Teachers
1. THE DAY'S ORDERS for each year are based on the assumption
that the work of the previous year has been covered. If this is not
the case the teacher will need to prepare her pupils by a selection of
Some of the exercises from the previous years in order to build up the
necessary skills and coordinations. -
2. THE RELIEF PERIOD is too short to be developed to any great
extent. The children should gain a sense of satisfaction from
stretched muscles, deeper and freer breathing, stimulated circulation,
blood drawn away from the head and abdominal organs and relieved
nervous tension. - .* i
3. GAMES.
1. Forget you are a teacher and get into the spirit of the game.
2. Know your game well.
3. Explain quickly, concisely and vividly. For simple games, getting
the children into the formation before the game is explained help
them to visualize it. *
4. Get the children quiet before attempting an explanation. Use a
whistle in gymnasium or outdoors. Get a whistle with a clear,
full tone; a light toned whistle is as ineffective as a poorly
placed voice. - -
5. Teach the children that the blast of the whistle always means
Suspension of play and quiet. Do not use your whistle for any-
thing else and do not use it constantly. - --
6. If discipline is difficult, use games that keep everybody busy—
i. e., Pass Ball Relay, rather than Tag the Wall Relay. Avoid
“eliminating games” such as Going to Jerusalem. Use games of
definite formation such as relay races rather than games in which
the children run about indefinitely as in Prisoner’s Base. If
Several games are played, march the children from one formation
to the next rather than letting them break ranks.
FoR THE SCHOOLs of OREGON 9
7. If the game does not “go” get into it yourself. Coach the losing
side; throw your own enthusiasm into it. -->
8. Demand unfailing respect for the rules of the game and for the
word of the referee. In relay races, etc., have definite lines for
starting and stopping and penalize always for stepping across
too soon. In Dodge Ball, etc., draw a circle rather than using an
imaginary one and penalize all stepping across.
4. GYMNASTIC TEACHING.
A. FUNDAMENTAL CONSIDERATIONs.
1.
2.
3.
. Speak in a voice that is clear, pleasant, stimulating.
4
8.
9.
10.
Maintain an easy, erect posture at all times.
Cultivate a brisk, enthusiastic manner. Avoid mechanical
teaching. -
Enunciate with crisp, clean-cut deliberation.
Emphasize the pause within a signal in order to insure unison
and speed in the response. -
Express the final part of the command or signal with vigor
and decision. - - - *
Make your explanations clear, concise, brief. |
Demonstrate, when necessary, always with enthusiastic vigor
and accuracy.
Aim particularly for interest and enjoyment.
Smile !
B. PRESENTATION. . .
1. Preliminary description and demonstration of exercise, if quite
2.
new and comparatively difficult—class standing at ease!
Otherwise, immediate analysis of exercise either by means of
the imitation method (teacher executing exercises slowly,
pupils following; used for the nondefinite movements in story
plays or for the mimetic exercises) or more commonly by the
cue method. In this method, the teacher gives a quick, more
or less accurate, execution of the desired movement as she
states the preparatory descriptive part of the command or
signal. The cue should not encroach upon the time needed
for the pause. - . - -
Supplementary instruction—“coaching.” Watch the class
closely and by words of coaching (admonitions) address to
the class as a whole, try to secure a proper response in regard
to the following points: accuracy, vigor, speed, unison, posture.
Bear in mind the purpose of the lesson, and of the particular
exercise being presented, and “coach” accordingly. Try to
nake your admonitions vivid, positive, concise and varied in
character and to give them in a forceful, encouraging manner.
Repetition. Repeat an exercise, or the definite parts of an
exercise, on signal until they seem fairly well mastered. Avoid
mechanical repetition. There should be something to work
for each time a movement is repeated. -
COURSE IN PHYSICAL EDUCATION
5. Rhythm. Start an exercise in rhythm as soon as possible.
The signal used commonly is “Ready—begin!” For stopping,
the signals used are “Stop” or “Hold”—except in the case of
marching, running, toe jumps, cut steps, etc., of a somewhat
nondefinite character, when “Class, halt!” is used, the move-
ment stopping on the second count after HALT. The rhythm
may be set by participation on the part of the teacher, or by
marking time briskly by means of words, numbers or gestures.
The exercise should continue, in rhythm, until the class shows
some physiological reaction.
C. FUNDAMENTAL GYMNASTIC POSITIONS.
1. Active Position of Attention.—Signal used—(class)—“Atten-
tion I’’ A position requiring mental alertness and conscious,
muscular effort, but without stiffness and exaggeration. Pupil
should stand as tall as possible, head erect, chest high, waist
flat, arms hanging naturally by the side. A proper response
to this signal is important, as it has a marked effect upon the
quality of all gymnastic work.
2. Relazed Position.—Signals used—“In place—Rest!” or “At
Ease !” A partially relaxed gymnastic position, which is best
taken by placing one foot directly to the side, feet parallel,
weight equally distributed. There should be no suggestions of
indolent slouchiness. The signal should be responded to like
any other gymnastic signal, with promptness and unison. The
position is used only for purposes of rest, when the need is
noticeably apparent, or for purposes of explanation and dem-
onstration. It should not be given in a routine manner.
D. GENERAL PLAN FOR THE LESSON.—Each exercise has a particular
purpose and in general takes the following classification and order:
Leg and Arm (chiefly leg).-Foot placings, heel raisings, knee
bending—for purpose of stimulating the circulation.
Upper Back Stretching.—Chest raising with backward moving
of head with arm movements—to stimulate habits of good posture,
especially in the region of the chest and upper back.
Lower Back Stretching.—Forward bending of trunk, etc.—pur-
pose as name indicates.
Lateral Trunk.-Trunk twisting, side bending of trunk, leg
flinging sideways, making use of the muscles of the waist and hav-
ing a marked organic effect.
Abdominal Eacercise.—Leg flinging forward, knee upward bend-
ing, prone falling from standing and lying. Strengthen abdomi-
nal muscles and stimulate the abdominal organs.
Shoulder Blade.—Arm bendings and stretchings, arm flingings,
give tone and strength to muscles of arm and upper back.
Toe Jumps.--Spring jumps, cut steps, etc.—stimulate the cir-
culation and respiration, develop coordination and general bodily
control.
FOR THE SCHOOLS OF OREGON 11
5. DANCING.
1. Do not spend any more time than is absolutely necessary in ex-
plaining. Let the children learn a dance as far as possible by
doing it. Get them into the formation the easiest and quickest way.
2. Keep the spirit of play.
3. Dance folk dances simply—not with an attempt to be dainty and
aesthetic.
4. In teaching sometimes it is better to teach the simple steps first
and the more difficult ones later, regardless of their sequences in
the dance. Do not drill to the point of weariness on the one or two
difficult steps but go on with the dance and return to them later.
The sequence is always difficult for children to learn. As long
as it is necessary to prompt them, call the next step just before
the end of the preceding one. Adapt your formation to your space.
For instance, some dances calling for small circles of three may be
done in one large circle or several concentric circles. In using a
Victrola, note that there is almost always an “Introduction,” dur-
ing which the children stand in place. Warn the children when the
end of the introduction is near and give a signal “Start” or “Go”
for commencing to dance. If using a piano give the same signal
for starting the children and the pianist.
Where to Have the Work
Relief periods must of necessity be in the schoolroom. *
The longer periods should be outdoors if possible—in the school yard,
the play shed, on the sidewalk or in the street if traffic can be cut off
at that time; in rainy weather in the play shed, corridors or the assembly
room. Some séhools put the regular seats and desks on skids, two to a pair
of skids, so that they may be pushed back and piled against the wall.
If indoors, get all the fresh air possible. If you are breathing stagnant
air you are bathing your lungs with air that has first bathed many other
lungs Much of the restlessness, inattention, insubordination and appar-
ent stupidity is due to poor air in the schoolroom.
12 - COURSE IN PHYSICAL EDUCATION
SECTION III
PHYSICAL EDUCATION FOR GRADES ONE
TO THREE, INCLUSIVE
I. Sources of Material
1. PLAY.—Play is nature's method of developing the bodily organism
and the nervous and muscular mechanism that gives control of the body.
Mere joy in muscular movement is sufficient at first, as seen in the cease-
less activity of the hands and feet of the baby not yet creeping, and,
again, in the seemingly spasmodic skippings, hoppings, rollings of young
children. Later, these spontaneous friskings and gambolings give way to
purposeful movements in the effort to play the game, to overcome obsta-
cles and to realize, through imitative movements, the experiences o
other living things. -
From the study of children’s interests, tendencies and capacities, as
shown in their play, a great fund of developing material may be gathered.
Those forms which satisfy the aims of conscious education should be
utilized. The first and foremost aim from the point of view of physical
education is organic development, therefore, select movements in the
play of children, which provide to the greatest degree for stimulation
of circulation, increased respiration, digestion and elimination, and which
counteract the detrimental effects of the artificial environment of the
schoolroom. Such movements are effected through “big muscle” activi-
ties, by which is meant those activities (a) by which the body changes its
position: walking, running, hopping, jumping, skipping, rolling, Swim-
ming, climbing, swinging, bending, twisting and swaying; (b) by which
force is exerted upon or against objects in the environment: wrestling,
striking, lifting, pushing, pulling, catching, hurling, digging and kicking.
2. BIG MUSCLE ACTIVITIES.—For purposes of schoolroom prac-
tice, the big muscles of the body may be considered, in terms of their
effects, in three main groups:
a. Those which have the greatest effect in stimulating circulation
and respiration and in strengthening abdominal tissues may be
thought of in terms of leg movements.
b. Those which affect the position and muscles of the chest, shoulders
and upper spine, may be thought of in terms of arm movements:
raising, bending, stretching, flinging.
c. Those which affect the internal organs, and stimulate their func-
tioning besides strengthening the waist, back and abdominal mus-
cles, may be thought of in terms of trunk movements: bending,
stretching, turning or twisting.
In order that a maximum of good results may be secured from the
minimum of time allotted for physical education, teachers must bear in
mind these three groupings: Arms, trunk and legs, when planning
their daily program of activity, and must see to it that each group is given
an opportunity for functioning during several periods in the day.
Three separate exercises are not always needed to fulfill this require-
ment of “arms, trunk and legs.”
FOR THE SCHOOLS OF OREGON 13
Illustrations of “all round” exercises:
a. Butterflies, which flit, then stop and sip honey. Running on tip-
toe, with arms slowly rising and sinking; trunk bending, to sip
honey, then lifting again.
b. Mimetic exercises: Wood chopping, baseball throwing, pitching
hay.
c. Practicing a step of the “Sailor’s Hornpipe,” hoisting sail or
weighing anchor.
d. Running to escape pursuit involves, besides the leg action, raising
of bent arms alternately, and bending of trunk to dodge pursuer.
3. RYHTHMIC MOVEMENTS.—In all ages one of the instinctive
responses to environment has been that of rhythmic movement. “The very
constitution of our nervous and muscular system demands alternate tension
and relaxation. When these are accurately timed there is an absence of
fatigue and a maximum of physical benefit.”
The chanteys of the sailors, the work chants of the Filipinos, the tom-
tom of the Indians in ceremonial dance, are examples of the aid which
rhythm brings to muscular effort. A closer example is found in the popu-
larity of traditional singing games, and in the folk dances of different
nations which have been revived with such success for children.
Simple action songs and more complex dramatic songs are also valu-
able types of rhythmic expression. And, too, when representing the move-
ment of any form of industry where repetition is involved, the repetition
becomes rhythmically expressed. -
4. SELF-EXPRESSION ACTIVITIES.—A study of children’s inter-
ests and responses will bring the realization that activity, to be truly
recreative, must be infused with a living quality calling for a naturalness,
spontaneity, unselfishness and joyousness. In other words, the activity
presented must make a mental and an emotional appeal.
The popularity of singing games and dramatic songs is due, not only
to their rhythmic quality but also to the fact that they are a means of
Self-expression, of clarifying impression through expression, of express-
ing through bodily movement an imaginary situation—one idea, or a
Series of related ideas.
Means of self-expression, etc., are to be found in other forms of
playful activity:
a. Playground games with their elements of daring, of chasing, of
overcoming obstacles. - 4.
b. Self-testing stunts, with and without apparatus; the various ball
and bean bag plays.
c. Story plays, which are representations, through mimetic expres-
Sion, of the world of action without and the world ideas within.
5. STORY PLAYS.—Nothing can take the place of free play, out of
doors, for developing children physically and socially. Since it can be
utilized to a very limited extent in the classroom, the nearest approach to
it is to be found in the “story play.” This form of activity is most
pleasurable to children and for the teacher is most fruitful of results,
14
COURSE IN PHYSICAL EDUCATION
for it is a very adjustable and practicable tool. Appealing, as it does,
to the child’s keenest interest, when the suggestion comes, “Let’s play
We are
,” the whole child responds.
(1) MOTIVATION.—The choice of story play should be determined by
the themes and purposes of the other subjects on the daily program.
3.
b.
C.
In order that the activity may keep within the child’s range of
experience.
In order that the activity may help to broaden the child's ex-
perience.
In order that the activity may be a felt need.
(2) ILLUSTRATIONS OF MOTIVATION.
a.
Nature Study Lesson—The fir tree.
Activity Period—The fir tree.
1. Raise the arms as high as possible above the head, touching
finger tips to show the pointed shape of the fir tree.
2. Lower arms to shoulder level to show the spreading of the
lower branches.
3. Bending from side to side to show the effect of the wind
upon the fir tree. Let half the children be trees and the
other half be the wind and blow. Alternate.
4. Let desk represent tree. Fly as birds away from the tree
and back again.
Langwage Lesson—Habituating the use of “I shall,” “We
shall.” Use as climax in the drill the question found in the old
singing game: “What shall we do when we all go out on our
holiday?” (Progressive Music Series, book I, page 15.)
1st child: We shall take our skipping ropes.
2d child: We shall take our roller skates.
3d child: We shall take our bicycles.
4th child: We shall take our hoops to roll.
5th child: We shall take our balls to bounce.
6th child: We shall play hop scotch, hurray!
Activity Period—Sing question, then perform an activity. (Rest
each time when question is sung.)
(3) METHODs.
a.
Ideating Action—A preparatory lesson, talk, story, reading of
a poem, a song, a picture or a view from the window, may be the
means of ideating action.
Getting Response—Get from the children, by leading questions,
what they would have under certain circumstances. Get indi-
vidual response, “Who knows?” “Who can show me?” then ask
class to perform.
Class Work, Not Individual Stºwmts—Choose themes that will
furnish activity for whole class and movements which may be
repeated several times in succession.
Repetition—Select for repetition, from the various “doings”
suggested by the children, (1) those which give variety of bodily
movement (as emphasized previously); (2) those which will
FOR THE SCHOOLS OF OREGON 15
give the maximum of vigorous action, and (3) those which make
for good posture. -
Repeat the movements several times, generally in Series of
fours; wherever it is logical for movements to be made toward
the left side or by the left arm or hand, have them made. Some-
times use the device of playing left handed, or of giving left
hand children practice.
. Umselfconsciousness—“Keep the attention on the idea. Let the
child think of what he is doing, not on himself as doing it.”
The more the children can be led to forget themselves in that
which they represent, the more pleasurable and beneficial will
the exercise be.
Orderly Procedure—The problem of having a group of children
exercise together within the classroom necessitates an orderly
procedure. For a successful lesson, two conditions must be
satisfied:
1. Controlled and united action.
2. Spontaneous and vigorous response.
- How may these seemingly opposite elements be fused?
The solution is partly the mechanical observance of form
requiring definite directions and signals, and partly the
matter of the right appeal to the imagination through
suitable descriptive words and quality of voice.
All activities, from children’s games to great dramas,
in form, have three characteristics in common—“A begin-
ning, a middle part and an end.” Therefore, for story
activities, provide signals telling (1) when to begin, (2)
rate, length and manner of continuation, and (3) when
to end.
a. Preliminary words, such as “ready,” “all together,”
should precede signals for beginning and often for
ending action.
NOTE–The word “and” is most useful for indicating
that the next movement Will end the play.
b. Signals for Beginning—“Start!” “Begin!” Or the
descriptive name of the action desired—“Hop!”
“Stoop !” “Sway!” “Forward march 1”
c. Signals for Ending—“Halt!” “Stop!”
d. For Continuation of Action—Repetition of name of
action, tapping or clapping rhythm, or use of music
by means of song, instrument, or Victor record.
e. For Ratt and Manner of Action—The long drawing
out of a word for slow action, the quick, crisp accent
for quick action, the indication of effort in the voice
when effort is to be exerted; for example: -
1. If the theme of the story play is “At the Seashore,”
and Splashing is the selected activity—Splash!
Splash! Splash! will get light, quick response.
2. If “rowing a boat” is suggested, pull and pull and
pull will bring strong, slow movements.
16 Course. IN PHYSICAL EDUCATION
\
6. GYMNASTIC DRILLS.–From the story play, through mimetic
movements done to commands, should come, in the third grade, a gradual
introduction to more definite drill periods in physical education.
(1) Value—“The chief value in gymnastic drills lies in training the
posture sense.” Bear in mind that “good posture is nature's adap-
tation to all-round muscular activity. Because of the problems and
the hampering conditions of school life, make every effort to keep
the good posture with which children enter school. Utilize any
available opportunity for giving children big muscle activity, but
under the most favorable conditions and conscientious planning
this is less in amount than is necessary. Therefore, special empha-
sis must be placed upon posture training.
(2) Use—The groups of exercises given in the outline for the third
grade are made up of the fundamental gymnastic movements.
They should be given very gradually and in a most simple man-
ner. (In only two instances are two movements to be performed
at the same time.)
As movements are familiarized, other combinations should be
arranged. Each group should be the basis for a month’s work,
having to share the physical activity periods with games, plays
and rhythmic movements.
II. Further Suggestions
1. SPECIAL AGE CHARACTERISTICS.–Choice of activities—
songs, story play, game, self-testing stunt, and the question of form,
complexity, emphasis—should be determined according to special age
characteristics. -
GRADES 1–2–Make Believe Period.
(1) Perfecting control of fundamental movements and of speech
Organs; 4.
(2) Great physical activity, interest centering in activity rather than
in result; & - º
(3) Imitation, particularly of adult ways and occupations;
(4) Active imagination expressed through dramatic and representa-
tive play.
GRADE 3—Transition Period.
(1) Interest in control of body and in activity for its own sake trans-
ferred to interest in control of environment and in activity for
the end’s sake;
(2) Development of motor coordinations and sense judgments;
(3) Elements of skill and competition in play;
(4) Games individualistic rather than cooperative;
(5) Joy in mere activity continuing along certain lines, largely com-
bined with pleasure of motion: climbing, swinging, teetering,
running, skipping, jumping, balancing, sliding, skating, tumbling,
wrestling. -
NOTE–Much of the material outlined for grades 1-2 may be used for grade 3.
Some story plays may be used as suggested, but, in general, the activity should
be motivated by the changed interests of the older children—by the idea of
practice for a real situation, not a make-believe one. Add the element of com-
petition in Winning, or in Securing a partner, or in passing the test, and a first
grade action Song becomes an interesting game for the third grade.
FOR THE SCHOOLS OF OREGON 17
2. BREATHING EXERCISES-The demand for close application of
eyes and of hand and arms in front of the body leads to contraction of .
the chest and shallow breathing. In consequence, even in the primary
grades, there must be frequent opportunity for expansion of chest and
for good exchange of air throughout the whole of lung spaces to counter-
act these conditions, and the natural means is vigorous “big muscle”
activity, which physiologically induces deep breathing.
When definite breathing exercises are given by direction, care must
be taken in presenting them. Induce a need for an intake of an extra
amount of oxygen by first creating a need for elimination of CO2 through
Some vigorous action.
When breathing exercises are given, other purposes may be served:
(1) Utilize the opportunity to form the habit of breathing through
the nose.
(2) Regulate the rate of breathing and of heart action after vigorous
exercise.
(3) Correlate with practice in learning to control the breath in ex-
haling, and with phonic drills. For such correlation the follow-
ing list may be suggestive:
a. Exhale to sound of letter —representing engine letting off
Steam; “Z” buzz of bees; “m” humming of top.
b. Exhale to sound of letter “p”—representing popping of motor
boat; “t’’ the ticking of a watch. -
c. Exhale to a-e-i-o-u—emphasizing the use of the muscles of
the lips.
d. For quick exhalation, blow seeds from dandelion heads. For
slow exhalation, blow as if keeping a feather afloat.
e. Show the effect of the different winds upon the trees:
The west wind: Exhale to the sound of “h.” The leaves
flutter on the trees. -
The south wind: Exhale with “wh” sound. The branches
toss and wave and beckon.
The east wind: Exhale—whistling shrilly. Bare branches
shiver. -
The north wind: Exhale to “w”—roaring. Trunks bend
and twist, lashing branches.
3. ADMONITIONS.
(1) ACTIVITY AND REST-A study of children's free choice of games
shows that the popular games are those which allow for a short
period of vigorous, spurty action, followed by an interval of
rest. There is a physiological condition—relation of heart to
arteries—which is responsible for this fact.
In Schoolroom activities, be careful to see to it that proper
proportions of vigorous action and rest are provided; for
example:
a. In the see-saw song, if knee bending is used, bend and
stretch twice and then rest through a phrase of the music,
or have half the children bend through one phrase and the
other half through the second phrase.
b. Follow a strenuous action by one requiring little exertion.
4 & 2- ??
S
18
COURSE IN PHYSICAL EDUCATION
(2) JUMPING WITHOUT JAR–Often utilize jumping movements for
vigorous leg action, but be sure to have springs in their knees,
“shock absorbers,” in fact, for if the knees are bent, the heels
must be raised and the landing will be made on the balls of the
feet.
4. PROGRAM FOR ACTIVITY PERIODs.
9:00—Opening Songs suitable to season or occasion, using pan-
tomimic action.
9:30—Stimulating activity: Action Songs, story play, gymnastic
drill (third grade).
10:15—Recess period: Free running games, singing games, self
testing stunts (third grade).
11:00—Schoolroom game of folk dance, followed by breathing ex-
ercise, quieting song or finger play.
1:30—Relief period: Stretching and bending, jumping or skip-
ping—Jack-in-the-Box, Giants and Fairies.
2:00—Recess period: Playground games, singing games—or
plays with balls or bean bags.
NOTE–"P. M. S.,” to which frequent reference is made in the Outline of
Activities, is Book One of the Progressive Music Series, the state text in music
for the primary grades.
OUTLINE OF ACTIVITIES
GRADES 1-2
STORY PLAYS, MIMETIC EXERCISE, DRAMATIC SONGS
I. September
RECALL SUMMER EXPERIENCES.
1.
2.
Visit to the Park—
(1) Swinging in the swing. (Arms and legs.) Raise the arms as
if grasping ropes, step forward on left foot, then back on
right foot, swaying backward and forward.
(2) Jumping into the sand pit. (Arms and legs.) Swing arms
forward and backward, bend knees, then jump forward; land
lightly, making no noise in the sand.
(3) Playing on the teeter-board. (Arms, trunk and legs.) As
the candlestick maker.
At the Beach—
(1) Throwing stones into the water. (Arms, trunk and legs.)
Stoop to pick up stone; rise, step forward and fling stone
into water—splash!
(2) Digging in the sand. (Legs, trunk and arms.)
(3) Wading and splashing in the water. (Legs and arms.)
(4) Rowing a boat, or rocking in a boat. (Trunk and arms.)
FOR THE SCHOOLS OF OREGON 19
3. In the Back Yard or the Orchard—
(1) Climbing the Cherry tree for cherries. (Legs and arms.)
(2) Flying like robins, which also like cherries. (Arms and legs.)
(3) Swinging in the hammock. (Trunk.) Sit in seats facing aisle
and rock back and forth. Swing to music of “Cherries.”
(Progressive Music Series, book I, p. 10.) -
4. On the Farm—The Farm, Horse—
5.
(1) Riding on the farm horse. (Arms and legs.) “Joggity-jo,
joggity-joſ”
(2) Watering the horse. (Arms and trunk.) Pump water into
trough.
(3) Feeding the horse. (Arms, trunk and legs.) Toss hay down
into manger. -
On the Farm—Gathering Eggs in the Hay Mow—
(1) Climbing into hay mow. (Arms and legs.) Use strong
pulling action with arms. - - -
(2) Resting and taking deep breaths after climbing.
(3) Stepping carefully in the hay looking for nests. (Legs and
arms.) Use light, springy steps; arms raised for balancing.
(4) Picking up one or two eggs, then looking for more. (Trunk.)
(5) Crowing like rooster announcing success. (Arms and neck.)
Move arms rapidly up and down, slapping sides. Take deep
breath and cry, “Cock-a-doodle-do.”
HOME EXPERIENCES.
1.
2.
What Mother Does for Us—Helps Us to Get Ready for School—
(1) Washing face, neck and ears. (Trunk, arms and neck.) Bend
down to wet cloth and rub on soap (as if basin were on seat).
Stretch neck from side to side and forward and backward,
rubbing it clean. - -
(2) Bending down to scrub hands. (Trunk.) -
(3) Stretching up to try to get towel. (Arms and legs.) Reach
up with right hand, on tiptoe, then with left. Mother must
reach it. - - -
(4) Combing hair. (Arms and neck.)
(5) Brushing shoes. (Trunk, legs and arms.) Raise right foot
to seat, bend down and brush shoe. Repeat left.
(6) Skipping away to school, waving goodby. (Arms and legs.)
What Mother Does for Us—Washes our Clothes—
(1) Rubbing clothes on washboard. (Arms and trunk.)
(2) Rinsing cloths. (Arms.) Raise arms up and down, lifting
clothes in and out of water. &
(3) Turning the wringer. (Arms, trunk and legs.)
(4) Hanging out the clothes. (Arms and trunk.) Bend, lift piece,
taking clothespin from pocket, reach up, pin. Note four dis-
tinct movements—which may be repeated rhythmically.
20
Cours. IN PHYSICAL EDUCATION
4.
(5) Let wind come—blow as if drying clothes. (Legs—breathing.)
Running—then inhale and blow like south wind.
What Mother Does for Us—Prepares Good Food to Make Us Grow
Strong and Tall—
(1) Showing how tall we are. Stand straight and tall—stretching
head, neck, chest and trunk. -
(2) Showing how high we can reach. (Arms.) Stretch right
arm above head. Stretch left arm above head. Stretch both
arms above head. Stand on tiptoe and stretch arms.
(3) Bending stunt. (Trunk.) Bend down—reaching toward floor
with fingertips, with feet apart and knees straight.
(4) Showing reach of arms. (Arms.) Raise arms sideways and
stretch.
(5) Showing how high we can jump and reach. (Legs.)
(6) Showing how we can balance. Raise arms sideways and right
(left) leg backward.
How Boys and Girls Help Mother—
(1) Filling the woodbox. (Arms, trunk and legs.)
(2) Chopping the kindling. (Arms, trunk and legs.)
(3) Dusting. . (Arms, trunk and legs.)
(4) Rocking the baby. (Arms, trunk and legs.)
(5) Walking softly on tiptoe and saying “sh—.” (Breathing.)
Motivate—Helping Mother—through poem “Which Loved
Her,” Joy Allison. -
HOW BOYS AND GIRLS LIKE TO PLAY.
1.
2.
Owtdoor Play—
(1) Throwing and catching a ball. (Arms and legs.) Throw with
right hand, then try left hand.
(2) Playing on the see-saw. (Arms, trunk and legs.)
(3) Skipping rope. (Arms and legs.) Make large circling of arms
as if turning a rope; jump lightly on toes with bent knees—
twice to each turn of rope.
Playing Soldier—on Fowrth of July—
(1) Marching. (Legs.) -
(2) Beating the big bass drum. (Arms and legs.) Make large
swings of the arms and clap hands.
(3) Waving the flag. (Arms.) . -
(4) Loading the cannon. (Arms, trunk and legs.) Bend and load
with ramming motion. -
(5) Firing the cannon. (Breathing.) After loading straighten
up, and with signal of “ready,” take breath, shout “bang.”
with hand clap. - - -
f
FOR THE SCHOOLS OF OREGON 21
NOTE–A simple suggestive play song for “Beginners” is found in Songs
*f Child World NO. I—“We March. Like Soldiers.”
We march like soldiers, straight and tall,
Sing tra, la, la, la, la, la, la, la, la, la, ;
And as we march let one and all
Sing tra, la, la, la, la, la, la, la, la, la.
Add Other Suggestive Words :
We beat Our drums loud and long,
Rub a dub, a dub, a dub, a dub, dub.
And as We march let drummer play,
A rub, a dub, a dub, a dub, a dub, dub.
We beat our bass drums loud and strong,
Boom and boom and boom—boom ;
And as We march let’s keep in step,
TO boom and boom and boom—boom.
We wave our flag high in air,
Sing tra, la, la, la, etc.
And as We Wave them let us sing,
Tra, la, la, etc.
3. Play, “If I Were”—
(1) A bird, I’d fly to my nest. (Arms and legs.) Raise arms
shoulder level; move up and down to rhythm of feet running
away from seat and back again. -
(2) A cow, I’d moo. (Breathing.) Stand by seat, take breath
and moo. -
(3) A rabbit, I’d hop to the lettuce bed. (Legs.) Deep bend, then
hop, hop, hop. --
(4) A duck, I’d swim and dive.
(5) A horse, I’d give my rider a good ride. (Legs.) Gallop to
front of room and back.
NOTE–A fine song : “The Frog and the PHorse”—Songs of the Child
"World NO. II.
Song for a bird play—“Fly Little Birds”—Holiday Song Book, Emilie
POulSSOn.
A song for ducks—Dramatic Song and Play, Caroline Crawford.
Oh, the pleasant water and the sky so bright,
Little ducks go swimming, little ducks so white.
Feet up in the air, heads down out of sight,
Feet up in the air, heads down out of sight.
First and second lines—Children walk along for first two lines, making
paddling with hands as ducks do with their feet.
Third line—-Suddenly stop, Swing arms back and up, and bend forward
and downward.
II. October
AUTUMN ACTIVITIES.
1. Gathering Autumn Leaves and Flowers— x
(1) Walking to the woods. (Arms and legs.) Move with springy
steps, Swinging arms.
(2) Jumping ditch. (Arms and legs.) Swing arms and forward
jump.
(3) Reaching up to break off branches. (Arm and legs.)
(4) Jumping up and grasping at branches. (Arm and legs.)
(5) Stooping to gather wild asters. (Trunk.) -
(6) Smelling the flowers. (Breathing.) . .
COURSE IN PHY CICAL EDUCATION
2. Gathering Nuts— .
(1) Running and skipping to woods. (Arms and legs.)
(2) Climbing trees. (Arms and legs.) Use strong movements as
if pulling oneself up into tree. -
(3) Shaking branches. (Arms.)
(4) Stooping and bending to pick up nuts. (Trunk, legs and
arms.)
(5) Carrying home basket of nuts.
NOTE–Motivate activity with song, “Nutting.”—P. M. S., p. 82.
3. Picking Apples— -
Same as 2 above, except (2) and (3).
Climb ladder, and stretch sideways and up, trying to reach apples.
4. Frolic of the Leaves—
Illustrating poem, The Leaves and Wind, George Cooper.
“Come little leaves,” said the wind one day,
“Come o'er the meadow with me and play;
Put on your dresses of red and gold,
For summer has gone and the days grow cold.”
Soon as the leaves heard the wind's loud call,
Down they came fluttering one and all;
Over the brown fields they danced and flew,
Singing the soft little songs they knew.
:: :}; - :k :k :k :}; ::
Dancing and whirling the little leaves went,
Winter had called them and they were content.
Soon fast asleep in their earthy beds,
The snow laid a coverlet over their heads.
(1) Call of the wind. (Legs.) Let children sit upon desks, and
whistle and call. -
(2) Fluttering of leaves on the trees. (Arms.) Extend arms
sideways, upward; flutter fingers; exhale with a blowing
sound—“Wh—” (Breathing.)
(3) Leaving the tree. (Arms, trunk and legs.) Jump lightly
from desks, fly about room.
(4) Skipping and whirling—bending down, and straightening up—
at last sinking into seats as if into winter bed. (Legs, arms
and trunk.)
FARM ACTIVITIES.
1. Raising Wheat for Bread—
(1) Plowing with horses. (Legs and arms.) Let one child be
. horse and stretch arms back to another child who is driver.
Move with plodding steps away from seats; reverse positions
and return to seats.
(2) Sowing the seed—by hand. (Arms and legs.) Move forward
swinging the arm scattering the seed, and return to seat with
same movement.
(3) Reaping the grain. (Arms, legs and trunk.) Use big move-
ment, bending knees, swinging scythe and twisting trunk.
FOR THE SCHOOLS OF OREGON 23
2. Changing Wheat to Flow'r and Bread—
1) Grinding of grain by miller. (Arms and legs.) Move arms
with circular movement away from body, and back again;
alternate stretching arms forward, then bending and bringing
close to body.
(2) Kneading of bread by the baker. (Arms and trunk.)
(3) Delivery of bread. (Legs and arm.) Trot away like horse
pulling the baker's cart. Swing arm and snap fingers as if
cracking a whip.
- In order to regulate length of movements after they are familiar-
ized, use old tune, “Did You Ever See a Lassie?”—R. M. O. S., p.
47, and sing: -
Did you ever see a farmer, a farmer, a farmer,
Did you ever see a farmer plowing the field?
'Twas this way and that way, and this way and that way,
Did you ever see a farmer plowing the field?
Did you ever see a sower planting the seed?
Did you ever see a reaper cutting the grain?
Did you ever see a miller grinding the same?
Did you ever see a baker kneading the dough?
Did you ever see a driver crack his whip so?
3. Harvesting Potatoes—
(1) Digging potatoes. (Legs, arms and trunk.)
(2) Sacking potatoes. (Legs, arms and trunk.) Stooping, pick-
ing them up and putting in sack.
(3) Lifting sack into wagon. (Trunk, arms and legs.) Step right
and bend down to right side as if grasping the sack. Swing
hands up to left shoulder. Drop sack over into wagon.
Repeat, Stooping down to left side. -
HALLOWE'EN ACTIVITIES.
1. Brownie Play—
Suggested by song, “The Brownies”—Songs of Child World No. 1.
(1) Stealing from seats to form circle. (Legs and arms.) Step
on tiptoe—left, right, raising knees high; three little running
Steps. -
(2) Skipping in circle. (Legs and arms.) Take hands and skip
lightly. g
(3) Cautioning. Children face by twos; bend knees and rest
hands on knees; lean and shake fingers of right hand at each
other; Shake left; jump half way round and face neighbor.
Repeat shaking of finger and jump facing center.
(4) Leaping like Brownies. (Arms and legs.) Drop hands; move
forward in same direction as in (2) with “flying step;” three
little running steps, then a leap. Swing arms down and
across in front of body when running, then flinging them
out sideways when leaping. -
24
COURSE IN PHYSICAL EDUCATION
2. Making Cider for Hallowe'en—
(1) Shaking apple tree. (Arms.)
(2) Apples dropping from tree. Raise arms and shake them as
they are lowered.
(3) Picking up apples. (Arm, trunk and legs.)
(4) Grinding up apples. (Arms and trunk.)
(5) Skipping home. (Legs.) -
III. November
PREPARATION FOR WINTER.
1.
3.
Getting in Supply of Wood—the Woodman’s Work— -
(1) Felling the tree. (Arms, trunk and legs.) Chopping, then
- sawing, then pushing the tree.
(2) Sawing the log. (Arms and legs.) Let two children work
together at sawing the log. -
(3) Chopping the wood. (Arms, trunk and legs.)
(4) Piling wood on wagon. (Arms, trunk and legs.)
Getting the Coal—the Miner's Work—
(1) Using the pick. (Arms and legs.) g
(2) Stretching and flinging arms sideways, upward, to rest tired
back of miner. (Arms.)
(3) Shovel the coal into cars. (Arms, trunk and legs.)
(4) Pushing cars—along track to elevator. (Arms and legs.)
Building of Warm House—the Carpenter's Work—
(1) Sawing with hand saw. (Arms, trunk and legs.)
(2) Planing. (Arms, trunk and legs.)
(3) Hammering. (Arms.)
(4) Climbing ladder to nail on boards. (Legs and arms.)
The Shepherd's Work—
Use “Little Boy Blue” for motivation. .
(1) Life of the sheep. Frisking about in the meadow.
(2) Cropping the grass and drinking from the brook.
(3) Shearing of the sheep in spring.
(4) Running and jumping for joy because heavy coat of wool is
gone. .
THANKSGIVING FEAST –SOURCES OF FOOD.
1.
2.
The Fowls in the Barn Yard—
(1) Scratching like hens and calling little chicks.
(2) Strutting like a turkey. - -
(3) Stretching wing and leg and neck like a goose, right, then left.
(4) Waddle like a duck.
(5) Crow like a cock.
(6) Drink like a little chick.
Butter—
(1) Milking the cows. (Arms and legs.)
(2) Carrying milk to milk house. (Arms and legs.) -
Strain it and pour it into pans. (Arms and legs.)
(3) Churning—cream. (Arms and trunk.)
(4) Working butter. (Arms and trunk.)
FOR THE SCHOOLS OF OREGON 25
3. Bread—Review “Cycle of Loaf of Bread,” listed under “October.”
4. Apples (mince meat pie)—
(1) Skip to orchard. (Legs and arms.)
(2) Climb ladder. (Legs and arms.)
(3) Stretch out right and left to reach fruit. (Arms and trunk.)
(4) Pile up rain clouds. (Arms and neck.) Large, wide, Sweep-
ing movement of arms.
(5) Sprinkling garden with rain. (Arms.) Shake hands as if
shaking off water.
(6) Sunshine fairies. (Legs and arms.) Skip about.
NOVEMBER WINDS.
1. Shake the last leaves from the trees. (Arms and breathing.)
2. Leaves fluttering from trees. (Arms and trunk.) Raise arms
high above head and shake them as they are lowered—moving
arms far apart, then nearer together for good chest expansion.
3. Bending trees and tossing branches. (Trunk and arms.) Bend
from side to side and forward with a good trunk rotation—at
the same time moving arms about and up and down.
4. Howling or whistling of wind. (Breathing.)
IV. December
PREPARATION FOR CHRISTMAS.
1. The Christmas Toys—
(1) Bouncing ball. (Legs.) Deep knee bending and jumping,
landing very lightly.
(2) Spinning top. (Arms and legs.) With arms at shoulder
level whirl twice with little running steps; slow up before
stopping; repeat in opposite direction to prevent dizziness.
(3) (Trunk and chest.) Sit with hands on hips, rock from side
to side. . -
(4) Toy engine. (Arms and legs.) Bend arms half way up and
clinch hands and raise left knee; step forward with left foot
and thrust right arm forward and downward with circulatory
movement, at same time raising right knee; repeat above
action, right, left, right, etc., to sound of choo! choo! choo!
toot! toot! ding-dong! ding-dong!
(5) Train of cars. Have a row of children take movements under
(4), except that one hand must rest on the shoulder of child
in front. The leader is the engine and uses both hands.
This play is especially good to teach the need of keeping in
Step. g
(6) Jack-in-the-Box. (Arms, trunk and legs.) . Give directions
as follows:
(1) Jack-in-the-Box (2) was shut up tight;
No air had he, (3) not a chink of light; •,
(4) How cramped he must be cuddled up in a heap!
26
COURSE IN PHYSICAL EDUCATION
2.
3.
(5) Now open the lid, (6) and up he will leap.
(Note—The following numbers are explanatory of
the preceding corresponding numbers.)
Put hands on hips.
Knees deep bent.
Put hand over eyes.
Bend over.
Raise up to easy position for jumping.
. Jump up, flinging arms out.
(7) Jumping-Jack. (Arms and legs.) Arms sideways fling and
jump, Spreading feet apart; jump back to normal position.
Repeat three times, and then rest and regulate breathing.
(8) Jumping-Jack. Left arm forward and right arm backward
fling; at the same time jump, swing left foot forward and
right foot backward; jump and change position of arms and
feet. Repeat twice.
- NOTE–These plays are sufficient for several days’ brief activity
periods. (4), (5) or (6) should be used alone.
i
Playing with Christmas Toys—
(1) Bouncing a ball. .
(2) On the rocking horse. (Arms and legs.) Step forward with
the left foot, taking position of hand for holding reins; rock
forward on left foot, then back on right. Repeat forward
and backward several times.
(3) Rocking the doll. (Trunk.) Place right hand on upper part
of left arm; support right arm with left hand; move arms
from side to side, or rock forward and back if sitting, as if
in a rocking chair.
Rock to rhythm of “Dolly's Lullaby”.-P. M. S., p. 17.
(4) Beating the drum. (Arms.) Beat to rhythm of song, “My
Big Bass Drum.”—P. M. S., p. 110. -
. (5) Sweeping with the toy broom. (Arms and trunk.)
(6) Pounding with a hammer from tool box. (Legs and arms.)
Bend knees, put left fist on left knee and pound on it with
right fist; change position. .
(7) Skipping the rope. (Arms and legs.) Skip to rhythm of
song, “The Skipping Rope.”—P. M. S., p. 27. -
. . . (8) On roller skates. (Arms, legs and trunk.) Raise arms for
balancing; push out with left foot, then with right, turning
somewhat from side to side.
Getting the Christmas Tree—
(1) Trudge with sled or cart to woods. (Arms and legs.) Stretch
arms backwards; step high as if walking in snow.
- (2) Chop down tree. (Arms and trunk.)
4.
(3) Put tree on sled. (Arms, trunk and legs.)
(4) Trudge home pulling sled. (Arms and legs.)
Setting Up Tree—
(1) Make support—saw boards. (Arms, trunk and legs.)
(2) Hammer on support. (Arms, trunk and legs.)
(3) Dance around the tree. (Legs.)
FOR THE SCHOOLS OF OREGON 27
5.
“Here We Go Round the Christmas Tree” to the tune of “Mulberry
Bush.” Form a circle, Swing arms and walk, singing:
(1) “Here we go round the Christmas tree (ditto, ditto), so early
Christmas morning.” Stop, represent in pantomime and sing:
(2) “This is the way we blow our horns (ditto, ditto), so early
Christmas morning.”
Repeat (i), then show some other desired toy. While the
children are singing (1) and moving, let one child step inside
circle and show the toy he would like to find on the Christmas
tree Christmas morning; the other children then stop and play
with the chosen toy. While they play, he leaves the center,
and another child must enter to lead the Second play.
Trim/ming the Tree— -
(1) Climbing ladder to hang a star on the top. (Legs and arms.)
(2) Bending down reaching for trimmings. (Arms and trunk.)
(3) Stretching out to reach branches. (Arms and trunk.)
(4) Standing on flocr—reach up as high as possible to hang on
decorations. (Arms.)
(5) Decorate lower branches. (Trunk and legs.)
(6) Dance about the tree to song, “O, Christmas Tree.”—P. M.
S., p. 125. (Legs.)
Christmas Bells—
Ring the Christmas church bell. (Arm, trunk and legs.) Step
forward, reach up, grasp rope and pull. Use rhythm of song,
“The Bell.”—P. M. S., p. 96. Note the pull on the third note of
the measure.
V. January
WINTER ACTIVITIES.
1. Around the Christmas Tree—
2.
Show in play the toys which were received for Christmas.
Jack Frost’s Play—
Use following lines to guide activity:
(1) Jack Frost is a roguish little fellow
When the wintry winds begin to blow;
He flies like a little bird through the air,
And steals through the tiny cracks everywhere.
(2) He makes little girls say oh, oh, oh;
He makes little boys say ho, ho, ho.
(3) He nips little children by the toes,
He pulls little children by the nose,
He tweeks little children by the ears, -
And he draws from their eyes the big round tears.
(4) But when we kindle a big warm fire,
Jack Frost is compelled to retire. -
Up the chimney skips the roguish boy,
And all the children clap (jump) for joy.
28
COURSE IN PHYSICAL EDUCATION
Directions for play:
(1) During third line fly toward front of room. During fourth
line creep back to seats. (Arms, legs and trunk.)
(2) Inhale and then say “oh, oh, oh,” as if cold. Inhale and then
say “ho, ho, ho,” as if stimulated by cold air. (Breathing.)
(3) “Nipping toes”—stand on one foot, bend over and touch other
foot. (Arms, trunk and legs.) {
(4) Bend over—putting wood on fire or shoveling on coal. Make
Jack Frost retire by raising arms slowly, slipping one hand
against other. Jump lightly up and down, clapping hands.
(Trunk, arms and legs.) -
. Snow Storm—
(1) Watching snowflakes falling. (Arms and neck.) Stand with
hands on hips and look up, moving head from side to side;
reach out hands to catch Snowflakes. -
(2) Falling snowflakes. (Arms.) Show with arms and fingers
how the snowflakes fall: Wave arms forward, sideways,
upward, downward and around with fingers moving.
(3) Brush snow from clothing and shake cap. (Arms and trunk.)
(4) Shoveling a path. (Arms, trunk and legs.) - l
(5) Warming feet; jumping up and down. (Legs.),
(6) Warming fingers; clap hands, blow on fingers. (Breathing.)
. Making a Snow Man—
(1) The beginning. Stoop down, pick up Snow, make a snow ball;
keep stooping until a large snow ball is made; make three
balls. (Trunk.) -
(2) Stoop again, move forward and gradually rise as Snow ball
grows larger using pushing movement; make three big balls.
(Trunk, leg and arms.) - -
(3) Building up body of man. Stoop, lift balls up; Stoop, lift
snow and pat, fastening snow man together. (Arms and
trunk.) -
(4) Giving snow man his features. Make face, coat, etc. (Arms.)
(5) Dance around snow man to warm feet, singing: (Legs.)
Here we go 'round our jolly snow man,
Our jolly snow man, our jolly snow man,
Here we go 'round our jolly snow man,
On a cold and frosty morning.
Tune: “Mulberry Bush.”
. Snowballing—
(An all round exercise.) Perform to count, then to music.
Use any familiar 4/4 rhythm, or tune “Chimes of Dunkirk,” using
One count to a measure. Stoop—count one, two; raise, shaping
balls—three, four; run forward—five, six; throw and rest—
seven, eight.
The Blacksmith Shop— * .
(Horse must be rough shod when it snows.)
(1) Trotting of horses to blackSmith’s shop. (Legs.) -
(2) Blowing of bellows. (Arms—breathing.) Bend arms, raise
elbows, inhale; press elbows to sides, exhale.
FOR THE SCHOOLS OF OREGON 29
(3) Pounding on the anvil. (Arms and trunk.) Make large
swing with heavy hammer.
(4) Pawing of horses. (Legs.) Left leg; then right leg.
(5) Putting shoes on horses. (Trunk and legs.) Take horse’s
foot in lap and nail on shoe.
(6) Sleighing with jingle bells. (Legs and arms.) Trot like
horses; raise arms and shake fingers, say “jingle, jingle.”
7. Indoor Play—
(1) Swing from a turning bar. (Arms and legs.) Stretch arms
up to grasp. Step forward and hop on left, swinging right
foot forward; step back and hop, swing left foot backward.
Repeat.
(2) Playing quoits (horse shoes). (Trunk, arms and legs.) Stoop
and pick up three rings. Step forward and pitch three rings;
or bean bag throwing at bean bag board. Toss bean bag.
VI. February
PATRIOTIC PLAYS FOR LINCOLN'S AND WASHINGTON'S BIRTHDAYS.
1. “Soldier Boy” from Singing Games—Mari Hofer.
“Soldier boy, soldier boy,
Where are you going,
Bearing so proudly
The red, white and blue?”
“I’m going where country
And duty are calling;
If you’ll be a soldier boy
You may go too.”
Directions:
(1) Two or more children, carrying flags, march up and down
aisles as first four lines are being sung or spoken.
(2) Upon hearing “blue,” each stops before nearest child and on
“I’m,” each salutes. -
(3) On “If you’ll be a soldier boy,” second child stands and salutes,
receives a flag and follows leader who turns and goes on to
another child with repetition of song.
(4) Repeat until the desired number of flags is given out.
2. Marching Drill (eight children)—
While flag bearers have marching drill other children sing
“Left, left, listen to the music” and “Rub a dub, dub,” from Songs
from the Child World No. 1.
\ Children with flags follow their two leaders and march as
follows: -
(1) Down the center by twos—separate by twos.
(2) Down the center by fours—separate by fours.
(3) Down the center by eights—stop and raise flags. Other chil-
dren give flag salute.
(4) Leaders who are in center march away from each other, form-
ing two circles; raise flags and circle around once; lower flags.
30
COURSE IN PHYSICAL EDUCATION
(5) Leaders lead lines around to back; as they meet, raise flag
and form arch, next behind pass under arch, face and raise
flag and so on till all flags are raised. Leaders “carry”
flowers and lead line under arches, the next behind lowering
flag as their turn comes.
(6) March around and meet at back; all face and come forward,
stop, raise flag. All children sing a “flag song.”
VII. March,
THE MARCH WINDS.
1.
“Who Has Seen the Wind?”—Christina Rossetti.
Who has seen the wind?
Neither you nor I,
But when the trees bow down their heads
The wind is passing by.
Who has seen the wind?
Neither I nor you,
But when the leaves hang trembling
The wind is passing through.
2. Other Signs of the Wind—
Motivation—“The Wind,” Robert Louis Stevenson.
I saw you toss the kites on high
And blow the birds about the sky,
And all at once I heard you pass
Like ladies’ skirts across the grass.
Oh, wind, a-blowing all day long;
- Oh, wind that sings so loud a song.
(1) Sailing a boat. (Arms, trunk and legs.) Raise one arm
straight up for mast. Raise one arm, shoulder level, for yard
arm. Move slowly forward and bend occasionally as a sail
boat does.
(2) Rocking of boat on waves. (Trunk.)
(3) The weather vane. Teaching the points of the compass.
(Arms, trunk.) Raise arms shoulder level; turn as directed.
(4) Flying a kite. (Legs, arms and trunk.) Hold arm up as if
holding a kite string; running, looking back now and then to
see kite flying.
(5) The windmill. (Arms and trunk.) Raise arms shoulder level,
move arms around in large circles; or two children stand face
to face, raise arms shoulder level; both bend to right, then
left, making the four arms of a Dutch windmill.
3. Pinwheels—Have children make paper pinwheels. Fasten to end
of lead pencil.
(1) Stand, thrust pinwheel forward with right hand several times.
Repeat with left hand. (Arms.)
(2) Run around the room holding arm still and see pinwheel
whirl. (Arms and legs.)
. Owt of Door Play—Use song “What Shall We Do When We All Go
Out,” as previously described in this outline.
FOR THE SCHOOLS OF OREGON 31
VIII. April
SPRING ACTIVITIES.
1.
2.
3.
“April Showers Bring May Flowers”—
(1) Pattering of rain on roofs or window panes. Tap on desk with
fingers. 4.
(2) Falling rain. (Legs, arms and trunk.) Raise arms; arms sink
forward; trunks forward, bend till rain reaches ground.
(3) Crossing the road on stepping stones. (Legs.) Raise knees
and take long steps on tiptoe.
(4) Walking the plank over rushing water. (Arms and legs.)
Raise arms to balance and walk, keeping on a single board of
the floor, or use a balance beam.
(5) “Dance of the Rainbow Fairies”—see song “Dancing Rain-
drops.”—P. M. S., p. 75.
Making Garden—(Tune: “Mulberry Bush.”)
(1) This is the way we spade the ground. (Arms, trunk and legs.)
(2) This is the way we rake the ground. (Arms, trunk and legs.)
(3) This is the way we plant the seeds. (Arms, trunk and legs.)
(4) This is the way the rain comes down. (Arms and trunk.)
(5) This is the way we hoe the weeds. (Arms and trunk.)
(6) This is the way we smell the flowers. (Breathing.)
Easter Suggestions—The Hen and Chickens. Use “Good Mother
Hen” from Finger Plays by Emilie Poulsson.
(1) Good mother hen sits here on her nest,
Keeps the eggs warm beneath her soft breast,
Waiting, waiting day after day.
(2) Hark, there is a sound she knows very well,
Some little chicks are breaking the shell,
Pecking, pecking away.
(3) Now they’re all out, O see what a crowd,
Good mother hen is happy and proud,
Clucking, clucking away.
(4) Into the coop the mother must go,
While her small chicks run to and fro,
Peeping, peeping away.
(5) Here is some corn in my little dish,
Good mother hen eat all you wish,
Picking, picking away. .
(6) Happy we'll be when we see you again,
Dear little chicks and good mother hen.
Now goodby, goodby for today.
(Note—The following numbers are explanatory of the
preceding corresponding numbers.)
Children sit.
Make cracking sound with finger nails.
Rise from seat; use fingers for chicks and have chicks
run all about—moving arms out to side and in front of
body. Let mother hen scratch the ground. (Arms.)
;
COURSE IN PHYSICAL EDUCATION
5.
4. Sit, using seat for coop but have fingers moving about on
desk.
Use desk for dish; bend down to get corn. (Trunk.)
6. Children skip away from seats waving goodby. (Arms and
legs.)
The ducks. See November outline for “O, the Pleasant Water and
the Sky So Bright.” -
The Rooster. See the attractive song: “The Rooster’s Good Morn-
ing.”—P. M. S., p. 74.
The Rabbit. Put hands up to the side of head to make the rabbit's
long ears; knees bend and hop, hop, hop. (Arms and legs.)
5.
4. Arbor Day. Selecting the Trees for Planting— (Showing appear-
ance and use of trees.)
(1) Maple tree—large and round; used for shade and hiding places
for nests. Raise arms to show shape.
(2) Poplar tree—straight and tall; used for windbreak. Raise
arms straight above head, stretch up as tall as possible; bend
only slightly from side to side.
(3) Willow tree—relaxed and drooping; used for shade. Bend over
letting arms hang; toss branches in the air.
(4) Fir tree. Cone shaped—used for decoration; for bird’s nest;
for Christmas tree. Raise arms, touch finger tips, then lower
arms showing spreading of branches.
p. 109.
Arbor Day. Planting of Tree — Song: “Arbor Day.” — P. M. S.,
(1) Dig the hole.
(2) Wet the ground and put in fertilizer.
(3) Put tree into hole.
(4) Shovel dirt around roots.
(5) Wet the ground well.
6. The Birds, Seeking Nesting Places—“Fly Little Birds,” Holiday
Song Book: Emilie Poulsson.
(1) Fly little birds, fly east and west,
Seeking a place to build your nest;
Tall trees are standing side by side,
Will you among their branches hide?
Fly little birds, fly round and round,
Fly to the bushes, trees and ground,
Then in the place that you like best
Busily weave your cozy nest.
(2) In recreation period play “I spy,” using a tiny basket or box
for nest. Let one row of children leave the room; the other
children decide where the bird’s nest shall be hidden. While
one row is looking for the nest the others sing “The Oriole’s
Nest” (P. M. S., p. 90), singing it loudly as they approach the
hiding spot and Softly as they leave it or look away.
FOR THE SCHOOLS OF OREGON 33
IX. May
1. May Day Plays—
2.
3.
4.
5.
(1) Weaving a daisy chain. (By rows.) Childres in a line holding
hands; the leader stands on the left end and leads the line
under the arm of the last two children who turn around in
place with right arm across the body. Each child finally turns
in place. To unwind chain raise right arms and turn under
arms, toward right, without letting go of hands.
(2) Gathering flowers for May baskets. Trip to meadow, swinging
May baskets; stoop, pick flowers, rise, run a few steps, stoop
and pick some more until children are out in circle about room.
(3) About the May pole. (Any old English tune: “Mulberry Bush.”
or “Farmer in the Dell,” etc.) In couples children trip swing-
ing arms for eight measures; join both hands and whirl about
for two measures; walk to pole, take ribbons and walk to
circle; skip to right around to place, turn, skip to left around
to place; face pole and drop ribbons. Skip away.
Nature’s Party—
(1) Flowers nodding on their stems. “Sweet Pea Ladies,” Songs
Of Child World No. 2. •
(2) Butterfly dance. “The Butterfly,” Songs of Child World No. 2.
(3) “Darting Swallows.”—P. M. S., p. 29. ſ
(4) “The Bee's Orchestra.”—P. M. S., p. 69.
(5) “The Frog,” Songs of Child World No. 2.
Oh, a little frog in a pond am I,
A hoppity, hoppity, hop;
I can jump so far, I can jump so high,
A hoppity, hoppity, hop;
I sit on a lily pad high and dry
And watch the fishes as they swim by,
Then—splash—I make the water fly,
A hoppity, hoppity, hop.
On the Farm—
(1) Plowing the fields and planting the grain.—P. M. S., p. 55.
(2) Feeding flocks.-P. M. S., p. 73.
(3) Shearing the sheep.–Songs of Child World No. 1, p. 70.
(4) Playing in the meadow.—P. M. S., p. 12.
The Swing— (All around exercise.)
Swinging in the swing,
Swinging up so high,
We can almost bump our heads
Up against the sky.
Arrange children in sets of threes; two children face, grasp
hands, forming seat of swing. The third child pushes against
their hands as if pushing the swing; on the word “bump” the
pusher runs under and on to the next swing.
Vacation Pleasures—
(1) Picnic in the woods. (See September.)
(2) Picnic at the beach. (See September.)
(3) Skipping ropes.—P. M. S., p. 27.
(4) Playing soldier.-P. M. S., pp. 14, 22.
(5) Playing circus.-P. M. S., pp. 30, 33.
Sig. 2.
COURSE IN PHYSICAL EDUCATION
2.
3.
GAMES AND PLAYS
The games and dances listed here are described in the following books:
Fecreation Manual for Oregon Schools.
Games for the Playground—Bancroft.
E’hysical Training for the Elementary Schools—Clark.
I. FIRST GRADE.
1. Playground Games—
(1) Dodge ball.
(2) Slap Jack.
(3) Drop handkerchief.
Itisket, Itasket.
(4) Cat and mouse.
Schoolroom Games—
(1) Squirrel and nut.
(2) Butterflies.
(3) Follow the leader.
(4) Jack-be-nimble,
Rhythmic Plays—
- (1) Farmer in the dell.
(2) Mulberry bush plays.
Victor record No. 17104.
(3) Did You Ever See a Lassie?
Victor record No. 17568.
(4) How D'ye Do, My Partner?
Victor record No. 17568.
II. SECOND GRADE.
1.
2.
3.
Playground Games—
(1) Flowers and the wind.
(2) Pom, Pom, pull away.
(3) Frog in the meadow.
(4) Stone.
Schoolroom. Games—
(1) Little Johnny Stoop.
(2) Last. One Up.
(3) Bird Catcher.
(4) Cobbler, Cobbler, Mend
My Shoe.
Rhythmic Plays—
(1) Oats, Peas, Beans.
Victor record No. 17567.
(2) GC Round and Round
the Village.
Victor record No. 17104.
(3) The Muffin Man.
(4) Little Bo-Peep.
(5) Stoop tag.
(6) Home tag.
(7) Rabbit’s nest.
Squirrel and trees.
(8) King’s land.
(5) Bell game.
(6) Teacher and class.
(7) Cat and mice.
(8) I spy.
(5) Looby Loo.
(6) Shoemaker’s Dance.
Victor record No. 17084.
(7) Danish Dance of Greet-
ing.
Victor record No. 17158.
(8) Baa-baa, Black Sheep.
(5) Statues.
(6) Trades.
(7) Still Pond.
(8) Run for Your Supper.
(5) Bean Bag Circle Toss.
(6) Blind Man's Buff with
Wand.
(7) Ante Over (with curtain)
(8) Automobile (stage coach)
(5) London Bridge.
Victor record No. 17104.
(6) Chimes of Dunkirk.
Victor record No. 17327.
(7) Dickory, Dickory, Dock.
(8) I See You. .
Victor record No. 17158.
NOTE–These groups of eight games and rhythmic plays and dances
are so arranged that one new one of each group may be taught each
month. Most Of the games Of the previous grade Will be COntinued
with pleasure.
FOR THE SCHOOLS OF OREGON 35
SUPPLEMENTARY GAMES.
1.
“Here We Go on a Merry-go-round—(1-2). Music: “Mulberry
Bush.” Formation: A single circle facing inward and clasping
hands. . . . . . . . . . ' - -
(1) “Here we go on a merry-go-round, merry-go-round, merry-go-
round; - -
Here we go on a merry-go-round on a lion or a pony.”
(All skip right, around circle.)
(2) “This is the way we start to move, start to move, start to move;
This is the way we start to move on a lion or a pony.”
(Step sideward right, and bring left to right and continue
around circle.) -
(3) “This is the way we hurry up, hurry up, hurry up,
This is the way we hurry up on a lion or a pony.”
(Same as (2) with glide instead of step.)
“I went to Visit a Friend One Day—(1-2). Words: Holiday Song
Book. Music: “Oats, Peas, Beans.”—R. M. O. S., p. 43. Forma-
tion: Single circle. -
(1) I went to visit a friend one day;.
She only lived across the way;
She said she couldn’t go out to play
(2) Because it was her washing day.
(3) This is the way she washed away;
This is the way she washed away;
This is the way she washed away -
(4) The day she couldn’t go out to play. - r
(Note—The following numbers are explanatory of the
preceding corresponding numbers.) - -
Walk along the circle moving around the room.
Turn facing center and stand. 4.
Bend over and go through movement of rubbing clothes on
a washboard. - .
4. Raise up and turn as at first.
Repeat first three lines for each day of the week, chang-
ing fourth line as follows: - -
(2) “Because it was her ironing day.” .
3. Put left hand over back of right and press and push as if
ironing. - - -
(2) “Because it was her mending day.”
3. Bring fingers of two hands together then pull apart as if
pulling thread through cloth. * ,
(2) “Because it was her sweeping day.” -
3. Move forward and back as if sweeping.
(2) “Because it was her scrubbing day.” -
3. Deep knee bending, lean over and move right arm as if
scrubbing floor with a brush. . -
(2) “Because it was her baking day.” t
3. Curl left arm by placing finger bent in at waist making
mixing bowl. Stir with right hand holding the spoon.
:
36
COURSE IN PHYSICAL EDUCATION
(2) “Because it was the Sabbath day.”
3. Ride to church on horseback.
Sing: “This is the way she rode away.” -
The game needs this livelier, more strenuous leg move-
ment at the end for a climax.
“Welcome Little Travelers” (1-2). Words: Holiday Song Book.
Music: “Chimes of Dunkirk.”—P. M. S., p. 83. Formation: Part-
ner game in single circle, with one couple in center.
(1) “Welcome little traveler, welcome, welcome home;
Tell us little traveler, from what land you come.”
(2) “We have come from Skipping Land,
Where people all go skipping.”
(3) Chorus:
“We have come from Skipping Land,
Where people all go skipping.” -
(Note—The following numbers are explanatory of the
preceding corresponding numbers.) &
1. With clasped hands circle all moves to the right, singing
first two lines; the two in the center determine their
activity. gº
2. Couple in center skip and sing.
3. Partners take hands and in a double circle repeat suggested
activity; couple in center choosing another couple to take
their place and the game continues with such activities as
hopping, walking, jumping, running, clapping, whirling,
pounding, etc.
4. Lads and Lassies—Words, Singing Games, Mari Hofer. Music:
“Coming Through the Rye.” Formation: Single circle with sev-
eral children in center.
(1) “Lads and lassies out-a-walking,
Chanced one day to meet,
(2) First, they bowed, then clasping hands,
Danced with nimble feet.”
(3) Tra, la, la, etc.
(4) “Lads and lassies, home returning,
Gaily waved goodby,
Hoping soon to meet again
Coming through the rye.”
(Note—The following numbers are explanatory of the
preceding corresponding numbers.)
1. With clasped hands, circles move to right through two lines
and stop.
2. Children in center who have been walking about, stop be-
fore Some one in circle, both bow, take hold of hands and
skip.
3. Skip through four measures, other children clap hands.
4. Children who were in center leave their partners and join
the circle, waving goodby. Game continues through repe-
tition.
FOR THE SCHOOLS OF OREGON 37
5. Peas, Porridge—Tune: “Chimes of Dunkirk.”—P. M. S., p. 6.
Formation: Double circle, partners facing each other.
Part 1. Play and sing:
(1) “Peas porridge hot,”
(Slap thighs, clap own hands, clap partner’s.)
(2) “Peas porridge cold,” -
(Slap thighs, clap own hands, clap partner’s.)
(3) “Peas porridge in the pot,”
(Clap own hands, clap right hands across.)
(Clap own hands, clap left hands across.)
(4) “Nine day old.”
(Clap own hands, clap partner’s, clap own.)
Repeat same movements for:
“Some like it hot,
Some like it cold,
Some like it in the pot
Nine days old.”
Part 2. Words self-explanatory:
“Clap and clap and clap (own hands),
Tap and tap and tap (right toe),
Turn all about
And bow just so.
Come let’s skip away
As far as we may
But now we say “goodby?
And to another go.”
Circles move one place to the right to get a new partner.
THIRD GRADE
STORY PLAYS, SELF-TESTING STUNTS, DRAMATIC SONGS
I. Recalling Summer Ea:periences
1. Practicing to Make the Baseball Nine—
(1) Batting practice: (Arms, trunk and legs.) . Get good position
of feet. Get good position of hands for holding the bat. Swing
the bat and strike. Practice left handed batting, also.
(2) Catching practice: (Arms, trunk and legs.) Leap out to right,
raising left foot in back; at same time swing arms up and
clap hands. -
Leap for high ball left;
Leap for low ball, right;
Leap for low ball, left.
(3) Pitching practice: (Arms, trunk and legs.) Have boys show
how men pitchers sometimes get ready to pitch the ball.
(4) Base running: Use corner-to-corner race.
(5) Baseball fan: (Legs and arms.) Jump and clap hands over
head.
38 COURSE IN PHYSICAL EDUCATION
2. At the “Swimming Hole”—Have individuals show the different
ways of using the arms in Swimming, then practice:
(1) Dog paddle. (Arms and legs.)
(2) Breast stroke. (Arms.)
(3) Crawl stroke, right, left. (Arms and trunk and legs.)
3. Harvesting the Hay—
(1) Practice pitching the hay upon the wagon. (Arms, trunk and
legs.
(2) Jumping in the hay. (Legs.) “Bouncing movement” for
learning to “land” lightly.
II. Fall Activities
1. Labor Day—Parade—Let children select the names of different
kinds of trades or occupations. Show if each is ready to march
in the parade by acting in pantomime before the class for the class
to guess the trade. Have all the children then represent a big group
of each respective trade.
2. The Merry Blacksmith—Music: Anvil Chorus, from “Il Trovatore.”
Words by Kate Douglas Wiggin.
(1) Bright glows our furnace fire,
Our iron bars we’re heating;
High rise the sparks and higher,
Our anvils we are beating.
Chorus:
Cling—Clang—
Cling, clang, cling, clang, cling,
The merry blacksmith
The merry blacksmith
Doth toil the whole day long.
(2) See how our hammers swing,
Our anvils we are pounding;
Hear now the iron ring,
With brazen clang resounding.
Chorus—Directions: Used closed fists for hammer and
anvil. If dumbbells can be secured, the exercise is more real-
istic.
1. Swing right arm in a big circle and strike right hand upon
left four times during first line of song.
2. Repeat movement with left arm during second line. Repeat
(1) and (2) during third and fourth lines. Chorus.
3. Strike right hand upon left, strike left hand upon right,
- during first line of chorus. -
Strike right, left, right, left, right, during second line.
5. Hold through last lines until the word “day,” when the
right arm swings once more, and strike left upon “long.”
Repeat all if two stanzas are used.
If music of Victor record is used, have a marching drill
during “interlude” between verses. -
4.
FOR THE SCHOOLS OF OREGON 39
3. Columbus Day—Columbus, the Sailor—Experience the life of the
sailor by means of the following dramatic song: Music—“Chimes
of Dunkirk.”—P. M. S., p. 83. -
(1) Hurrah! for the sailor boy,
(2)
(3)
(4)
A-sailing on the Sea.
He pulls an oar and pulls it well,
To reach the ship’s lea.
Chorus: -
Well done the sailor boy,
Well done the sailor boy,
Well done the sailor boy,
A-sailing on the sea;
Hurrah! for the sailor boy,
A-sailing on the Sea;
He climbs the rope to reach the deck,
Up and up goes he. -
(Chorus.)
Hurrah! for the sailor boy,
A-sailing on the sea;
He hoists the sail, he pulls away,
A strong boy is he.
(Chorus.)
Hurrah! for the sailor boy,
A-sailing on the Sea;
He weighs the anchor with many a pull,
“Yo, ho! we’re off,” says he.
(Chorus.)
(5) Hurrah! for the sailor boy,
A-sailing on the sea;
He scrubs the deck till it's smooth as silk,
A clean boy is he.
(Chorus.)
(6) Hurrah! for the sailor boy,
A-sailing on the sea; --
When his work is done he pipes a tune,
A merry lad is he.
(Chorus.)
Directions: Circle formation—walk and sing during first
two lines of each stanza; (chorus). Turn to a neighbor in
circle. First line: shake right hand and extend right foot,
resting on heel with toe raised; second line: without releasing
right hands, shake left hands, and change position of feet.
Last three lines: pull hands back and forth and change posi-
tion six times.
(Note—The following numbers are explanatory of the
preceding corresponding numbers.)
1. Rowing a boat—Pulling on the oar.
2. Climbing rope—Jump and grasp rope; change positions of
hands, raising them higher each time.
40 course IN PHYSICAL EDUCATION
3. Hoisting the sail—Leap out to right, raising left foot in
back; hop and pull. Repeat, leaping to left. Repeat right
and left. -
4. Weighing the anchor—Leap forward on right foot, reach
down, grasp rope, leap back on left, pulling clasped hand
over left shoulder. Repeat three times. -
Scrubbing the deck. -
After work comes play—Dancing sailor’s step. Step and
;
hop, right, raising left in back. Step and hop, left, raising
right in back. Repeat, turning round, bending over from
side to side—“rocking the boat.” Arms may be folded, or
right hand placed on waist line in front, left hand on waist
line in back; hands change as feet change, with a slight
upward hitch of the elbows.
Be very careful not to let third graders practice these
vigorous movements too long at one time.
4. Hallowe'en—
a. Brownies’ dance—See page 11.
b. Hallowe'en game—Old Mother Witch.
Leader: “Old Mother Witch sent me to you.”
Group: “What shall we do?”
Leader 1. “Fly like a bat!”
Leader 2. “Creep like a black cat!”
Leader 3. “Grin like a Jack-o'-[antern l’’
Leader 4. “Ride on a broomstick!”
Leader 5. “Hoot like an owl l’”
(Words should be spoken awesomely.)
III. Thanksgiving
1. Puritan Life. Men—
(1) Chopping down trees. Emphasize swing of ax.
(2) Going hunting for wild turkeys.
(3) Captain Miles Standish and his militiamen. Practice with
sticks, or without. - -
2. Indian Life. Deer Hunt—Girls stay at camp—grinding corn, etc.
Boys: -
(1) Paddle canoe. (Very good trunk and arm movement.)
(2) Creep through the woods. - -
(3) Sight deer and aim arrows——twang!
(4) Carry deer to camp. -
(5) Dance of rejoicing around fire. (Step and hop on right foot,
raising left in the back. Repeat left; lift knees high, and raise
bent arms alternately. Show the movements used in hunting
º Then dance around again. Girls clap hands for tom-
tom.
IV. Christmas
1. The Toy Shop—Have children choose toys, representing them as
stiff jointed. Let other children guess what they are.
2. See Story Plays for Grades 1-2, December.
)
FOR THE SCHOOLS OF OREGON 41
3. Christmas Frolic—Use words and music of “I See You,” to be
found in almost any book of singing games or folk dances. Use
“Virginia Reel” figures when partners take hands.
(1) Turn partner with right hand.
(2) Turn partner with left hand.
(3) Join hands, take four sides between the lines.
4. Dancing Song—P. M. S., p. 93. Formation: Double circle, partners
facing. Directions:
(1) Clap own hand, clap partner's, clap own, three times.
(2) Partners join inside hands and walk, waving outside hands.
(3) Join both hands with partner and skip around in place.
(4) Drop hands and bow slowly, in contrast to rapid skipping.
(5) Move one place to right on the words, “for polite we must be,”
and get a new partner. Curtsy to new partner on the word
“be.” Repeat as many times as desired.
V. Winter Sports
1. Snowball Battle—
(1) Building snow fort. (Trunk and arms.) Pile up snow and
press it hard. -
(2) Make Snowballs. (Trunk and arms.)
(3) Throwing snowballs, at word from captain. (Arms and trunk.)
(4) Jump over fort and rush the enemy. (Arms and legs.) (Jump
over seats.) -
2. Skating—Use “Skating Song,” Songs of Child World No. 2.
(1) O, hurry quick, (2) the ice is thick,
(3) Get ready in a trice!
(4) We’ll tramping go, across the snow,
To skate upon the ice;
(5) And all our mates on shining skates,
Skim quickly to and fro.
(6) O, hurry quick, the ice is thick,
And we must skating go!
(7) One! two skating we go,
One! two shouting, “O, ho!”
And “Hurrah for the ice!”
And, “Hurrah for the snow!”
And, “Hurrah for the ice, O, ho!”
(Note—The following numbers are explanatory of the
preceding corresponding numbers.)
1. Rise from seats.
2. Put on caps and button coats. -
3. Swing skates over shoulders. (Legs, arms and trunk.)
4. Walk as if through Snow to front of room and face about.
(Legs.) - -
5. Balance on one foot, bend over and buckle on a skate.
(Trunk and legs.) - -
6. Balance and put a skate on other foot with hands on hips,
elbows back. " . . -
42
COURSE IN PHYSICAL EDUCATION
7. Slide forward with left foot bending knee, to help make the
slide on “one.” Slide forward with right foot on “two.”
Continue sliding down aisles toward back of room. Wave
arms at “hurrah.” (Legs and arms.)
8. Repeat chorus—advancing toward front of room; stop by
seats to shout, “O, ho!” etc.
3. Coasting—Motivation through use of “Coasting Song.”—P. M. S.,
p. 74.
(1) Trudge through snow, raising knees; arms stretched behind,
pulling sled. (Arms and legs.)
(2) Starting sled down hill. Bend down, take several little run-
ning steps and pushing sled; raise up and slide, if children are
Standing far enough apart.
(3) Teamster’s warning, while waiting for sled to come back.
Raise arms shoulder level; swing forward across chest; Swing
sideways; repeat several times.
(4) Warming feet. (Legs.) Raise left foot; jump from one foot
to the other.
(5) Warming fingers. (Breathing.) Clap hands. Blow on
fingers.
. Knocking Over a Snow Man—This game necessitates some ap-
paratus.
(1) Flour sack—stuffed with hay or cloth—set upon box.
(2) Bean bags—at least two, but as many as there are children,
in a row would be better.
Directions:
1. Stand on a line at a good distance from snow man.
2. Throw bean bag at snow man.
3. Run, pick up bean bag and run around behind row. Pass
bean bag to player ahead.
4. Keep score: (1) Point for hitting snow man, (2) points
for knocking him over.
. Eskimo Game—Eskimo boys—flying past on sleds—shoot with
arrows at bones standing up in the snow.
(1) Draw a circle on blackboard, or hold up a hoop.
(2) As children run past they throw a bean bag at circle, or
through hoop.
VI. Hero Plays
1. SIGNALS OF COURTESY.
(1) The Soldier’s “Salute”—Raise upper right arm parallel with
floor; with fingers and thumb extended and close together,
touch thumb to temple and forefinger against right eyebrow;
bring hand down smartly.
(2) The Knight’s Bow of Allegiance—Place right hand on left
hip, action of drawing sword from scabbard; extend right
arm upward and outward, with heels together make deep bow,
point of Sword would almost touch the floor; rise, raising
Sword aloft; replace sword in scabbard.
FOR THE SCHOOLS OF OREGON 43
(3) The Colonial Bow, of George Washington’s Day—Place left
hand behind back; bring right hand to left shoulder or heart;
make deep bow, sweeping hand out to right side; rise, bring-
ing hands to side. If hat is worn carry hat to shoulder then
sweep out to side. If no hat is worn a lace handkerchief
should be used.
(4) The Modern Raising of Hat—Raise hat from head, lower as
far as shoulder level and incline head.
2. HEROES OF ANCIENT TIMES-Darius—the Persian Boy; or, David—
the Hebrew Boy. (Ten Boys, Jane Andrews.)
(1) Leaping over logs. Use jumping standards or sticks over two
chairs; practice running high jump.
(2) Jumping over brook. Practice standing broad jump.
(3) Throwing a stone. Practice throwing bean bags at a mark.
(4) Running races.
3. HERO OF MEDIEVAL HISTORY-Columbus, the sailor. See October
outline.
4. COLONIAL HERO—George Washington, the boy.
(1) The boy leader at school. Captain in snow battle.
(2) Mastering the wild pony.
(3) Learning sports. Swimming in the Potomac. Rowing on the
Potomac.
(4) Militia drill.
5. THE MODERN HERO—The Soldier.
(1) Marching drill. Use some real military commands to add
dignity and realism to the play such as: Company, attention 1
Mark time, mark! Forward, march 1 Company, halt! Pa-
rade, rest! Use drill for First and Second Grades, February
outline; in place of flags carry sticks for guns.
(2) Gun drill. Present arms, order arms, parade rest, attention,
carry arms, port arms, load, aim, fire. For instructions in
handling gun see any late book on military tactics or ask a
soldier of the late war.
(3) “Setting up” drill. With guns—use as if guns were wands.
Without guns—use exercises given under “B.”
(4) Get real instruments for a toy orchestra or imitate different
instruments using a familiar martial air.
VII. Spring Activities
1. Signs of Spring—
(1) The return of the birds. Show different characteristics of
birds, as a part of bird study. Hopping, flying, darting, etc.
(2) Making a garden. See First and Second Grades—April out-
line.
(3) Clean-up day. Picking up and putting rubbish into boxes.
Throwing Stones into pile. Raking yard. Sweeping walks.
2. The Farmer’s Work—Cycle of the loaf of bread. See First and
Second Grades, November outline.
44
COURSE IN PHYSICAL EDUCATION
3.
Owt-of-door Play—
(1) Practice for baseball team. See September outline.
(2) Swinging. Swing Song, Child World No. 2. Directions for
activity, see First and Second Grades outlines for May.
4. Flower Dance—(Dainty steps.) Music, “Sweet Pea Ladies.”—
5.
(Child World No. 2.) Formation: Couples dance in circle or in
lines. Directions: Partners raise inside hands, joined, shoulder
level; outside hands at waist or holding skirts. Begin with
owtside foot.
(1) Touch toe forward. Touch toe to side. Step on outside foot
and turn with two steps facing partner. Four counts.
(2) Step on outside foot, put other foot behind and curtsy. Step
on inside foot, put other foot behind and curtsy. Four counts.
(3) Partners take hands and slide four times. Four counts.
(4) Walk forward, beginning with inside foot, three steps and
point outside toe. Four counts.
Maypole Dance—For description see next to last page of this
section.
VIII. Stunts for Ea:ercise
1.
:
Vaulting Seats—
(1) Grasp desk and back of seats. Upon signal, jump over seats;
turn, with signal, jump back again. Use:
“Jack be nimble, Jack be quick,
Jack jump over the candle stick.”
Wait till the word “jump” is spoken, then vault the seats.
(2) Vault the seats across the room. Each time when the last
row of seats is valuted, the children run around to the first
row of seats; the other children wait until they arrive.
“Going to New York”—Sliding through seats instead of vaulting.
Jumping lightly from desks.
Hopping over chalk marks on the floor.
Follow the Leader—Select for leader ingenious children who can
think quickly, and give directions when needed.
Suggestions:
(1) Clapping hands in front or over head.
(2) Beating drums—bass or snare.
(3) Blowing horns.
(4) Walking like an elephant, swinging trunk.
(5) Galloping like a horse.
(6) Stooping, then hopping like a rabbit.
(7) Arm swinging like a pendulum of a clock.
(8) Sailing a boat.
(9) Vaulting a desk. -
(10) Jumping to touch a mark on the wall.
(11) Walking on tiptoe with arms shoulder level.
FOR THE SCHOOLS OF OREGON 45
6. Bean Bag Plays—
(1) Marching with bags on head.
(2) Tossing and catching bags rhythmically. -
(3) Relay race. Each child of end row on right side of room has
a bag beside the seat on the floor. Upon signal reach down,
pick up bean bag, change to left hand, drop on floor. Each
child of second row, third, fourth, etc., repeat movement until
last row, when the bags are held up to show winning row.
GYMNASTIC DRILLS
Preliminary Directions for All Lessons—
Practice taking correct sitting position; quick, noiseless rising from
the seats; and standing in good position in the middle of the aisle.
“Good standing position—take!” With heels near together and toes
pointing straight forward, stretch up. Stretch the knees, the hips, the
waist, the chest, the neck. Reach up with the crown of the head. “In
place—rest!” A partial release of the effort to stand tall, but mainte-
nance of a reasonably good position. One foot may be moved but not
both, keeping weight on both feet. This must be followed by “Position!”
before another exercise can be given. The fundamental standing posi-
tion is an active gymnastic position and one of the finest posture exercises
we have. -
GROUP I
1. ORDER—(1) “Gymnastic sitting po-si-tion!” Feet flat on the floor,
hips well b2:ck in the seats, waists stretched up, chest lifted, head pushing
up, hands loose in the lap. (2) “Resting po-si-tion l’ Let shoulders touch
back of seats, but with no slumping. (3) “Erect po-si-tion l’’ (Same as 1.)
(4) “Class—rise!” (5) “Good standing po-si-tion l’” Follow preliminary
directions.
2. ARM-(1) “Hands on hips—place I’” The hands are placed quickly
on the hips with the thumbs back and the fingers to the front, and some-
what below the waist. Guard against a raising of the shoulders. (2)
“Arms upward—bend! Po-si-tion 1 Again—one! two ſ” Close the fists
tight, raise them quickly to the shoulders, pull the elbows in against the
sides so firmly that they can not be pulled out. On the return move-
ment the arms should be stretched quickly and forcibly downward, and
the fundamental position should be assumed. -
3. TRUNK–“Hands on hips—place! Trunk forward—bend! Raise!
Again—one! two 1* The trunk is bent slowly forward from the hips like
a hinge, to an angle of about forty-five degrees. The back is kept abso-
lutely straight. The head is carried forward without any bending at
the neck. -
4. LEG–“Hands on hips—place! To stride position—jump! To
position—jump! Again—one! two! Po-si-tion l’” With a light jump the
feet are placed about three footlengths apart. The landing should be
made on the toes. On the return movement a jump is taken and the feet
are brought not quite together. “Position” brings the hands down.
5. BREATHING—“Arms upward—bend! Chest raising—one / two!
Again—one! two 1 Po-si-tionſ” At “one” the abdominal muscles are
46 COURSE IN PHYSICAL EDUCATION
contracted, the chest is raised, the chin drawn in, and a deep breath
taken. At “two” the exhalation occurs. If the hands are placed on the
chest the children are more conscious of the lifting of the chest.
GROUP II
1. ORDER—(1) In this time: left, right, left, right, class, mark time
—mark!” This is continued in easy marching time. (2) “Class, halt!”
Two movements, left, right, are always made after the command “Halt!”
2. ARM-(1) “Arms sideways—raise ! Simk! Again—one! two l’’
Repeat with eight counts—go! The arms are quickly raised to shoulder
level. On the return movement the arms sink to the fundamental posi-
tion at the sides but do not relax. (2) “Arms forward—bend! Po-si-
tion! Again—oneſ two 1 The arms are brought quickly to the chest, the
elbows 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. Guard against swaying backward.
3. TRUNK–(1) “Hands on hips—place! Trunk to the left—bend!
Trunk—raise! Trunk to the right—bend! Trunk—raise 1” Trunk
movements must be done slowly, never quickly enough to jerk the body.
-(2) “Arms sideways—raise! Trunk to the left—bend! Raise! To the
right—bend! Raise! Again—one! two! three! four!” Move smoothly
like a see-saw. -
4. LEGS-‘‘Arms upward—bend! Heels—raise! Heels—sink! Re-
peat with eight counts—go! One! two I and halt! Arms—po-si-
tion 1’’ Guard against coming down hard on heels. Keep weight forward.
5. BREATHING—“Arms forward—bend! Breathe in—opening the
gates more widely! Breathe out! Again—onel two I Arms—po-si-tion l’”
GROUP III
1. ORDER—“Alternate rows face the back of the room | Class—at-
ten-tion! In this time: left, right, left, right, mark time—mark! For-
ward—march 1” The class follows the leader up and down the aisles
until they reach their own seats again, where they mark time until the
command, “Class, halt!” is given. Be sure that the start is made with
the left foot—and that the body is carried lightly and in good form.
2. ARM-"Arms upward — bend! Downward — stretch! Bend!
Stretch! Again—one! two l’” Pull the elbows in tight to the sides when
arms are bent. Do not lean backward. -
3. TRUNK–“Hands on hips—place! With head up, trunk forward—
bend! Upward—raise! Again—onel two! Po-si-tion l’’ Have the chil-
dren watch a line on the wall, such as the moulding.
4. LEG-‘‘Hands on hips—place! Left foot backward—raise! Sink!
Right foot backward—raise! Sink! Again—ome! two 1 threel four!”
Repeat with eight counts in this time: one, two—go! one! two!
and halt!” -
5. BREATHING—“Hands on chest—place! Breathe in 1 Breathe out!
Again—inſ out!” Keep elbows high—but let fingers of right and left
hands touch. . With each inhalation, a space grows between the fingers.
Breathing should not be done to rhythm. -
- FOR THE SCHOOLS OF OREGON 47
GROUP IV
1. ORDER—“Hands on hips—place! Running in place, eight counts—
go! one! two 1 threel and halt! Po-si-tion!” Raise the foot back-
ward as in the previous lesson but start at once by shifting weight to
the left foot.
2. ARM-(1) “Arms sideways raise and heels raise! Sink! Again
—one! two 1 one! two! one! two 1 and stop!” The return movement is
quick but the arms which are held stiff throughout the movement should
not clap at sides on the last command. (2) “Hands on hips—place!
Arms forward—bend! Again—one! two! one! two 1 Po-Si-tion! . The
hands are quickly changed from hips to chest. Give commands. irregu-
larly rather than rhythmically, unless a rhythmic exercise is desired.
3. TRUNK–“Hands on hips—place / To stride position—jump!
Trunk forward and downward—bend! one! two! Raise—three! four!
Again—one, two 1 three, four! To position—jump!” Deep bending
requires at least two counts for each movement. -
4. LEG–“Hands on hips—place! Left foot to the side—place / Re-
place! Right foot to the side—place! Re-place! Po-si-tion!” The
weight should be shifted with the movement of the foot and evenly divided
between the two feet. -
5. BREATHING—“Rubber band breathing—pull! snap! Bring arms
to forward bend position, clinch hands as if grasping a rubber band;
stretch band and inhale; pull elbows back with steady, firm movement
keeping them at shoulder level; clap hands above the head and exhale!”
This exercise is based upon the natural stretching movement.
GROUP V
1. ORDER—“Step forward on the left foot—one! Bring the right foot
up beside the left foot—two 1 When children can make the coordination,
give the command, “Class, one step forward—march 1” The movement
is taken on one command, but the class counts, “One, two” as the
movement occurs.
2. ARM-(1) “Arms sideways—raise! Hands—twºrn 1 Hands re-
twºrn 1 Repeat with counts—onel two 1 one! two 1 Class—halt! Arms—
po-si-tion l’’ (2) “Arms upward—bend! Upward—stretch! Bend!
Again—one! two! Po-si-tion!” Each part of the movement should be
done vigorously and call the whole body into muscular contraction.
3. LEG—“Hands on hips—place! Left foot forward—place! Re-
place! Right foot forward—place! Re-place! Repeat with four counts
—one, two, three, four! Hands—po-si-tionſ” The foot is lifted slightly
from the floor and placed twice its length directly forward, the body
Weight equally divided. Do not drag the feet in moving them.
.4. TRUNK AND LEG-“Hands on hips—place! Left foot forward—
place! Trunk to the left—twist! Forward—twist! Feet change—one /
two / Trunk to the right——twist! Forward—twist! Foot re-place!
Hands—po-si-tion l’’ This is the best position from which to give a trunk
twisting exercise. It prevents the inclination to twist from the ankles
and knees.
48 COURSE IN PHYSICAL EDUCATION
5. BREATHING—“Hands on ribs—place! Inhale! Exhale!” The
hands are placed here to make the children aware that they must breathe
in the lower part of the lungs as well as in the upper.
GROUP VI
1. ORDER—“Arm raising sideways with heel raising—one! two!
Again—one / two / Repeat with eight counts in this time: one, two—go!
One! two 1 - and halt!” Work for vigorous raising of the arms
combined with high heel raising.
2. ARM-(1) “Arms upward—bend! Sideways—stretch! Bend!
Again—one! two 1 One! two! Arms downward—stretch!” (2) “Arms
upward—bend! Sideways—stretch! Bend! Downward—stretch! Re-
peat—one / two 1 threel four ! Again—one / two 1 threel four !”
3. TRUNK–“Hands on hips—place! Left foot to the side—place!
Trunk to the left—bend! Forward—bend! To the right—bend! Raise!
Repeat, starting right—go! Foot re-place! Hands—po-si-tion!” This
exercise should be performed slowly as one large movement, a trunk
rotation. Compare it to a tree, swayed by the wind.
4. LEG–“Hands on hips—place! Left knee upward—bend! Foot re-
place! Right knee upward—bend! Foot re-place! Repeat with four
counts—one / two / three! four! Again—one! two 1 three 1 four!” Keep
the head up, the back straight and the bent knee forming a right angle.
To point the toe toward the floor aids in balancing.
5. BREATHING—“Arms sideways with palms up—raise! Hold and
inhale! Arms sink and eachale!” This movement gives the widest ex-
pansion that is possible. Push the palms up and out.
GROUP VII
1. ORDER—(1) “One step forward—march 1 (one! two 1) Two steps
forward—march 1” Take two steps forward, left, right. Bring the left
foot up beside the right. Have the children count “one” as they step
with the left, “two” with the right, and “three” as the feet are brought
together. (2) “One step backward—march 1 Two steps backward—
$march 1” .
2. ARM-(1) “Arms sideways—raise! Hands—twºrn 1 Arms upward
—raise!” The two arms should be parallel and the palms facing. “Arms
sideways downward—sink!” The hands must turn again at shoulder
level. Practice making the upward and downward movements with two
counts each. (2) “Arms forward—bend! Arms sideways—fling / For-
Ward—bend! Sideways—fling ! . Again—one! two 1 Po-si-tion!” The
arms are straightened vigorously, flattening shoulder blades. Guard
against backward bending.
3. TRUNK AND LEG—“Hands on hips—place! Left leg sideways—
Taise! Foot re-place! Right leg sideways—raise! Foot re-place / Re-
peat with four counts—go! Again! Hands—po-si-tion l’”
4. LEG–“Hands on hips—place! Knees—bend! Stretch! Again—
one! two 1 Hands—po-si-tion!” The heels are raised as the knees are
bent. Turn knees out; sink about half way to floor, keep back straight.
FOR THE SCHOOLS OF OREGON . 49
re
£).
inhale!
BREATHING—“Arms upward—bend! Elbows sideways raise and
Sink and eachale! Again!
Inhale! Eachale!”
This is a “bel-
lows” movement. Raise elbows high, then press tight to sides.
GROUP VIII
1. ORDER—“Hands on hips—place! To stride position—jump! To
position—jump!
Repeat with eight counts in this time: one! two—go!”
Spring lightly with heels raised, until eighth count, when heels are
lowered.
2. ARM-"Arms forward upward—fling! Arms sideways downward
—sink!
Again—fling! Sink!
The palms are facing on the upward
movement, then turn outward as the downward movement begins. The
combined movements are known as arm circumduction. - -
3. TRUNK–“Arms forward upward fling and to stride position—
jump!”
Raise!”
upon the back muscles.
(One concerted movement.)
“Trunk forward downward—bend/
The extra weight of the extended arms makes a greater demand
“Bend! Raise! To position—jump!” The arms
sink sideways downward as the jump is made.
4. LEGS-“Hands on hips—place /
Left toe forward—touch!
Foot
re-place! Repeat with four counts: one! two! three! four! Again! Hands
—po-si-tion l’’
The weight is not carried forward but is borne by the
resting foot, making the movement a quicker one than the foot placing
in Group V. -
5. BREATHING—“West Point breathing—inhale/
Eachale! Inhale!
Eachale!” Turn thumb side of hand outward until palms are forward,
stiffen arms and raise chest when inhaling.
1.
2.
GAMES AND PLAYS
The games and dances listed here are described in the following books:
(Recreation Manual for Oregon Schools; Games for the Playground—Bancroft ;
IPhysical Training for the Elementary Schools—Clark.)
Playground Games—
(1) Numbers Change.
(2) Touch Ball.
(3) Dumbbell Tag.
(4) Two Deep.
Schoolroom. Games—
(1) Changing Seats—
(Going to Portland.)
(2) Simon Says. *
(3) I Say Stoop.
(4) Have You Seen My
Sheep?
3. Rhythmic Plays and Dances—
(1) The Sleeping Princess.
(2) Ride a Cock Horse.
(3) The Swing.
(4) Jolly Is the Miller.
Victor record No. 17567.
(5) Japanese Tag.
(6) Circle Tag. -
(7) Last Couple Out.
(8) Hill Dill.
(5) House Hiring.
(6) Buzz.
(7) Grapevine Race.
(8) Hot Potato—
(Touch ball with bean
bag.)
(5) Peas, Porridge.
(6) Indian Dance.
(7) Maypole Dance.
(8) Colonial Minuet.
Victor record No. 17087.
NotE—These groups of eight games and rhythmic plays and dances
are so arranged that one new one of each group may be taught each
month. Most of the games of the previous grade will be continued
with pleasure.
50
COURSE IN PHYSICAL EDUCATION
SUPPLEMENTARY DANCES
1. MAYPOLE DANCE— (Arranged for 16 children.)
Music : Parts I and IV, “Mulberry Bush” air, Part II, “Swiss May Dance,”
Popular Games and Dances, Mari Hofer ; or “Pop Goes the Weasel.” Part III,
“Shepherd Maiden” air ; or “Maypole Dance.”—P. M. S., p. 72.
Directions:
Part I. Skip to places around pole, forming single circle facing pole.
Salutation:
(1) Turn to neighbor and curtsy, using three steps.
(2) Turn to partner and curtsy, using three steps.
(3) Face center, join hands, raised shoulder high, and wait four
Counts.
;
6.
Movements:
Circle moves to right with eight side leaps.
Move back with eight side leaps going left.
Partners with hands raised take four skips to pole, and
face about.
Join other hands, skip out and turn around, facing partner
and join right hands.
... Weave a chain going round the pole, giving the left hand to
one person, right hand to next, and so on, until reaching
partner a second time.
Join hands with partner and skip around in place.
Part II. The Swiss May Dance—
Formation: Double circle.
(1) “The cuckoo is singing, the May it is here,
(2) In field and in forest, the green doth appear;
(3) Then dance, children dance,
(4) While the sky is blue,
(5) Turn round and turn under,
(6) While I go with you.”
i
Movements:
Take partner’s hand and run forward six steps, circle
moving right; turn about and join other hands.
Run six steps back to place and face partner.
Take partner by right hand and change places.
Take partner by left hand and return to place.
Join both hands across and “wring the dish cloth.”
Partners move one place to their right and curtsy to a new
partner.
(Repeat game twice, then slide back to original partners
with last four measures repeated.)
Part III. Single circle facing pole.
1.
Movements:
Every other child (girls first) skips to pole and takes a
streamer. (8 counts.)
FOR THE SCHOOLS OF OREGON 51
2. Remaining children (boys) skip to pole for streamers. As
they skip out first children turn around under streamers
with “snatches.” (Step and hop on right foot, swinging
left foot up in front; repeat left.)
3. All children skip around the pole, streamers in right hands,
left hands on hips; turn and skip back to place.
4. Form two circles, girls outside going to the right; boys in-
side moving to the left; turn and go back to places, facing
pole. - &
5. Skip to pole, drop streamers, return to place and face pole
in a single circle.
Part IV. Repeat Part I. Skip away.
2. COLONIAL MINUET.
Music : “Mozart's Minuet.” (Words and music may be found in Progressive
Music Series, book II.)
Formation: Four couples forming a hollow square.
Part I. Processional, for moving into place.
(1) Partners join hands, raised shoulder high, beginning with out-
side foot step, step, step, point inside toe.
(2) Step, step, step, point outside toe.
(3) Step, step, step, point inside toe.
(4) Turn to partners and bow.
The curtsy: Step back on right foot, bend right knee, keep-
ing left leg straight; bend from waist slowly, bowing head;
rise slowly. *
Gentlemen make colonial bow (see Hero Plays).
Repeat the processional step until each couple reaches its
place.
Part II. Salutation—
(1) Turn to corners and bow; use three steps to turn.
(2) Turn to partner and bow.
(3) Turn to center and bow.
(4) Take partner’s hand.
Part III.
(1) Couples 1 and 3 move toward each other with three steps, and
bow; step backward to place and bow to partners.
(2) Couples 2 and 4 the same.
Repeat 1 and 2.
Part IV. Ladies' Chain—
(1) Ladies of couples 1 and 3 move toward each other, touch right
hands, move on and give left hand to opposite gentleman, turn-
ing round in place, and bow.
(2) Ladies of couples 2 and 4, the same.
(3) Ladies of couples 1 and 3 return to place, and bow.
(4) Ladies of 2 and 4 couples, the same.
52 COURSE IN PHYSICAL EDUCATION
Part W. Gentlemen Go Visiting—
(1) Take partner’s hand (1 measure).
(2) Point toe (1 measure).
(3) Change places (1 measure) and bow (1 measure).
(4) Move on to next lady and repeat 1, 2 and 3. Repeat moving
around the square, returning to partner and bow. When gen-
tleman moves on, the lady turns in place within three steps
to meet next oncoming gentleman.
Part VI. Final Figure—
(1) Turn to partners and bow.
(2) Of couples 1 and 3, partners move backward into line with
couples 2 and 4, respectively.
(3) Join hands in two lines facing each other and point toes.
(4) Move three steps forward and bow.
(5) Move back three steps, turn in place and bow to partners.
Repeat with couples 2 and 4 separating.
Part VII. Repeat Part II. Then use Part I as recessional.
FOR THE SCHOOLS OF OREGON 53
SECTION IV
PHYSICAL EDUCATION FOR GRADES
FOUR TO EIGHT, INCLUSIVE
FOURTH GRADE
Ready for gymnastics. Good sitting position. Class—Stand!
A. GYMNASTIC DRILLS
LESSON I
1. ORDER—Fundamental standing position. At-ten-tion | Po-Si-tion
Re-laa; 1 Po-si-tion | Re-laa; 1 Po-si-tion 1 Mark time—mark / Class—
halt! Alternate rows, about—face! Mark time—mark! Around the room
and back to places—march / Class—halt!
2. HEAD–Hands on hips—place! Head forward—bend! Upward—
raise! Forward—bend! Upward—raise! Backward—bend! Upward—
raise! Backward—bend! Upward—raise! Arms—po-si-tion |
3. LEG AND ARM-Arms upward—bend! Heels—raise! Heels—sink!
Arms—po-si-tion | Ready in counts—one! two l three! four! Repeat.
4. TRUNK–Hands on hips—place! Trunk forward—bend! Upward—
raise! (Straight spine, look up.) Forward—bend! Upward—raise!
Backward—bend! Upward—raise! Backward—bend! Upward—raise!
Arms—po-si-tion |
5. PRECIPITANT—Hands on hips—place 1 To stride position—jwmp!
To position—jump! Ready, in rhythm—be-gin I Class—halt! Hands—po-
st-tion |
6. BALANCE—With rising on the toes, arms sideways—raise! With
Sinking heels, arms—low-er! To counts—onel two 1 three 1 four! Class
halt—onel two 1
7. BREATHING—Raise arms sideways—in-hale! Lower arms—eac-
hale! Repeat. Again, with a good, deep breath.
LESSON II
1. ORDER—At-ten-tion | Po-si-tion | Re-laa!! Po-si-tion | Re-law 1 Po-
si-tion 1 Mark time—mark! Class—halt! Mark time—mark! In place—
7"ºn l Normal time—mark I Class—halt!
2. HEAD–Hands on hips—place! Feet sideways place—one / two 1
Head forward—bend! Upward—raise! Forward—bend! Upward—raise!
Backward—bend! Upward—raise! Backward—bend! Upward—raise!
Feet and arms—po-si-tion
3. LEG-Hands on hips—place! Feet sideways—place / Heels—raise!
Heels—sink! Heels—raise! Heels—sink! Knees—bend! Knees—stretch!
Knees—bend! Knees—stretch! Feet and arms—po-si-tion |
4. ARMS-Arms sideways—raise! Arms rotation—one / two 1 (stretch
the arms). Arms downward—sink! Repeat.
54 COURSE IN PHYSICAL EDUCATION
5. TRUNK–Hands on hips—place I Feet sideways—place / Trunk for-
ward—bend! (Straight spine, look up). Upward—raise! Forward—
bend! Upward—raise! Feet and arms—po-si-tion | §
6. PRECIPITANT—Hands on hips—place / With arm flinging Sideways
to stride position—jump! To position—jump! Ready, in rhythm—be-
gim! (Jump lightly on the toes.) r
7. BALANCE—Arms sideways—raise! (Relaxed position.) Hopping
diagonally forward four times on the left foot and four times on the right
foot. In this time, one, two, three, four. Be-gin! Arms—sink!
8. BREATHING—With rising on the toes, and raising arms sideways
upward overhead—in-hale! With sinking heels and lowering arms—ea:-
hale! Re-peat! Again, with a good deep breath. (Breathe from the
waist.)
LESSON III
1. ORDER—At-ten-tion 1 Mark time—mark / Class—halt! Mark time—
trark! In place—run / Normal time—mark! Class—halt! Right—face!
Left—face! Left—face / Right—face! About—face! About—face!
Right about—face! Right about—face!
2. HEAD–Hands on hips—place! Head forward—bend! To the left—
bered! Backward—bend! To the right—bend! Forward—bend! Upward
raise / Repeat. Arms—po-si-tion |
3. LEG AND ARM-With arms upward bend, to stride position—jump!
With arms upward stretch, heels—raise! Arms bend and heels—sink!
Arms upward stretch and heels—raise / Arms bend and heels—sink! In
rhythm—be-gin! Class—halt! Feet and arms—po-si-tion
4. TRUNK–With arms flinging sideways, to stride position—jump!
Trunk to the left—twist! Forward—twist! To the right—twist! For-
ward—twist! To the left—twist! Forward—twist! Feet and arms—po-
s?–tion 1 -
5. PRECIPITANT—Jumping forward, with forward flinging of arms,
taken in three counts, knees are bent at same time heels are raised and
arms stretched backward—onel Arms are flung forward as a light jump
is taken forward, landing on toes, knees bent, straight back—two 1 Body
then returns to erect position—three 1 Ready in counts—onel two 1 threel
Repeat—onel two 1 threel About—face! The same. Ready—ome! two 1
three 1 The same. One! two l threel About—face!
6. BALANCE—Hands on hips—place! Touch left foot forward—one !
Step left foot forward—two 1 Raise the right heel—three / ‘Same with the
right—one / two 1 three / -
7. BREATHING—West Point breathing—in-hale! Eac-hale! I'm-hale!
Ea:-hale! In-hale! Ea;-hale! -
LESSON IV
1. ORDER—At-ten-tion In-hale! Eac-hale! In-hale! Eac-hale! Mark
time—mark! Four steps forward—march 1 Four steps backward—march 1
Four steps forward—march! Left—face! Right—face! Four steps
backward—march 1 Right—face / Left—face!
FOR THE SCHOOLS OF OREGON 55
2. HEAD AND TRUNK–Hands on hips and feet sideways—place!
Trunk forward—bend! (Straight spine and look up.) Head to the left—
wist! Forward—twist! Head to the right—twist! Forward—twist!
Alternate in counts—one! two 1 three! four! five! six 1 seven! eight!
Trunk upward—raise! Feet and arms—po-si-tionſ -
3. LEG AND ARM-Hands on hips and left knee upward—bend! Po-si-
tion Hands on hips and right knee upward—bend! Po-Si-tion I In
rhythm—be-gin! Class—halt! - .
4. PRECIPITANT—With hands on hips, running in place, ready—go!
Class—halt! Hands—po-Si-tion | •
5. BALANCE—Balance diagonally forward on the left foot, left arm
diagonally forward upward, and right arm backward downward—One!
two 1 Same to the right—three! four! Repeat—onel two l three! four!
6. BREATHING—With good deep breath, raise arms sideways, upwards.
Gverhead—in-hale! Lower arms—eac-hale! In-hale! Eac-hale! . .
LESSON V
1. ORDER—At-ten-tion 1 In-hale! Ea:-hale! Mark time—mark! One
step forward—march 1 One step backward—marchl Arms upward—bend!
Po-si-tion | Arms forward—bend 1 Po-si-tion | Hands on hips—place / Po-
si–tion | Hands on neck—place! Po-Si-tionſ
2. HEAD–Hands on hips—place! Head to the left—twist! With a
deep breath, head backward—bend! Raise! Forward—twist! Head to
the right—twist! With a deep breath, head backward—bendſ Raise!
Forward—twist! Alternate in counts—one! two 1 three! four! five! Siac!
seven l eight! Repeat. Arms—po-si-tion! - &
3. LEG AND ARM-Arm raising sideways, quick knee bending—One!
(Heels off the floor), two 1 Again—one! two / Repeat—one! two l three!
four! -
4. TRUNK–Arms sideways raise and to stride position—jump! Trunk
to the left—bend! Upward—raise! Trunk to the right—bend! Upward—
raise! Trunk to the left—bend! Upward—raise! Trunk to the right—
bend! Upward—raise /
5. PRECIPITANT—Alternate rows, about—face! Around the room and
back to place on tip-toe—run! Class—halt! . .
6. BREATHING—West Point breathing—one! two! One! two 1 Good
deep breath—onel two 1 -
LESSON VI
1. ORDER—At-ten-tion! In-hale! Ea:-hale! (Chest up, head up, stand
tall.) Hands on hips—place! Hands on neck—place / Hands on fore-
head—place! Hands on hips—place! Left foot forward—place! Re-
place! Right foot forward—place! Re-place! Left foot sideways—place!
Re-place! Right foot sideways—place! Re-place! . Left foot outward—
place I Re-place | Right foot outward—place 1 Re-place | Left foot back-
ward—place! Re-place! Right foot backward—place! Re-place!
2. HEAD–Hands on hips—place! Deep breathing, with backward
bending of head—onel two l Repeat—onel two Again—one / two / Re-
peat—one / two 1 • . . . . . . . .
56 COURSE IN PHYSICAL EDUCATION
3. LEG-Hands on hips—place! Feet—close 1 Left knee upward—
bend! Leg forward—stretch! Bend! Foot re-place! Right knee up-
ward—bend! Leg forward—stretch! Bend! Foot re-place! Ready in
counts—one! two! three! four ! five! sia; 1 seven! eight! Repeat—onel two 1
three! four ! five! Sia: 1 seven I eight! • ‘ -
4. ARM AND TRUNK–With arm stretching upward, feet sideways—
place! Touching hands to the floor, trunk forward downward—bend!
Upward—raise! Downward—bend! Upward—raise! Downward—bend!
Upward—raise! Feet and arms—po-Si-tion
5. PRECIPITANT—Clapping hands over head, hop four times on the
left foot, four times on the right foot, four times on the left foot, four
times on the right foot, sixteen counts, ready—go! Repeat. -
6. BREATHING—Arms sideways raise and heels raise—in-hale! Sink—
eac-hale! I'm-hale! Eac-hale! (Let the breath out with a whistle.) Again—
in-hale! Ea-hale. -
LESSON VII
1. ORDER—At-ten-tion! (Chest up, head up, waist flat, chin in, stand
tall.) Mark time—mark! Eight steps forward—march 1 Eight steps
backward—march 1 Class—halt! Alternate foot-placing sideways, begin-
ning left—ome! two 1 three 1 four! Sixteen counts, ready—go! Same,
placing foot forward, ready—go! . . .
2. HEAD–Arms forward bend and feet sideways—place / Deep
breathing, head backward—bend! Upward—raise! Backward—bend!
Upward—raise / Feet and arms—po-Si-tion |
3. LEG AND ARM-Arms forward bend and heels—raise! Po-si-tionſ
Again—one / two 1 Repeat with eight counts, ready—go!
4. TRUNK–Arms sideways—raise! Trunk to the left—twist! For-
ward—twist! Trunk to the right—twist! Forward—twist! Trunk to the
left—twist! Forward—twist! Trunk to the right—twist! Forward—
twist! Arms—po-si-tion | . -
5. PRECIPITANT—Hands on hips—place! To stride position—jump!
Feet together—jump! Ready in rhythm—be-gin! Class—halt!
6. BREATHING—Deep breathing with turning the palms and raising
arms sideways—onel two I Again—one! two! Again—one! two 1
LESSON VIII
1. ORDER—At-ten-tionſ Good deep breath—in-hale! Ea:-hale! Mark
time—mark! On toes in place—march! Heels—sink! Class—halt!
Hands on hips—place! Touching toe forward beginning with the left,
eight counts. Ready—onel two 1 three! four! five!. sia; 1 seven! eight!
2. HEAD–Hands on hips—place! Left knee upward—bend! Head
backward—bend! Upward—stretch! Head backward—bend! Upward—
stretch! Feet—change! Head backward—bend! Upward—stretch! Head
backward—bend! Upward—stretch! Feet and arms—po-si-tion |
3. LEG AND ARM-With raising arms sideways, heels—raise! Arms
overhead stretch and knees—bend! Arms sideways raise and knees—
stretch! Arms at side and heels—sink! To counts, ready—one! two 1
threel four! five! Sia; 1 sevenſ eight! -
FOR THE SCHOOLS OF OREGON 57
4. THUNK–Arms sideways raise and feet sideways—place! Twisting
and bending the trunk, keeping the arms in a straight line, touch the
floor in front with the left hand—one! Up—two 1 With the right hand—
three 1 Up-four ! Eight counts, ready—go! Class—halt! Repeat.
5. PRECIPITANT—Hands on hips—place! Left leg sideways—raise!
Low-erl Right leg sideways—raise! Low-er! In quick time, one foot
replacing the other foot, ready—go! Class—halt!
6. BREATHING—Arms forward—bend! Deep breathing, stretching
arms to side—in-hale! Arms bend—eac-hale! Again, slowly—in-hale! Eac-
hale!
B. SUGGESTIVE RELIEF PERIODs
1. Raise arms overhead and stretch whole body; yawn, putting hand
over mouth. - - -
2. Stand, and clap hands in front of body and back of body.
3. Stand, and stretch arms as high as possible overhead, standing on
tiptoe. - . .
4. Stand, bend forward and pull as though pulling an elastic, until
you stand straight and tall.
5. West Point breathing.
6. Jump over your desk seat and back.
7. Stand, and arms circumduction.
8. Stand, and with hands on hips, stretch the left leg forward and
backward, then the right leg.
C. POSTURAL INSTRUCTION
THE VERTICAL LINE TEST-In good posture the long axis of the trunk
is a vertical line and the long axis of the neck and head taken together
is also a vertical line. An imaginary line dropped from the front of the
ear to the forward part of the foot will parallel the long axis of these
segments of the body. In poor posture these axes do not form one con-
tinuous vertical line, but are broken into several zigzag lines.
SITTING PoSTURE-There are three correct modes of sitting, two active
and the other resting. In the active positions the trunk is perfectly erect,
or inclined forward; in the resting position it is reclined backward. Many
people make the mistake of including in the act of sitting, a relaxation
or collapsing of the body forward, with a crease at the waist. The inter-
ference which such an attitude makes with the position and work of the
heart, lungs and digestive organs, is anything but restful.
The fundamental direction for correct sitting is to push back in the
chair as far as possible before leaning backward. Sliding down in the seat
tilts the pelvis into the most harmful position and should never be
allowed. All leaning forward in a sitting position, as in formal conver-
sation, or at the dining table, should be from the hips and not from the
waist. When one wishes to rest the muscles that hold the trunk erect in
the sitting position, the entire trunk should be reclined backward against
the back of the chair or other support. This accomplishes the object
without any interference with the broad open chest, if the chair back
be of the right shape. This reclining should be done without sliding down-
ward and forward in the seat. .
58 - COURSE IN PHYSICAL EDUCATION
THE TRIPLE TEST FOR POSTURE
1. STANDING TEST-Inspect your class in profile and judge the pos-
ture of each student rapidly. Form two groups, group 1, made up of those
who have good posture, and group 2, made up of those who have not.
2. MARCHING TEST-Apply this test to the pupils in group 1. Have
them drill on marching tactics for a few minutes. It will be found that
as the march proceeds old muscle habits will reassert themselves and
many pupils who could hold a correct position for a few minutes of quiet
standing will fall into habitually faulty attitudes as they march. Pupils
showing these faults should be taken from the line.
3. EXERCISE TEST-Apply this test to the pupils that pass both the
standing and marching tests. Observe these pupils for a few minutes
while they are going through the setting-up drill and using the arms
in upward positions. As the muscles of the neck, shoulders and back
weaken, faulty postures will appear. As such faults of execution appear,
the pupils exhibiting them should be dropped from the line. -
The pupils passing all three tests should be classed in group 1; those
who do not, should be recorded in group 2.
The triple test standardizes posture so that it is possible to rate a
pupil on this subject. Every pupil who successfully passes the triple test
for group 1 may be considered as passing in this subject, and, therefore,
entitled to a passing mark. As before stated, the posture of some of these
pupils may fluctuate slightly at times, but will be good in the main.s
There will be others in group 1 who have habitually good posture. These
pupils should have the highest rating for the subject, which is A. Some
teachers have preferred to have two sections in group 1, one for A and one
for B pupils, and this is unquestionably an advantage. Each pupil should
keep his individual rating on this subject, and the teacher should have
the names of the class listed with the posture rating opposite each.
Habitual sitting positions are, of course, of much importance in any
rating of pupils for posture. These should be considered in giving a pupil
the rating of A. Any pupil who can pass the triple test for standing
posture could pass any test for sitting.
“CLASS PERCENTAGES-The triple test not only standardizes posture
for the individual, but furnishes a basis for standardizing the class as a
whole, and this form is a distinct and very important element in these
efficiency methods. This class standardization is arrived at by figuring
the percentage of pupils in division 1, dividing the number who pass the
test by the total attendance (not register) at the time the test is made.
For instance, with forty pupils present in a class, and but ten passing
the triple test, the class percentage on posture is but 25 per cent. This
does not mean that each pupil of those passing is rated at 25 per cent,
but that 25 per cent of the pupils passed the test. It is the class record
on the subject. Neither pupils, teacher nor principal will rest content with
so low a figure for this or any other subject, and unquestionably an
enormous amount of the zeal and satisfaction which these efficiency
methods have aroused has come from this means of estimating class
record and progress. It is a great satisfaction to a teacher to have
a concrete means of estimating the results of her work, and there is a
strong element of justice involved in such a method.”
FOR THE SCHOOLS OF OREGON 59
“CLASS RECORD–The class percentage should be figured each month
when the triple test is made, and a systematic record kept in each class,
both on the blackboard and in some permanent form in some record book.
This book may well be devoted exclusively to the posture record, or part of
some other permanent record book may be used. A separate book is
preferable, as it gives room for the names of pupils with their individual
ratings (A, B or C) in addition to the class schedule. When placed on the
blackboard, this record rouses the pride and interest of the class so that
they work to raise the percentage from month to month. Another form
is a bulletin on which appears, in addition to the monthly percentages,
the names of pupils in division 1, who are classified as A or B. The
class should always know its percentage, and whether it is gaining or
losing, or marking time from month to month. To omit this is to fail of
using one of the most potent psychological elements in the situation—the
one that, coupled with personal desire for promotion from division 2 to
division 1, relieves the teacher of the necessity for continual nagging
about posture, and substitutes therefor a motive in the child himself.”
(This posture test is taken from “Posture of School Children,” Bancroft.)
D. EFFICIENCY TESTS AND ATHLETIC EVENTS
(See “Games and Dances,” Stecher.)
E. GAMES
These games are described in the following books:
Recreation Manual for Oregon Schools ; Games for the Playground—Bancroft;
Games and Dances—Stecher; |Physical Training for Elementary Schools—Clark.
(a) PLAYGROUND–
Advancing Statues.
All-up Relay.
Animal Chase.
Arch Ball.
Baste the Beetle.
Bear in the Pit.
Black and White.
Blackman. .
Bunch of Ivy.
Captain Ball.
Catch of Fish.
Center Base.
Center Circle Tag.
Chinese Wall.
Corner Ball.
Criss-cross Goal.
Cross Tag.
Dare Base.
Day or Night.
Dodge Ball.
Dumbbell Tag.
End Ball.
Farmer Is Coming, The.
Flying Dutchman.
Follow the Leader.
Foot in the Ring.
Guess Who? -
Have You Seen My Sheep?
Home Tag. 4
Hopping Tag.
Lame Fox and Chickens.
Last Couple Out.
Midnight.
Numbers Change.
Partner Tag.
Pass Ball Relay.
Poison.
Potato Race.
Ruth and Jacob.
Steal Sticks.
Still Pond.
Stride Ball.
Three Deep.
. Trades and Professions.
60
Course. IN PHYSICAL EDUCATION
(c)
(d)
(b) Schoolroom—
Arch Ball.
Around the Room Relay.
All-up Relay.
Bag Pile.
Balloon Ball.
Blackboard Relay.
Bird Catcher.
Catch the Cane.
Corner Spry.
Crisscross Goal.
Dumbbell Tag.
Eraser Relay.
Grapevine Race.
Guess Who?
Hand Over Head Bean Bag.
BALL GAMES-
Last One Up.
Leaf by Leaf.
Little Johnny Stoop.
INaughts and Crosses.
Observation.
Potato Race.
Schoolroom Captain Ball.
Schoolroom Volley Ball.
Slap Catch.
Spider Web Race.
Squirrel and Nut.
Target Toss.
Thimble Ring.
Tip Tap Toe.
Vaulting Seats.
Throw ball for height and distance.
Toss and catch a tennis ball.
Toss up and name the catcher.
Simplified forms of baseball.
Bat, with hand, a volley ball.
TEAM GAMEs (low organization)—
Dodge ball (in a circle); chase ball; volley ball (throw over); end
ball; corner ball; potato race as team game; running and hop-
ping races.
(e) TRACK AND FIELD EVENTs—
Fast running—75 yards.
Endurance running, four to six minutes.
Jumping: Standing broad, running broad, running high.
F. DANCES
These dances are described in the following books:
Children's Singing Games—Hofer ; Dances of the People—Burchenal; Folk
Dance Book—Crampton ; Games and Dances—Stecher ; Physical Training for Ele-
mentary Schools—Clark. - -
Carrousel, The (Swedish) *
Children’s Polka (German) *
Clap Dance (Swedish) *
Danish Dance of Greeting (Dan-
ish) * - .
Dutch Couples (Holland) -
First of May, The (Swedish) *
Grandmother Will Dance (Swiss)
* Victor or Columbia. record.
Gustaf’s Skoal (Swedish) *
Nixie Polka (Swedish)
Ribbon Dance (English)
Shoemaker’s Dance (Danish) *
Trixie Polka. -
Villagers, The (French)
Vineyard Dance (French)
FOR THE SCHOOLS OF OREGON 61
FIFTH GRADE
A. GYMNASTIC DRILLS
LESSON I
1. ORDER—At-ten-tion | Good deep breath—in-hale! Eac-hale! In-
hale! Eac-hale! I'm-hale ! Eac-hale! Hands on hips—place / Three steps
forward—onarch 1 About—face / Three steps forward—march / About—
face! Five steps forward—march 1 Five steps backward—march 1 Po-si-
tion |
2. HEAD–Arms sideways raise and feet sideways—place! Deep
breathing, head backward—bend! Upward—raise! Head backward—
bend! Upward—raise!
3. LEG AND ARM-Left foot forward place and arms forward—bend!
Heels raise and arms sideways—fling! Heels sink and arms—bendſ In
eight counts, ready—go! Feet—changel Same exercise. In eight counts,
ready—go! Feet and arms—po-si-tion
4. TRUNK–Hands on hips and feet sideways—place / Trunk for-
ward—bend! (Straight spine, look up.) Raise! Bend! Raise!
5. PRECIPITANT—Hands on hips—place / With a quarter turn to left,
ready—jump! (Rise on toes, with a spring jump, landing on the toes,
then sink heels.) A quarter turn to the left—jump! A quarter turn to
the right—jump! A quarter turn to the right—jump! Repeat.
6. BREATHING—West Point breathing—One! two I One! two I One!
two 1
LESSON II
1. ORDER—At-tem—tion | Left—face! Right—face / Right—face /
Left—face! Half left—face 1 (One-eighth of a turn instead of one-quarter
turn.) Half right—face! Half right—face! Half left—face! About—
face / Right about—face!
2. HEAD–Arms sideways—raise! Head to the left—twist! For-
ward—twist! Head to the right—twist! Forward—twist! Repeat left
and right. Arms—po-si-tion
3. LEG AND ARM-To stride position—jwmp! Arms upward bend and
heels—raise! Arms upward stretch and knees—bend! Arms bend and
knees—stretch! Arms down and heels—sink! In eight counts—be-gin!
Repeat. To position—jump!
4. TRUNK—Raising arms sideways to stride position—jump! Trunk
to the left—bend! (Keeping arms in straight line.) Raise! Bend! Raise!
Trunk to the right—bend! Raise! Bend! Raise!
5. PRECIPITANT—In place on tiptoes—run! Class—halt!
6. BREATHING—Good deep breath, arms forward upward raise—in-
hale! Sideways downward sink—eac-hale! Again—in-hale! Eac-hale!
Again—in-hale! Eac-hale!
62 COURSE IN PHYSICAL EDUCATION
LESSON III
1. ORDER—At-ten-tion I (Head up, chest up, waist flat, stand tall.)
Hands on hips—place / Foot placings (weight equal on both feet). Left
foot forward—place! Re-place! Left foot sideways—place / Re-place!
Ileft foot outward—place / Re-place! Left foot backward—place! Re-
place! Same with the right foot.
2. HEAD AND LEG-Arms sideways—raise! Heels—out! Bend knees
and head to the left—twist! Knees stretch and head re-twºrn 1 In eight
counts, ready—go! Same, only head to the right, ready—go! Arms and
feet—po-si-tion |
3. ARMS-Heels—out! Trunk forward—bend! Arms forward, up-
ward—raise! and sideways downward—sink! (Watch position of head
and chest.) Again—raise! Sink 1 Again—raise! Simk! Trunk and feet—
po-si-tion 1
4. TRUNK–Hands on hips—place! On left knee—kneel! Trunk to
the left—bendl Raise! Bend! Raise! Knees—changel Trunk to the
right—bend! Raise! Bend! Raise! Po-si-tion |
5. PRECIPITANT—Hands on hips—place 1 Jumping on toes in quick
time—go! Class—halt!
6. BREATHING—Arm raising sideways, with chest raising—in-hale!
Lower—eac-hale! In-hale! Eac-hale! In-hale! Eac-hale!
LESSON IV
1. ORDER—At-ten-tion | Hands on hips—place / Fall-out positions
(acting knee is bent, other leg straight). Left foot forward—fall-out!
Re-place | Left foot sideways—fall-owt! Re-place! Left foot outward—
fall-out! Re-place! Left foot backward—fall-out! Re-place | Same with
the right foot.
2. HEAD–In six counts bend head forward, to the left, backward,
right, forward and position. Ready—go! Same, going to the right. Re-
peat.
3. LEG AND ARM-Arm flinging forward with quick knee bending.
Eight counts, ready—go! Repeat.
4. TRUNK–Hands on hips—place! Kneel on left knee—one! Stand
erect—two 1 Kneel on right knee—three 1 Stand erect—four ! In eight
counts, ready—go!
5. PRECIPITANT—Hands on hips—place / Running in place for sixteen
counts, ready—go!
6. BREATHING—Raise arms sideways with chest raising—in-hale!
Lower—eac-hale! I'm-hale! Eac-hale! In-hale! Eac-hale!
LESSON V
1. ORDER—At-ten-tion l (Chest up, head up, waist flat, stand tall.)
Left—face / Right—face! Right—face 1 Left—facel Half left—face!
Half right—face / Half right—face! Half left—face! Hands on neck
and left foot forward—place! Raise and sink the heels in eight counts—
be-gin I Feet—changel Same exercise—be-gin! Feet and arms—po-si-
tion
FOR THE SCHOOLS OF OREGON 63
2. HEAD–Hands on hips—place! Head to the left—twist! Head back-
ward—bend / Raise! Forward—twist! Same to the right. Repeat whole
exercise. 4
3. LEG AND ARM-Arms upward bend and to stride position—jump!
Arms sideways stretch and knees—bend! Arms bend and knees—stretch!
Po-Si-tion | In eight counts, ready—go!
4. TRUNK–Arms sideways raise and trunk to the left—twist! Trunk
to the right—bend! Raise! Bend! Raise! Trunk forward twist and
arms—low-erl Arms sideways raise and trunk to the right—twist!
Trunk to the left—bend / Raise! Bend! Raise! Trunk forward twist and
arms—low-er!
5. PRECIPITANT—Hands on hips and feet—close 1 Jumping on the toes
with alternate foot placing forward and backward, beginning with the
left—onel two 1 three 1 fontr! five 1 sia; 1 seven l eight! Same, beginning with
the right foot.
6. BREATHING—Arms raising forward, upward—in-hale! Sideways,
downward—eac-hale!
LESSON VI
1. ORDER—At-ten-tion 1 Mark time—mark! Six steps forward—
'march 1 Six steps backward—march / Three steps forward—march 1
Three steps backward—march 1 Hands on hips and raising knees, in
place—ratºn! Class—halt! Arms—po-si-tion |
2. HEAD–Head rotation, forward, left, backward, to the right, for-
ward and erect, six counts; then to the right, six counts, ready—go!
3. LEG-Hands on hips—place / Left leg forward—stretch! Re-place |
Stretch! Re-place! Right leg forward—stretch! Re-place! Stretch! Re-
place! Left leg backward—stretch! Re-place! Stretch! Re-place! Right
leg backward—stretch! Re-place! Stretch! Re-place! Po-si-tion |
4. ARM-Arms upward—bend! Arms upward—stretch! Bend! Arms
forward—stretch! Bend! Arms sideways—stretch! Bend! Arms down-
ward—stretch! Bend! In counts, four counts up, four counts forward,
four counts sideways, four counts downward, ready—go!
5. TRUNK–Arms upward stretch and left foot sideways—fall-out!
Trunk to the left—bend! Raise! Bend! Raise! Feet—change 1 Trunk
to the right—bend! Raise! Bend! Raise! Feet and arms—po-si-tion |
6. PRECIPITANT—Hands on hips—place! Alternate rows, about—face!
Around the room and back to places on tiptoe—run! Class—halt!
7. BREATHING—West Point breathing. In-hale! Eac-hale! In-hale!
Eac-hale! I'm-hale! Eac-hale!
LESSON VII
1. ORDER—At-ten-tion l (Chest up, head up, waist flat, chin in.) Mark
time—mark! Class—halt! About face and two steps forward—march/
About face and two steps forward—march 1
2. HEAD–Hands on hips—place / Heels—raise! Knees deep—bend!
Head to the left—twist! Forward—twist! Head to the right—twist!
Forward—twist! Repeat head twisting. Knees—stretch! Heels—sink!
Po-Si-tion |
64 COURSE IN PHYSICAL EDUCATION
3. LEG AND ARM-Arms upward—bend! Sideways—stretch! Left
knee upward—bend! Leg backward—stretch! Knee upward—bend! Foot
downward—place! Same with the right leg. Arms—bend! Po-si-tion |
4. TRUNK–Arms upward stretch and left foot forward—place!
Trunk to the left—bend! Upward—raise! Trunk to the left—bendſ
Upward—raise! Feet—changel Trunk to the right—bend! Upward—
raise! Trunk to the right—bend! Upward—raise! Feet and arms po-si-
tion |
5. PRECIPITANT—With clapping hands over head to stride position—
jump! Po-Si-tion | In sixteen counts, ready—go! Class—halt!
6. BREATHING—West Point breathing. In-hale! Eac-hale! In-hale!
Eac-hale! I'm-hale! Eac-hale! I'm-hale! Eac-hale!
LESSON VIII
1. ORDER—At-ten-tion 1 Mark time—mark! Arms sideways—raise!
Alternate toe raising, beginning with the left, sixteen counts, ready—go!
Po-Si-tion! Arms sideways—raise! Alternate heel raising, beginning
with the left, sixteen counts, ready—gol Po-si-tion | Same exercise, using
the right.
2. HEAD–Arms sideways stretch and feet sideways—place! Head
backward—bend! Raise! Bend! Raise! Bend! Raise! Arms and feet
po-Si-tion |
3. LEG–Hands on hips and to stride position—jump! Left knee—
bend! Stretch! Right knee—bend | Stretch! Alternate sixteen counts—
go! Arms and feet—po-si-tion |
4. ARM-Arms forward—bend! Arms forward stretch—one! Arms
parting—two 1 Arms bend—three! (Swimming movement.) To counts,
ready—go! Class—halt! Arms—po-si-tion | |
5. TRUNK–Hands on neck and left foot forward—place! Trunk for-
ward—bend! Raise! Bend! Raise! Feet—changel Trunk forward—
bend! Raise! Bend! Raise! Arms and feet po-si-tion |
6. PRECIPITANT—Hands on shoulders—place / Alternate lines, about—
face! Around the room and back to places on tiptoe—run! Class—halt!
Arms—po-si-tion |
7. BREATHING—Raise arms sideways upward overhead—in-hale!
Lower arms—eac-hale! Again—in-hale! Ea:-hale! Good deep breath—in-
hale! Eac-hale!
B. SUGGESTIVE RELIEF PERIODS
1. Hands on chest place; now stretch the elastic band as far as you
Can, and when it breaks, on signal clap hands.
2. Clap thighs, then clap hands over head.
3. Stand, stretching arms out at sides, then up over head, breathing
deeply, lower arms and let all the breath out.
4. Jumping to a stride position, stretch arms out at sides.
5. Jump over desk seat and back.
6. Run around the room on tiptoe and back to seats.
7. Arms forward upward and sideways downward stretch.
8. Raise arms over head and stretch whole body as much as possible;
yawn, putting hand over the mouth. *-
FOR THE SCHOOLS OF OREGON 65
C. POSTURAL INSTRUCTION
(See “Postural Instruction” under fourth grade.)
D. EFFICIENCY TESTS AND ATHLETIC EVENTS
(See “Games and Dances”—-Stecher.)
E. GAMES
These games are described in the following books:
Recreation Manual for Oregon Schools; Games for the Playground—Ban-
croft ; Garnes and Dances—Stecher ; Physical Training for Elementary Schools—
Clark. -
(a) PLAYGROUND–
Arch Goal Ball.
Baste the Bear.
Black Tom.
Circle Dodge Ball.
Club Snatch.
Jumping Rope.
Kaleidoscope.
Leader and Footer.
Over and Under Relay.
Passing Race.
Drive Ball. Poison.
Dumbbell Tag. Quoits. -
Fire on the Mountains. Stride Ball.
Hound and Rabbit. Third Slap.
How Many Miles to Babylon?
Three Deep.
Japanese Tag. Triple Change.
(b) SCHOOLROOM-
Beanbag Pass. Going to Jerusalem.
Blackboard Relay. Hoop Toss.
Buzz. Kaleidoscope.
Cat Party. Last Man.
Dumbbell Tag. Over and Under Relay.
(c) BALL GAMES-
Throw baseball for distance.
Throw basketball for distance.
(d) TEAM GAMES-
Chase Ball.
Corner Ball. -
Dodge. Ball (in a circle).
End Ball.
Playground Ball.
Volley Ball.
(e) TRACK AND FIELD EVENTS-
Baseball throw for accuracy (at a mark).
Basketball throw for distance. -
Basketball throw for goal.
Endurance running—6 to 8 minutes.
Fast running—100 yards.
Jumping: Running broad, running high, standing broad.
Pull-up (chinning). - " -
Sit-up. - -
Repeat those listed in fourth grade.
Sig 3,
66 COURSE IN PHYSICAL EDUCATION
F. DANCES
These dances are described in the following books:
Children’s Singing Games—Hofer ; Dances of the People—Burchenal ; Folk
Dance Book—Crampton ; Games and Dances—Stecher ; Physical Training for
JElementary Schools—Clark.
Bleking (Swedish) * Finnish Reel (Finnish) *
Clap Dance (Swedish) * Hop Mother Annika (Swedish) *
Crested Han, The (Swedish) * Sellenger's Round (English) *
Csehbogar (Hungarian) Seven Junps (Danish)
English Harvester’s Dance Tantoli (Swedish) *
(English)
Review those listed in fourth grade.
* Victor or Columbia, record.
SIXTH GRAIDE
;
A. GYMNASTIC DRILLS
LESSON I
1. ORDER—At-ten-tion l (Chest up, head up, waist flat, chin in, stand
tall.) Left—face! Right—face! About—face / Right about—face! Half
left—face! Half right—face!
2. HEAD–Arms sideways raise and head backward—bend! Arms
lower and head—raise! Again—onel two l Again—one! two l
3. LEG AND ARM-Arms forward—raise! Arms parting with quick
knee bending (heels off the floor)—one / two 1 One! two 1 Sixteen counts,
ready—go! Arms—low-er!
4. TRUNK–Arms forward upward—raise! Trunk forward down-
ward—bend, touching tips of fingers to the floor—one / two I Again—onel
two ſ One / two I Arms—low-er
5. PRECIPITANT—Hands on hips—place! With arms flinging sideways
to stride position—jump! Re-twºrn 1 Sixteen counts, ready—go! Arms—
low-er k
6. BREATHING—West Point breathing. In-hale! Eac-hale! In-hale!
Ew-hale! In-hale! Ea-hale! *
LEsson II
1. ORDER—At-ten-tion Hands on hips—place / Foot placings in dif-
Terent directions. Left foot forward—place! Re-turn! Left foot side-
ways—place! Re-turn! Left foot outward—place! Re-turn! Left foot
backward—place! Re-turn! Left, foot backward outward—place! Re-
tºurn! Left foot crosswise—place! Re-turn! Same, with right foot.
Arms—po-Si-tion , * * ..' '
2, HEAD–Hands on hips and left foot forward—place! Head to the
left—twist! Forward—twist! Head to the right—twist! Forward—
twist! Feet—changel Same head movements. Arms and feet—po-si-tinn
--"
§ r; *; *
. FOR THE SCHOGLS OF OREGON 67
3. LEG AND ARM-Arms forward—bend! Quick knee-bending with
arm flinging sideways, in eight counts—onel two 1 three 1 four ! five lºsiº]
Sever.' eight! Repeat. Arms—low-er! * , , , , , , ,
4. TRUNK–Hands on hips—place! Alternate knee upward bending,
beginning with the left, ready—go! Class—halt! Arms—low-er! 4
5. PRECIPITANT—Jumping on toes, to counts, each count make a quar-
ter" turn left, and clap hands over head, ready—go! Class—hâtt?!' f
6. BREATHING—Raise arms sideways, turning hands, and backward
bending of head—in-hale! Lower arms and raise head—ea-hale! Again—
in-hale! Eac-hale! Again—in-hale! Eac-hale!
LESSON III
1. ORDER—At-ten-tion! Hands on hips—place! Fall-out positions. in
different directions. Left foot forward—fall-out! Return!, Left foot
sideways—fall-out! Re-turn! Left foot outward—fall-out! Re-turn!
Left foot backward—fall-on/t/ Re-turn 1 Left foot backward, outward—
fall-out! Re-turn 1 Same with the right foot. Arms—po-si-tion •.”
2. HEAD–Arms half sideways—bend! Head backward—bend! Up-
ward—raise! Bend! Raise! Bend! Raise! Arms—po-si-tion
3. LEG AND ARM-Arms upward—bend! With arms stretching up-
ward, left foot forward—fall-out! Re-turn! To eight counts, ready—go!
Same with right foot. Arms—po-Si-tionſ -
4. TRUNK–Arms upward bend and feet sideways—place! Touching
floor with finger tips, knees straight, trunk forward—bend! With bend-
ing of the arms, trunk—raise! To position—jump! Take the movement
in four counts—one / two 1 three 1 four ! Repeat.
5. PRECIPITANT—Hands on shoulders—place / On tiptoe, running in
place, ready—go! Class—halt! Arms—po-si-tion |
6. BREATHING—Hands on hips and feet sideways—place / Deep
breathing, head backward—bend! Upward—raise! Bend! Raise! Bend!
Raise! Arms and feet—po-si-tion |
LESSON IV
1. ORDER—At-ten-tion Hands on hips—place / Po-si-tion' Hands on
forehead—place / Po-si-tion Hands on neck—place / Po-si-tion | Arms
upward—bend! Po-si-tion | Arms forward—bend! Po-si-tion | Arms half
forward—bend! Po-si-tion | Arms half sideways—bend! Po-si-tionſ
Arms sideways—stretch! Po-si-tion | Arms sideways—raise 1 Po-si-tion |
Arms sideways—fling ! Po-si-tion
2. HEAD–-Hands on hips and feet sideways—place / Heels—raise!
Knees deep—bend! Head to the left—twist! Forward—twist! Head to
the right—twist! Forward—twist! Again to the left—twist!. Forward—
twist! Again to the right—twist! Forward—twist! Knees—stretch!
Heels—sink / Hands and feet—po-si-tion |
3. LEG AND ARM-Arms sideways stretch and left foot forward—fall-
out! Swimming movements—one! two l three Repeat. Feet and arms—
changel Swimming movements—one / two 1 threel Repeat. Feet and
arms—po-si-tion |
68 - COURSE IN PHYSICAL EDUCATION
4. TRUNK–Arms upward stretch and left foot outward—place /
Trunk to the left—twist! Trunk to the left—bend! Upward—raise!
Forward—twist! Feet—changel Trunk to the right—twist! Trunk to the
right—bend! Upward—raise! Forward—twist! Feet and arms—po-si-
tion |
5. PRECIPITANT—Jumping on toes, foot placing sideways and together
and clapping hands over head, when feet are apart; down at sides when
feet are together, eight counts, ready—go!
6. BREATHING—West Point breathing. In-hale! Eac-hale! I'm-hale!
Eac-hale! Good deep breath—in-hale! Eac-hale!
LESSON V
1. ORDER—At-ten-tion | Hands on hips—place! Po-si-tion | Hands on
forehead—place! Po-si-tion | Hands on neck—place / Po-si-tion | Hands
on hips—place I Left hand on neck—place / Hands—changel Changeſ
Changel Changel Changel Po-si-tion l (Be sure to keep elbows well
back.)
2. HEAD–Arms forward—bend! Head to the left—twist! Head back-
ward—bend! Raise! Bend! Raise! Head forward—twist! Head to the
right—twist! Head backward—bend! Raise! Bend! Raise! Head for-
ward—twist! Arms—po-si-tion
3. LEG AND ARM-Arms upward—bend! With arm stretching upward,
knees—bend! Po-si-tion | Eight counts, ready—go! Repeat movement,
but this time stretch arms sideways, ready—go!
4. TRUNK–Arms upward—bend! Upward—stretch! Trunk to the
left—bend! Raise / Bend! Raise! Trunk to the right—bend! Raise!
Bend! Raise / Arms—po-si-tion
5. PRECIPITANT—Arms sideways—raise! Running in place, ready—
go! Class—halt! Arms—po-si-tion
6. BREATHING—Arms sideways raise, turning the palms up—in-hale!
Lower arms—ea;-hale! Again—in-hale! Eac-hale! I'm-hale! Eac-hale!
LESSON VI
1. ORDER—At-ten-tion Alternate rows, about—face 1 Mark time—
mark! Forward—march I Class—halt! Mark time—mark! Backward
omarch / Class—halt! Left—face / Right—face / Right—face / Left—face /
Alternate rows, about—face! -
2. HEAD–Arms upward bend and left foot forward—place! Head
backward—bend! Raise! Bend! Raise 1 Feet—changel Head back-
ward—bendl Raise! Bend! Raise! Feet and arms—po-si-tion |
3. LEG AND ARM-Arms forward—bend! Arm parting with quick
knee bending, in eight counts—begin! Repeat. Arms—po-si-tion
4. TRUNK—Arms forward, upward—raise! Trunk rotation—for-ward!
Left! Back-ward! Right! For-ward! Raise! Repeat. Trunk—for-ward!
Right! Back-ward : Left! For-ward | Raise! Repeat. Arms—po-si-tion |
5. PRECIPITANT—Hands on hips—place! Alternate rows, about—face!
Around the room and back to places, ready—rwn! Class—halt! Arms—
po-si–tion | -
FOR THE SCHOOLS OF OREGON 69
6. BREATHING—Arms forward raise and left foot forward—place /
Arms parting, rising on toes—in-hale! Arms forward, lower heels—eac-
hale! Again—in-hale! Eac-hale! Good deep breath—in-hale! Eac-hale!
LESSON VII
1. ORDER—At-ten-tion 1 Mark time—mark / Class—halt! Hands on
hips—place! Touching left toe forward, eight counts—be-gin! Same with
the right—be-gin! Touching left toe backward, eight counts—be-gin!
Same with the right—be-gin! Touching left toe to the side, eight counts—
be-gin! Same with the right—begin! Arms—po-si-tion |
2. HEAD AND TRUNK–Hands on hips—place! Trunk forward—bend!
(Head up, straight spine.) Head to the left—twist! Forward—twist!
Head to the right—twist! Forward—twist! Again to left, and right.
Trunk upward—raise! Arms—po-si-tion | . -
3. LEG AND ARM-Arms sideways—raise! Hands—twºrn 1 Arms up-
ward raise and knees—bend! Arms to side and knees—stretch! In eight
counts—be-gin! Repeat. -
4. PRECIPITANT—Hands on hips—place 1 Left leg sideways—raise!
Jumping on toes with alternate leg flinging sideways, ready—go! Class—
halt! Arms—po-si-tion 1
5. BREATHING—Hands on chest—place! Deep breathing with back-
ward bending of head—in-hale! Raise head—eac-hale! I'm-hale; Eac-hale!
Im-hale! Eac-hale!
LESSON VIII
1. ORDER—At-ten-tion 1 Mark time—mark / Class—halt! Mark time—
mark! Four steps forward—march 1 Mark time—mark! Four steps back-
ward—march! Left—face! Four steps to left—march / Four steps to
left—march / Four steps to right—march / Right—face!
f 2. HEAD–Arms half sideways—bend! Head backward—bend! Raise!
Head forward—bend! Raise! Head to left—bend! Raise! Head to
right—bend! Raise!
3. LEG, ARM AND TRUNK–Arms upward bend and left foot sideways—
fall-out! Arms sideways—stretch! Trunk to the left—bend! (Keep arms
in straight line.) Raise! Bend! Raise! Arms—bend! Po-si-tion | Same
to the right! -
4. PRECIPITANT—Arms sideways—raise! Left leg sideways—raise!
Jumping on toes, with alternate leg flinging sideways, ready—go! Class—
halt! Arms—po-si-tionſ
5. BREATHING—Deep breathing, with arm circumduction. In-hale!
Eſa-hale! In-hale! Eac-hale! I'm-hale! Eac-hale! .
B. SUGGESTIVE RELIEF PERIODS
1. Put pencils down and rest head on the desk, relax as much as pos-
sible. - -
2. Arms stretched overhead; open and close hands, stretching fingers
as much as possible. Take the same with arms forward, then sideways,
then downward.
170 COURSE IN PHYSICAL EDUCATION
3. Stand, hands on hips, swing left leg forward and back, then the
right leg forward and back. . - : -
4. Stand, raise arms over head and stretch whole body as much as
possible.
5. Stand and stretch hands, high over head, rise on toes; try to touch
ceiling. - - •
6. Stand, stretch both arms to right side and twist trunk to left, then
change. - º
7. Stand, hands on hips, with knees upward bending; running in place.
8. Stand; good deep breathing, raise arms forward, upward, over
head; in-hale? Lower arms sideways downward—eac-hale!
C. POSTURAL INSTRUCTION
(See “Postural Instruction” under fourth grade.)
D. THE ATHLETIC BADGE TEST (Developmental Tests)
OUTT,INE OF CONTENTS
Explanation.
The TeStS. -
Organizing the Tests.
General Rules.
Badges.
Directions.
1. EXPLANATION.—The athletic badge test is competition, not
against individual rivals, but against standards. It is a test of develop-
ment, and physical efficiency.
i
Any list of individual athletic events might be selected and standard-
ized as a developmental test, but the athletic badge test represents a very
simple list of important events selected and standardized by experts. It
should be used as a simple test and any broader range of activities or—
ganized under all-round athletics. -
The badge test has the following advantages:
(1) It is so simple that it may be conducted anywhere.
(2) It represents three levels of achievement which every boy or girl
Ought to be able to reach between eleven and fifteen years of age.
(3) It sets standards which stimulate ambition.
(4) It gives boys and girls in small isolated schools the opportunity
to compete against the standards of their class. -
(5) It give adults a simple standard for comparing pupils, hence it is
sometimes referred to as an efficiency test. -
2. TESTS-The tests are arranged in three degrees of difficulty, as,
first test, second test, third test, which pupils should be able to equal at
approximately twelve, thirteen, and fourteen or fifteen years of age;
however, the tests are not arbitrarily limited to these ages. e
FOR THE SCHOOLS OF OREGON 71
a. ATHLETIC BADGE CONTEST FOR BOYS
If irst Test—
Pull-up (Chinning) 4 times
Standing broad jump ..., 5 ft. 9 in.
60-yards dash - 8% seconds
Second Test— -
IPull-up (chinning) -------------------. 6 times
Standing broad jump - 6. ft. 6 in.
60-yards dash 8 seconds
or 100 yards !--- - 14 seconds
Third Test—
Pull-up (chinning) ..9 times
Running high jump 4 ft. 4 in.
220-yard run - 28 seconds
b. ATHLETIC BADGE TEST FOR GIRLS
I'irst Test— . -
All-up Indian club race - - 30 SecondS
or Potato race … 42 seconds
Basket ball goal throwing 2 goals, 6 trials
Balancing |-- 24 ft., 2 trials
Second Test— -
All-up Indian club race :------- - - - - - - - - - - - - - - - - - - - - * * * * 28 sº
Or Potato race . - - - - - - - - - - - - * * * * * * 39 secon i.
Basket ball goal throwing ...---------------------------------- 3 goals, tº:
Balancing (bean bag or book on head) ----------------- 24 ft., 2 trial
Third Test—
Running and catching …----------------
Throwing for distance— - - -
Basket ball .... - ---------------------------------" " º #.
Volley ball -----------------------------------------------T * is
Volley ball serving ----------------------------------------------------- 3 aces, 5 tria.
3. ORGANIZING ATHLETIC BADGE TESTS-The test is an incen-
tive to practice or train, hence it should be managed to give as broad
physical training values as possible. To this end the following points
should be observed: -
a. The training for the tests should be an organized part of routine
athletics. . . . . ... . . . - : ...
b. The test should be given twice each school year toward the close
of the first and second terms and a special test given at the beginning of
the first term for pupils who can give evidence of having trained through
the summer months. . . . . . . . . . . . . . . e
c. All three events in each test should be given each season, thus
giving the incentives for a more or less all-round training.
d. Preliminary tests should be made by the class teacher. Official
tests can be made by the class teacher, but where possible they should
be made, or checked by, an outside official. The running events can be
timed by an ordinary watch, but if possible, a stop watch should be used.
72 Aºd
COURSE IN PHYSICAL EDUCATION
4. GENERAL RULES- - .
a. There are no height, weight or age limits in the athletic badge
tests. - -
b. It is necessary to qualify in all three events in any class in
order to win a badge. -
c. In the boys' events there shall be but one trial in chinning, one
in the dashes and three in the jumps. º
d. In the girls’ events there shall be but one trial in each event
unless otherwise indicated in connection with the standards
under the “Events” above.
e. No pupil shall receive more than one badge during any one year.
f. Pupils shall not be entitled to more than one first, second or
third test badge.
g. If a pupil has already qualified for a third test or a second test
badge, he may qualify for and receive a badge for the lower
test, provided a full year has elapsed.
5. BADGES-The name athletic badge test implies a badge, and the
hope of its possession is one of the incentives in struggling to pass the
test. It is a symbol of standard achievement and adds greatly to the sense
of achievement. Pupils should be allowed to pay for their own badges
when they have won the right to wear them.
Presentation: Badges should be presented when won, officially and
with dignity, at some regular school or civic function. &
Ordering badges: Standard badges can be purchased from the Play-
ground and Recreation Association of America, 1 Madison avenue, New
York City.
In order to purchase these badges, blank certificates must be secured
from the association, filled out according to directions, and sent in with .
the money for the number and kind of badges desired.
6. DIRECTIONS FOR EVENTS_
A. PULL-UP (chinning) —
a. Equipment—A horizontal bar.
b. Rules—The overhand grasp (i. e., back of hand toward
face), thumbs under bar, hands shoulder width apart. The
feet must clear the ground. Each contestant hangs from the
bar with arms and legs straight, feet together. He must pull
himself up so his chin is over the bar. He must lower him-
self after each pull-up until his arms are straight. Only a
“dead” pull-up without snap, swing or kick, shall score.
Score according to score card.
c. Hints on Development of Ability—Practice hanging and ex-
ercise in hanging position on bar, rings, horizontal ladder,
etc.; climb rope.
B. STANDING BROAD JUMP-The feet of the competitor may be
placed in any position, but shall leave the ground once only, in
making an attempt to jump. When the feet are lifted from the
ground twice, or two springs are made in making the attempt,
FoR THE SCHOOLS OF OREGON 73
it shall count as a trial jump without result. A competitor may
rock back and forward, lifting heels and toes alternately from
the ground, but may not lift either foot clear of the ground,
nor slide either foot along the ground in any direction. In all
other respects the rules governing the running broad jump
govern the standing broad jump as well.
C. THE DASH –
a. Equipment—A stop watch; if necessary, an ordinary watch
with a second hand can be used. A light string for the fin-
ishing tape. Required distances marked: 100 yards for
seventh and eighth grades; 60 yards for fifth and sixth
grades.
b. Rules—One trial only is given. Contestant must have prac-
ticed at least a month before final record is taken. Starting
commands: Get on your mark; get set; GO! with a quick
downward wave of a handkerchief or flag as a signal to the
timers on “GO !”
No spiked shoes shall be worn. Two boys shall run at a
time; the record of each to be taken by the watch. Timer
shall take the time from the signal to start, to the breasting
of the tape. Score according to score card.
c. Hints on Performance—Get a good start. Start with a good
stride. Keep the head straight and eyes on the finish. Run
with feet and legs straight to front. Swaying from side to
side is lost motion. Breast the tape, and finish five yards
beyond the tape. - . & -
d. Hirºts on the Development of Ability—Practice the start sev-
eral times daily to develop a quick start. Run half the dis-
tance several times one day a week. Slowly jog a quarter
to half a mile once a week. Run the distance in best time
once a week. Practice the crouch position as follows: Hands
on the starting line, front foot about six inches behind the
line, rear foot placed so the knee is opposite the front ankle.
At the signal “On your mark,” take the crouch position,
knee on ground; “Get set,” raise the knee slightly and shift
the weight to hands and front foot; start at “GO!” Take
seven or eight strides to straighten up. -
D. RUNNING HIGH JUMP-
a. Equipment—High jump standards graded to inches above
2 ft. 2 in., a crossbar, a soft landing pit. A string weighted
at each end with a small bag of sand may be used instead of
a crossbar. t -
b. Rules—Two trials for each height shall be allowed. The bar
shall be placed at 2 ft. 2 in. and raised one inch after each
contestant has had his trials. The last height cleared by each
contestant shall be his record. Score according to score card.
c. Hints on Performance—Take a sufficient run and get “take
off” well back from the bar. Pace or measure your run.
Adopt a style of jumping and “stick” to it until thoroughly
tried out. -
74
COURSE IN PHYSICAL EDUCATION .
d. Hints on the Development of Ability—Kick high with left
and right foot alternately; attempt to kick an object higher
than the head. Jump and reach, attempting to increase the
jump each day. Practice the standing high jump, also the
stand jump, striking the chest with the knees.
E. ALL-UP INDIAN CLUB RACE—Draw two tangent circles, each
three feet in diameter. In one of the circles place three (one-
pound model BS) Indian clubs. At a point 30 feet distant from
a line passed through the center of the circles, and parallel to
it, draw a line to be used as a starting line. On the signal the
girl runs from the starting line, transfers the three clubs, one
after the other, to the vacant circle so that they remain stand-
ing, and runs back to the starting line. The girl makes three
such trips, finishing at the starting line. The girl is permitted
to use but one hand in transferring the clubs. The surface
within the circles should be smooth and level. A wide board
may be used when the test is made out of doors. To qualify in
this event for first test badge, a girl must make the three trips
to the circles in 30 seconds. To qualify in this event for a second
test badge, a girl must make the three trips to the circles in 28
seconds.
. POTATO RACE—On a direct line draw four circles, each 12 inches
in diameter and 5 yards apart from center to center. Five yards
back of the center of the first circle and at right angles to
the direct line, draw a line to be used as a starting line. This
is also the finish line. On the first circle place a basket or
other receptacle not over 2 feet in height and with an opening
not exceeding 1 foot in diameter. On the signal, the girl runs
from the starting line, takes one potato from the basket and
places it in the first vacant circle (the one nearest the basket),
runs back to the basket, passes between it and the starting
line, takes the second potato from the basket, places it in the
second vacant circle, returns to the basket, passes between it
and the starting line, takes the third potato from the basket,
places it in the third circle and runs back to the starting line.
From the starting line she runs to the first circle, picks up
the potato and replaces it in the basket, passes between the
basket and the starting line, runs to the second circle, picks
up the potato, replaces it in the basket, passes between the
basket and the starting line, runs to the third circle, picks up
the potato, replaces it in the basket, and runs across the finish
line. If a potato is dropped anywhere but in the circle where
it should be placed, or in the basket, it must be picked up and
properly placed before another is touched. To qualify in this
event for a first test badge, a girl must cross the finish line
within 42 seconds from the time the signal to start is given.
To qualify in this event for a second test badge, a girl must
cross the finish line within 39 seconds from the time the signal
to start is given.
FOR THE SCHOOLS OF OREGON 75
/
G. BASKET BALL GOAL THROWING—The regular basket ball goal
may be used or a ring 18 inches in diameter (inside). It should
be placed 10 feet above ground and the inside rim should ex-
tend 6 inches from the surface to which it is attached. From
a point directly under the center of the goal, draw a semicircle
with a radius of 15 feet, for a throwing line. The girl may stand
at any point outside of, but touching the throwing line. The
basket ball used shall be of standard size and weight. The goal
may be made either by a clear throw or by bouncing against the
backboard. To qualify in this event for a first test badge, a
girl must make two goals in six trials. To qualify in this event
for a second test badge, a girl must make three goals in six
trials. . . . . -
H. BALANCING—A standard balance beam, 12 feet long and 2
inches wide, may be used, or a 2x4 inch plank, set on the 2-inch
side. The length shall be 12 feet. There is no time limit in this
event, but there should be an endeavor to meet the requirements
promptly, without haste, and with perfect poise. In the first
test the girl starts from the center of beam, walks forward to
the end, without turning, walks backward to center; turns and
walks forward to other end; turns and walks forward to start-
ing point. In the second test the girl starts from center of beam
with a bean bag or book balanced on her head and walks for-
ward to the end; turns and walks forward the entire length of
the balance beam; without turning, walks backward to starting
point. Two trials are allowed in each test.
I. RUNNING AND CATCHING—At a distance of 30 feet from the
starting line and parallel to it, stretch a cord 10 feet from the
ground. On the signal the girl runs from the starting line,
tosses a basket ball or a volley ball over the cord, catches it,
and runs back to the starting line. Three such trips are made,
finishing at the starting line. In case of failure to catch the
ball, it must be secured, tossed over the cord (either direction)
and caught before continuing the run. The starting line and
the cord should both be well away from any wall, backstop, or
other object, so that neither the contestant nor the ball shall
touch any obstruction during the run. To qualify for a badge
in this event, the three trips must be made in 20 seconds.
J. THROWING FOR DISTANCE—A circle 6 feet in diameter shall be
marked on the floor or ground. In throwing, contestants shall
not touch outside the circle with any part of the body until after
the ball has struck the ground. If any part of the body touches
outside the circle, the distance made shall not be recorded, but
the throw shall count as one trial. Three trials are allowed and
the best throw shall be taken as the record. The throw is to be
made with one hand, and the distance required to qualify is 42
feet with a basket ball or 44 feet with a volley ball. If this test
is made out of doors, it should be done on a day when the wind
does not blow. - -
76
COURSE IN PHYSICAL EDUCATION
R. VoILEY BALL SERVING—A volley ball net or piece of cord shall
be stretched at a center height of 8 feet across the playing
space. Twenty-four feet distant a line shall be drawn on the
floor or ground, parallel to the net. The contestant, with volley
ball in hand, shall stand facing the net and toeing the line with
either foot. The ball is tossed up with one hand, as in tennis,
and struck with the other hand over the net so that it shall fall
within a square 10x10 feet. This square shall be marked on the
floor or ground 10 feet from the net and at right angles to it.
Five trials are allowed to make three aces. If the contestant
steps forward over the line before the ball strikes the ground,
no score is allowed, but it counts as one trial.
(These tests have been approved by committees of experts
for the Playground and Recreation Association of America, 1
Madison avenue, New York City.)
See also Efficiency Tests and Athletic Events in “Games and
Dances,” by Stecher.
E. GAMES
These games are described in the following books:
Recreation Manual for Oregon Schools; Games for the Playground—Ban-
croft ; Games and Dances—Stecher; Physical Training for Elementary Schools—
Clark.
(a) PLAYGROUND–
Barley Break.
Body Guard.
Bombardment.
Center Club Bowls.
Double Dodge Ball.
Duck on a Rock.
Every Man in His Own Den.
Fist Ball.
Foot and a Half.
Football Tag.
Ham, Ham, Chicken, Ham,
Bacon.
Hand Football.
Hop Scotch.
Indian Club Race.
Jumping Relay Race.
(b) SCHOOLROOM-
Beast, Bird or Fish.
Blackboard Relay Race.
Desk Relay.
Find the Ring.
Hands Up, Hands Down.
(c) BALL GAMES-
Basket Ball Far Throw.
Hurl Ball Far Throw.
Overtake.
Last Couple Out.
Line Ball.
Line ZigZag. .
Old Woman from the Wood.
Overtake.
Partner Tag.
Prisoner’s Base.
Rabbit Race.
Red Lion.
Relievo.
Round Ball.
Stake Guard.
Stick-I-Spy.
Sun Dial.
Third Man.
London.
Old Woman from the Wood.
Round Ball.
Schoolroom Dodge Ball.
Spin the Platter.
Pass Ball.
Pass Ball Variation.
Tower Ball.
FOR THE SCHOOLS OF OREGON 77
(d) TEAM GAMES-
Corner Ball. - Goal Throw.
Dodge Ball (in a circle). Pass Ball Relay with Encircling.
Double Dodge Ball. Playground Ball.
End Ball. - Volley Ball.
(e) TRACK AND FIELD EVENTS-
Baseball throw for accuracy (at a mark).
Basket ball far throw—overhead throw.
Basket ball round arm, far throw.
Chinning.
Fast running—50 yards.
Jumping—Running broad, running high, standing broad.
Knee raising. .#
$º-ºº-º-º:
See also those listed in fifth grade.
F. DANCES
These dances are described in the following books:
Children’s Singing Games—Hofer ; Dances of the People—Burchenal ; Folk
Dance Book—Crampton ; Games and Dances—Stecher; Physical Training for
Elementary Schools—Clark.
Ace of Diamonds, The (Danish) * Seven Junps (German)
Bluff Ring Hal (English May- St. Patrick’s Day (Irish) *
pole Dance) - Sweet Rate , (English) *
Irish Jig (Irish) Tarantella. (Italian) *
Lottie Is Dead (Swedish) Three Dance (Danish)
Mountain March, The (Norwe- We Won’t GO Home Till Morn-
gian) * ing (English) '
Reap the Flax (Swedish) *
Review those listed in fifth grade.
* Victor Or Columbia, record.
SEVENTH GRADE
A. GYMNASTIC DRILLS
LESSON I
1. ORDER—At-ten-tion l (Chest up, head up, waist flat, chin in, stand
tall.) Left—face! Right—face / About—facel Right about—face! Half
left—face! Half right—face! Mark time—mark! Class—halt! Mark
time—mark! Forward—march/ To the rear—march 1 To the rear—halt!
2. HEAD–Hands on hips—place! Heels—raise! Knees—bend! Alter-
nate head twisting, beginning to the left, in counts—be-gin / Class—halt!
3. LEG-Hands on hips—place! To stride position—jump! Left.
knee—bend! Stretch! Right knee—bend! Stretch! In counts—be-gin!
Class—halt! Hands—po-si-tionſ
4. ARM-Arms upward—bend! Left arm upward and right arm
downward—stretch! Arms—bend! Right arm upward and left arm
downward—stretch! Arms—bend! Alternate in rhythm—be-gin! Class—
halt! Arms—po-si-tion | . . -
73 - COURSE IN PHYSICAL EDUCATION :- -t-…-- *—-f
5. TRUNK–Arms upward stretch and feet sideways—place! ... Trunk
forward—bend! Arm parting to counts, ready—go! Class—halt! Trunk
—raise! Feet and arms—po-si-tion. Repeat. . . .
6. PRECIPITANT—Hands on hips—place! Running in place on tiptoes,
ready—go! Class—halt! Hands—po-si-tion |
7. BREATHING—Arms forward upward raise—in-hale! Arms: "Side-
ways downward—eac-hale! Repeat. Again. (This time a good deep
breath.) - -
LESSON II
1. ORDER—At-ten-tion | About—face! One step forward—march 1
About—face! One step forward—march! Left—face! Two steps to the
left—march 1 Two steps to the right—march 1 Right—face! Arms side-
ways raise, mark time—mark / Class—halt! Arms—lower! -
2. HEAD–Raise arms forward upward and feet sideways—place /
Arm parting with backward bending of head—onel Head raise and arms
together—two 1 Slowly, with deep breathing in counts—be-gin! Class—
halt! Arms and feet—po-si-tion |
3. LEG, AND ARM-Arms forward bend and left foot forward—place!
Arms sideways fling and heels—raise! Arms bend and heels—sink!
Arms and foot—po-si-tion 1 Same exercise, placing right foot forward—
be-gin! Alternate left and right, ready—go! Class—halt!
4. TRUNK–Hands on hips—place 1 Left knee upward—bend! Low-er!
Right knee upward—bend! Low-gr . Alternate left and right, ready—go!
... 5. PRECIPITANT—Hands on hips—place 1 Left foot forward—raise!
Ič6-place, at the same time right foot backward—raise! Continue in
counts, ready—go! (Rocking step.) Class—halt! Hands—po-si-tion
6. BREATHING—Arms forward—bend! Deep breathing—in-hale! Eac-
hale! In-hale! Eac-hale! I'm-hale! Eac-hale!
LESSON III
1. ORDER—At-ten-tion | Dress—line ! Good deep breath—in-hale! Ea:-
hale! Hands on hips—place I Left leg forward—stretch! (Point the
toes.) Low-er! Right leg forward—stretch! Low-er! Left leg back-
Ward—stretch! Low-er! Right leg backward—stretch! Low-er In
Counts—be-gin! Class—halt! Left—face / Left leg sideways—stretch!
Low-er! Right leg sideways—stretch! Low-er! In counts—be-gin! Class
—halt! Right—face / Hands—po-si-tion'
º2.-HEAD–Arms upward bend and left foot sideways—place! Arms
slowly sideways stretch and head backward—bend! Arms bend and head
——raise / Repeat. . . . . . . -
3. LEG-Hands on hips—place 1 Left knee upward—bend! Leg for-
Ward—stretch!. Knee-–bend! Leg backward—stretch! Knee upward—
bend! Foot downward—place! Same with the right leg. Alternate in
counts—be-gin! Hands—po-si-tionſ - . . . . . . . - - - - -
… 4. ARM-Arms upward–bend! Arms upward—stretch! Bend! Arms
sideways—stretch! Bend! Arms forward—stretchT Bend! Arms down-
Ward—stretch! Bend! Left arm upward and right arm sideways–
FOR THE SCHOOLS OF OREGON - - - 79
stretch! Arms—change 1 Change! Changel Bend! Left arm forward and
right arm downward—stretch! Arms—changel Changel Changel Bend!
Arms—po-si-tion 1 (In changing arms, come to bend position each time
before stretching the arms.) - . . . . . . . . . . . . .
5. TRUNK–Kneel on left knee and hands on hips—place / Trunk
backward—bend! Raise! Bend! Raise! Knees—change! Trunk back-
ward—bend! Raise! Bend! Raise! Po-si-tion . . . .
6. PRECIPITANT—Arms sideways—raise! Running in place, ready—
go! Class—halt! Arms—po-si-tion | -
7. BREATHING—Hands on chest—place / In-hale! Eac-hale! In-hale !
Eac-hale! In-hale! Eac-hale! - • - - - - - -
LESSON IV
1. ORDER——At-ten-tion | Good standing position (chest up, head up,
Waist flat, chin in, stand tall). Alternate rows, about—face 1 Arms in
running position—place / Around the room and back to places on tiptoes
-—run! Class—halt! Alternate rows, about—face / Arms—po-si-tion |
Arms sideways—raise! Arm rotation in counts—be-gin / Class—halt!
Arms—po-si-tion -
2. HEAD–Arms half sideways—bend! Arms sideways stretch and
head backward—bend! Arms bend and head—raise! Arms sideways
Stretch and head forward—bendſ Arms bend and head—raise / Arms
Sideways stretch and head to the left—twist! Arms bend and head for-
Ward—twist! Arms sideways stretch and head to the right—twist! Arms
bend and head forward—twist! Arms—po-si-tionſ . . . -
3. LEG-Hands on hips—place! To stride position—jump! Left
knee—bend! Stretch! Right knee—bend! Stretch! In counts—be-gin!
Class—halt! Feet and arms—po-si-tion -
4. ARM-Arms half sideways bend and feet sideways—place / Trunk
forward—bend! Arm extension in counts—be-gin! Class—halt! Arms
and feet—po-si-tion -
5. TRUNK–Hands on neck—place 1 Knees deep—bend! Kneeling po-
sition—take 1 Trunk to the left—twist! Forward—twist! Trunk to the
right—twist! Forward—twist! Again left and right. Hands and feet—
po-si-tion |
6. PRECIPITANT—Hands on neck—place / Foot placing forward, side-
ways and backward in series, with heel raising, ready—go! Class—halt!
Hands—po-si-tion | - - -
7. BREATHING—Arms sideways—-raise! Stretch arms out as far as
possible—in-hale! Relax arms—eac-hale! Again. Repeat. Arms—po-si-
tion | - -
LESSON V
1. ORDER—At-ten-tion 1 Mark time—mark! On toes in place—march 1
Normal—march / Class—halt! About—face! Repeat the marching in
place. Left—face! Repeat the marching in place. Left–faceſ
- 2. HEAD, LEG AND ARM-Hands on hips and feet sideways—place /
Heels—raise! Arms sideways stretch and knees deep—bend! Head to the
left—twist! Forward—twist! To the right—twist! Forward—twist!
80 COURSE IN PHYSICAL EDUCATION
Alternate head twisting in counts—be-gin! Class—halt! Hands on hips
and knees—stretch! Heels—low-er! Repeat whole exercise. Hands and
feet—po-si-tionſ
3. TRUNK–Arms upward stretch and feet sideways—place! Trunk
bending forward and downward touching fingers to floor, ready—go!
Class—halt! Arms and feet—po-si-tion
4. PRECIPITANT—Arms sideways—raise! Rocking step forward and
backward, left foot forward, right foot backward, ready—go! Class—
halt! Feet—changel Same exercise, ready—go! Class—halt! Arms—po-
s?-tion | -
5. BREATHING—Arms forward—raise! Arm parting with turning the
hand—in-hale! Arms together—eac-hale! I'm-hale! Eac-hale! In-hale! Ea:-
hale!
LESSON VI
1. ORDER—At-ten-tion | Arms sideways raise with quick heel raising,
in counts—be-ginſ Class—halt! Arms upward—bend! Arms forward—
bend! Hands on neck—place! Po-si-tion | Arm movements in counts—
be-gin. Class—halt! -
2. HEAD–-Arms sideways—raise / Head backward and bend left leg
backward—stretch! Head upward raise and leg—po-Si-tion | Same with
the right. Alternate in counts, ready—go! Class—halt! Arms—po-si-
tion |
3. ARM-Arms upward—bend! Arm stretching upward, sideways,
forward and downward in series—be-gin! Class—halt! Arms—po-si-
tion 1 -
4. LEG AND TRUNK–Hands on hips and left foot outward—fall-out!
Trunk to the left—twist! Trunk to the left—bend! Trunk upward—
'raise ! Trunk forward—twist! Feet—change / Trunk movements to the
right. Repeat left and right, Hands and foot—po-si-tion
5. PRECIPITANT—Jumping in place with a quarter turn on every
fourth count, and sideways flinging of arms, ready—go! Class—halt!
6. BREATHING—West Point breathing: Im-hale! Eac-hale! I'm-hale!
Eac-hale! I'm-hale! Ea;-hale!
LESSON VII
1. ORDER—At-ten-tion 1 Mark time—mark / Forward—march / Back-
ward—march 1 Forward—march 1 To the rear—march! To the rear—
narch/ To the rear—march / To the rear—halt!
2. HEAD–Arms upward bend and to stride position—jump! Head to
the left—twist! Head backward—bend! Head—raise! Head forward—
twist! Head to right—twist! Head backward—bend! Head—raise !
Head forward—twist! In counts—be-gin! Class—halt! Arms and feet—
po-si-tion | -
3. LEG AND ARM-Arms forward—bend! Arms sideways fling and
left foot forward—fall-out! Arms bend and foot—po-si-tion | Arms side-
ways fling and right foot forward—fall-out! Arms bend and foot—po-si-
tion | In counts—be-gin! Class—halt! Arms—po-si-tionſ
FOR THE SCHOOLS OF OREGON 81
4. TRUNK–Kneeling position—take! Trunk rotation forward, to the
left, backward, to the right, forward and up—be-gin! Trunk rotation for-
ward, to the right, backward, to the left, forward and up—be-gin! (Re-
lax both arms and trunk.) Standing position—take! r
5. PRECIPITANT—Arms forward—bend! Alternate rows, about—face!
Around the room and back to places on tiptoes—rum. / Class—halt! Arms
—po-Si-tion |
6. BREATHING—Hands on chest—place! In-hale! Ea:-hale! In-hale!
Ea:-hale! I'm-hale! Eac-hale!
LESSON VIII
1. ORDER—At-ten-tion 1 Mark time—mark! Forward—march 1 Back-
ward—march 1 Forward-–march 1 To the rear—march / To the rear—
'march / To the rear—march / To the rear—march / To the rear—halt!
2. HEAD–Hands on hips and deep knee—bend! Head rotation, for-
ward, to the left, backward, to the right, forward and up—be-gin! Head
rotation, forward, to the right, backward, to the left, forward and up—
be-gin! Alternate in counts—be-gin! Class—halt! Knees stretch and
hands—po-si-tion | -
3. LEG–Hands on hips—place 1 Left knee upward—bend! Outward—
move / Forward—move! Foot—po-si-tion | Same with the right—be-gin /
Alternate in counts—be-gin! Hands—po-si-tionſ
4. ARM AND TRUNK–Stride kneeling position—take 1 Arms upward—
bend! Trunk backward bend and arms upward—stretch! Arm parting in
counts—one / two 1 three 1 four! five 1 sia; 1 seven / eight! Trunk raise and
arms—bend! Arms and feet—po-si-tion | Repeat.
5. PRECIPITANT—Hands on neck—place / In place on tiptoes—run!
Class—halt! Hands—po-si-tion
6. BREATHING—Raising arms sideways inhale, lower arms exhale, let-
ting the breath out with a whistle—in-hale! Eac-hale! I'm-hale! Eac-hale!
Im-hale! Eac-hale !
B. SUGGESTIVE RELIEF PERIODS
1. Stand erect with arms stretched forward, then stretch arms to
fullest extent, then relax. Repeat several times.
2. Take a kneeling position, put hands on hips, then bend head back
as far as possible. -
3. Stretch arms sideways, then take arm rotation.
4. Stand, take six walking steps forward, turn around and take six
walking steps back to seat.
5. Stand, clap hands first in front of body, then back of body.
6. Lean forward, put head down on desk, on arms and close eyes,
and rest. - -
7. Stand, take ten hopping steps forward on right foot, turn around,
take ten hopping steps on left foot back to seat.
8. With hands on shoulders, stretch as far as possible, taking deep
breaths. - , -
82 COURSE IN PHYSICAL EDUCATION
C. POSTURAL INSTRUCTION
(See “Postural Instruction” under fourth grade.)
D. ATHLETIC BADGE TESTS
(See the Athletic Badge Test for sixth grade. See also Efficiency Tests and
Athletic Events in “Plays and Games”—Stecher.)
E. GAMES
These games are described in the following books:
Recreation Manual for Oregon Schools; Games for the Playground—Bancroft ;
Physical Training for Elementary Schools—Clark; Games and Dances—Stecher.
(a) PLAYGROUND–
Black and White.
Blackboard Relay.
Bombardment.
Circle Pins.
Corner Ball.
Dumb Crambo.
Fence Tag.
Forcing the City Gates.
Fox and Geese.
Handball Drill.
Hand Football.
Keep Moving.
Last Man.
London Loo.
(b) SCHOOLROOM-
Arms, Legs and Trunk.
“B” Game.
Bend and Stretch Relay.
Blackboard Relay.
Buzz.
Charades.
Cross Questions.
Dead Ball.
Dumb Crambo.
Floating Feather.
Mount Ball.
Odd Man’s Cap.
Oyster Shell.
Pass and Toss Relay (single line).
Poison.
Prisoner’s Base.
Rolling Target.
Run Dodgeball.
Saddle the Nag.
Slipper Slap.
Third Man.
Wand Tug of War.
Whip Tag.
Zigzag Overhead Toss.
Hen Roost.
How Many Angles?
Keep Moving.
Last Man.
Minister’s Cat, The.
Nimble Squirrel.
Overtake.
Sketches.
Up Jenkins.
What Am I Thinking of?
(c) BALL GAMES-
Baseball throw for accuracy.
Baseball throw for distance.
Basket ball throw for distance.
Battle ball.
Bombardment.
Handball.
Rickball.
Passball.
Tower ball.
FOR THE SCHOOLS OF OREGON 83
(d) TEAM GAMES-
Baseball. Indoor Baseball.
Captain ball. Line Club Bowls (double).
Corner ball. Soccer Football.
Dodge ball in Three Fields. Swatball.
Emperor ball. Volley ball.
(e) TRACK AND FIELD EVENTS-
Basket ball far throw (overhead).
Chinning.
Fast running—150 yards.
Endurance running—eight to ten minutes.
Jumping—Hop, step and jump; running broad, running high,
standing broad.
F. DANCES
These dances are described in the following books:
Children’s Singing Games—Hofer ; Dances of the People—— Burchenal ; Folk
Tance Book—Crampton ; Games and Dances—Stecher ; Physical Training for
Elementary Schools—Clark.
Ace of Diamonds (Danish) * Larkspur—Mazurka,
Class Day Schottische May Day (German)
Crested Han, The (JDanish) Pop Goes the Weasel (American
Czardas (Hungarian) * Country Dance)
Gathering Peascods (English) * IRill, The
Highland Schottische (Scotch) * Sailor’s Hornpipe, The (English) *
Irish Lilt (Irish) * Swedish Weaving Dance (Swed-
Jumping Jack ish)
-
* Victor Or Columbia, record.
ETGHTH GRADE
A. GYMNASTIC DRILLS
LESSON I
1. ORDER—At-ten-tion | Left—face / Right—face! About—face /
Right about—face! Mark time—mark / Class—halt! Arms upward—
bend! Heels—raise! Arm stretching upward and knee bending, in counts
—be-girl! Class—halt!
2. HEAD–Arms obliquely sideways upward—raise! Head forward—
bend! Raise / Head backward—bend! Raise! In counts—be-gin / Class
halt! Arms—po-si-tion
3. LEG–Hands on hips—place / Left knee upward—bendſ Forward—
stretch! Bend! Foot—re-place! Right knee upward—bend! Forward—
stretch! Bend! Foot—re-place! Alternate in counts—be-gin! Class—
halt! Hands—po-si-tion |
4. ARM-Arms upward—bend! Left arm upward and right arm
downward—stretch! Arms—change! Arms—bend! In rhythm—be-gin!
84 COURSE IN PHYSICAL EDUCATION
5. TRUNK–Rows by twos—count-off! Number twos support number
ones. (As the trunk bends backward, place open right hand at upper part
of trunk.) Number ones take the following exercise: Hands on neck—
place! Trunk backward—bend! Beginning with the left foot, alternate
knee upward bending in counts—be-gin! Class—halt! Trunk—raise!
Hands—po-si-tion l Number twos take the same exercise, supported by
number ones.
6. PRECIPITANT—Left—face / Arms sideways—raise I Left leg side-
ways—raise! Low-er! Right leg sideways—raise! Low-er! Sideways
flinging of legs in counts—be-girl Class—halt! Arms—po-si-tion' Right
face!
7. BREATHING—Arms forward bend and left foot forward—place /
Arms stretching slowly sideways and heels raise—in-hale! Arms bend and
heels sink—eac-hale! In-hale! Eac-hale! Feet—change! In-hale! Eac-hale!
In-hale! Eac-hale! Feet and arms—po-si-tion |
LESSON II
1. ORDER—At-ten-tion | Hands on hips—place / Heels—raise! Knees—
bend! Knees—stretch! Heels—sink! In counts—be-gin! Class—halt!
Hands—po-si-tion |
2. HEAD–Arms sideways upward—raise! Arms sideways sink and
head backward—bend! Arms overhead and head—raise! Slowly, in
counts—be-gin! Class—halt! Arms—po-si-tion |
3. LEG-Hands on hips—place 1 Left leg forward—stretch! Side-
ways—stretch! Backward—stretch! Foot—re-place! Same with the
right. Alternate, in counts—be-gin! Class—halt! Hands—po-si-tion |
4. ARM-Arms circumduction, ready—go! Class—halt!
5. TRUNK–Arms upward bend and trunk to the left—twist! Arm
stretching, four times upward, four times downward, four times forward
and four times sideways, ready—go! Class—halt! Trunk and arms—po-
si-tion 1 Arms upward bend and trunk to the right—twist! The same arm
exercise, ready—go! Class—halt! Trunk and arms—po-si-tionſ
6. PRECIPITANT—Arms upward—bend! In place on tiptoes—run!
Class—halt! Arms—po-si-tion |
7. BREATHING—West Point breathing. In-hale! Eac-hale! In-hale!
Eac-hale! In-hale! Eac-hale!
LESSON III
1. ORDER—At-ten-tion | Left—face / Right—face / About—face!
About—face 1 Mark time—mark! Forward—march / To the rear—march/
To the rear—march 1 To the rear—march/ To the rear—halt!
2. HEAD–Head backward bend and hands—twºrn 1 Head raise and
hands—po-si-tion' Slowly in counts—be-gin! Class—halt!
3. LEG-Hands on hips—place! Heels—raise! Knees deep—bend!
Knees—stretch! Heels—sink! In counts—be-gin! Class—halt! Hands—
po-si-tion'
FOR THE SCHOOLS OF OREGON 85
4. ARM-Arms upward—bend! Arm stretching, four times upward,
four times downward, four times forward, four times sideways, ready—
go! Class—halt! Arms—po-si-tion!
5. TRUNK–Wood chopping exercise. Left foot is placed obliquely
forward two foot lengths, fists are closed and raised to right shoulder.
Count one, the trunk is bent forward from the hips, the knees remain
straight, arms are flung forward and downward; on count two, the trunk
is raised and arms are brought back to shoulder. Take exercise four times
to the left; then four times to the right, ready—go! Class—halt! Po-si-
tion |
6. PRECIPITANT—Arms sideways—raise! Running in place on tiptoes,
ready—go! Class—halt! Arms—po-si-tion |
7. BREATHING—West Point breathing. In-hale! Eac-hale! I'm-hale!
Iºac-hale! Im-hale! Eac-hale! -
LESSON IV
1. ORDER—At-ten-tion | Left—face! In rows, dress—line! Front! By
twos—count-off! By threes—count-off! By fours—count-off! Dress—
lime!" Front! Right—face / Cover—your line! (Have it straight from
front to rear.) - -
2. HEAD–Arms sideways—raise! Palms—twºrn 1 Arms upward raise
and head backward—bend! Arms sideways lower and head—raise!
Slowly in counts—be-gin! Class—halt! Arms—po-si-tion
3. LEG AND ARM-Arms forward—bend! Left foot forward fall-out
and arms sideways—fling! Arms bend and foot—re-place | Same with
the right foot. Alternate in counts, ready—go! Class—halt! Arms—po-
si-tion | .
4. TRUNK–Arms upward stretch and left foot forward—place! Trunk
backward—bend! Upward—raise! Backward—bend! Upward—raise!
Feet—changel Trunk backward—bend! Upward—raise! Backward—
bend! Upward—raise! Feet and arms—po-si-tion
5. PRECIPITANT—Jumping to a stride position and raising arms side-
ways, ready—go! Class—halt! -
6. BREATHING—Hands on ribs—place! Good deep breath—in-hale!
Eac-hale! In-hale! Eac-hale! I'm-hale! Eac-hale!
LESSON V
1. ORDER—At-ten-tion | Left—face! In rows, dress—line! Front!
By twos—count-off! Four steps to the left—march / Six steps to the
right—march / Two steps to the left—march / Right—face! Four steps
forward—march 1 Six steps backward—march! Two steps forward—
ſmarch 1
2. HEAD–Hands on hips place and left foot forward—fall-out! Head
to the left—twist! Forward—twist! To the right—twist! Forward—
twist! Repeat. Feet—change! Head to the right—twist! Forward—
twist! Forward—twist! To the left—twist! Forward—twist! Hands
and feet—po-si-tion | •
3. LEG–Hands on hips—place! Left leg forward—raise! Foot—flew 1
(Bring foot as far forward as possible.) Foot—ex-tend! (Stretch the
86 COURSE IN PHYSICAL EDUCATION
foot as far as possible.) Flea: 1 Ex-tend! Flea, 1 Ex-tend! Foot—re-place!
Right leg forward—raise! Same foot exercise. Foot—re-place! Hands—
po-Si-tion
4. ARM-Arms circumduction, in counts—be-gin!
5. TRUNK–Left—face 1 Arms sideways raise and left foot sideways—
fall-out! Trunk to the left—bend! (Keep arms in straight line.) Raise!
Bend! Raise! Feet—change! Trunk to the right—bend! Raise! Bend!
Raise 1 Feet and arms—po-si-tion | Right—face / -
6. PRECIPITANT—Alternate rows about—face! Arms upward—bend!
Mark time—mark / Around the room and back to places—march / Class—
halt! Arms—po-Si-tion 1 Alternate rows about—face 1
7. BREATHING—Raise arms sideways upward overhead—in-hale!
Lower arms—eac-hale! (Let breath out with a whistle.) Again. Repeat.
LESSON VI
1. ORDER—At-ten-tion | Hands on hips—place I Feet—close I Feet—
O-pen I Feet sideways—place / Re-place To stride position—jump! To
position—jump! Left foot forward—place / Heels—raise! Heels—sink!
Foot—re-place! Right foot backward—place! Knees—bend! Knees—
stretch / Foot—re-place! - -
2. HEAD–Head rotation in six counts—be-gin! Again, going in oppo-
site direction—be-gin! &
3. LEG-Hands on neck—place / In four counts stretch left leg for-
ward, to the side, backward and position—be-gin! Same to the right. Re-
peat both left and right. -
4. ARM AND TRUNK–-Arms sideways raise and left foot sideways—
fall-out! Trunk to the left bend and to the right—twist! (Touching left
hand to floor in front of left foot, keep arms in straight line.) Trunk raise
and forward—twist! Arms and feet—po-si-tion In counts—be-gir I
Class—halt! Same with the right foot.
5. PRECIPITANT—Arms upward—bend! Hopping eight times on the
ieft foot, eight times on the right, four on the left, four on the right;
twice on the left, twice on the right; alternate left and right eight times—
be-giºn 1
6. BREATHING—Hands on neck—place / Slowly straighten arms side-
ways—in-hale! Hands replace—eac-hale! I'm-hale! Eac-hale! In-hale! Ea:-
hale!
LESSON VII
1. ORDER—At-ten-tion | Arms upward—bend! Left arm upward and
right arm sideways—stretch! Arms—changel Changel Changel
Change / Changel Po-si-tion | Arms upward—bend! Left arm upward
and right arm downward—stretch! Arms—changel Changel Change /
Change / Change / Po-si-tion 1 Mark time—mark 1 Class—halt! Two
steps forward—march / Two steps backward—march 1
2. HEAD–Arms sideways—raise! With hand rotation forward, head
forward—bend! Head raise and hands—twºrn 1 In counts—be-gin / Class—
halt! With hand rotation backward, head backward—bend! Head raise
and hands—twºrn 1 In counts—be-gin! Class—halt! Arms—po-si-tion
FOR THE SCHOOLS OF OREGON 87
3. LEG, ARM AND TRUNK–Arms forward stretch and feet sideways—
place! Trunk forward—bend! Arm flinging sideways in counts—be-gin!
Class—halt! Trunk—raise I Feet and arms—po-si-tion | Repeat exercise.
4. PRECIPITANT—Hands on hips—place! Starting with the left foot,
upward bending of knee, running in place, ready—go! Class—halt!
Hands—po-si-tion * -
5. BREATHING—Arm raising forward upward—in-hale! Lower arms
sideways downward—eac-hale! I'm-hale! Eac-hale! In-hale! Eac-hale!
LESSON VIII
1. ORDER—At-ten-tion 1 Mark time—mark! Forward—march 1 Back-
ward—march 1 Forward—march / Backward—march 1 Forward—march 1
To the rear—march / To the rear—march / To the rear—march / To the
rear—halt! - -
2. HEAD–With turning palms outward, head backward—bend Hands
turn and head—raise! (Take good breaths.) Slowly in counts—be-gin!
Class—halt! -
3. LEG-Hands on neck—place! Left knee upward—bend! Knee
backward—stretch! Knee upward—bend! Foot downward—place / Same
with the right. Alternate in counts—be-gin! Class—halt! Hands—po-si-
tion | • -
4. ARM AND TRUNK–Arms upward bend and feet sideways—place!
Trunk forward—bend / Upward—raise! Arms upward—stretch! Arms—
bend! In counts—be-gin! Class—halt! Arms and feet—po-si-tion |
5. PRECIPITANT—Alternate rows about—face / Arms upward—bend!
Around the room and back to place, on tiptoes—run! Class—halt! Arms
-po-si-tion 1 Alternate rows, about—face /
6. BREATHING—West Point breathing. In-hale! Eac-hale! In-hale!
Ea;-hale! In-hale! Eac-hale! -
B. SUGGESTIVE RELIEF PERIODS
1. Stand; with arms stretched sideways, run in place.
2. Stand; bend knees deeply, touch finger tips to floor; stretch knees
and bring arms to side horizontal; raise arms overhead and rise on toes;
lower arms at side and lower heels. Take exercise several times.
3. Stand; to stride position jump, then bend body forward (slightly);
Swing arms forward upward, then return. Take exercise vigorously.
4. Stand; hands on hips—place / To stride position jump and arms
sideways—stretch! Po-si-tion | Take this exercise in rhythm.
5. Stand; raise arms sideways and knees bend. Take this in quick
rhythm. -
6. Stand; arms upward—bend! High knee upward bending, alternate
left and right.
7. Stand; with arms first forward, sideways, upward and downward,
take the exercise of closing and opening the hands, stretching the arms
and fingers as far as possible.
8. Stand; take West Point breathing.
88 COURSE IN PHYSICAL EDUCATION
C. POSTURAL INSTRUCTION
(See “Postural Instruction” under fourth grade.)
D. ATHLETIC BADGE TESTS
(See Athletic Badge Test for sixth grade. See also Efficiency Tests and Athletic
Events in “Games and Dances”—Stecher.)
E. GAMES
These games are described in the following books:
Recreation Manual for Oregon Schools ; Games for the Playground—Bancroft ;
F'hysical Training for Elementary Schools—Clark; Games and Dances—Stecher.
(a) PLAYGROUND–
All Run. Every Man in His Own Den.
Ball Stand. Japanese Crab Roll.
Catch and Pull Tug of War. Line Club Bowls (single).
Chinese Chicken. Line ZigZag.
Chinese Wall. t Master of the Ring.
Circle Club Bowls. Maze Tag.
Circle Race. - (Overtake. & -
Circle Relay. Pass and Toss Relay (double line).
Circle Zigzag. Pig in a Hole.
Double Relay Race. Pinball.
Duck on the Rock. Poison Snake.
(b) SCHOOLROOM-
Author’s Initials. Hen Roost.
Button, Button, Who Has Minister’s Cat, The.
the Button? Overtake.
Buzz. - Prince of Paris.
Charades. Rope and Ring.
Crambo. Simple Experiments.
Cross Questions. Sketches.
Double Relay Race. What Am I Thinking of?
Earth, Air and Water.
(c) BALI, GAMES-
Battle ball. Kickball (in a circle).
Boundball. Roundball.
Boundary ball. Squareball.
Curtain ball. Stoveball.
Handball. Tether ball.
(d) TEAM GAMES-
Dodgeball. - Nine Court Basket ball.
Endball. Soccer Football.
Fieldball. Volley ball.
Goalball. - Wicket ball.
FOR THE SCHOOLS OF OREGON 89
(e) TRACK AND FIELD EVENTS-
Basket ball overhead far throw.
Basket ball round arm far throw.
Chinning (boys).
Knee raising (girls).
Playground baseball far throw.
Rope climbing.
Running broad jump.
Running high jump.
Running hop, step and jump.
Standing broad jump.
Triple standing broad jump.
75-yard dash.
100-yard dash.
F. DANCES
These dances are described in the following books:
Children’s Singing Games—Hofer ; Dances of the People—Burchenal ; Folk
Dance Book—Crampton ; Games and Dances—Stecher ; Physical Training for
Elementary Schools—Clark.
Alumni Three Step Nobleman, The
Black Nag, The (English) * OxClansen (Swedish) *
|Bluff King Hal (English) * Ritka (Hungarian) *
Csardas I (Hungarian) Rufty Tufty (English) *
CzebOgar (Bohemian) Santiago (Spanish Couple Dance)
Frolic Of the Brownies Sir Roger de Coverley (Old Eng-
Harvest Frolic (Russian) lish)
Highland Fling (Scotch) * Virginia. Feel
Laudnum Bunches (English) *
Feview those listed in seventh grade.
* Victor Or Columbia, record,
90 COURSE IN PHYSICAL EDUCATION
SECTION V
PHYSICAL EDUCATION FOR HIGH
SCHOOLS
ACTIVITIES FOR GIRLS
Games and Sports
When rightly conducted are an educative force bringing organic vigor,
endurance, vitality; encouraging healthful living; training in unselfish-
ness, respect for law and the rules of the game, sportsmanship and loy-
alty. The teams should learn to be above tricky plays; to give the oppo-
nents a fair chance—to play a square game—to accept all decisions of
officials promptly and with good spirit, to win without boasting, to lose
without Sulking. These things do not come of themselves or out of the
nature of the sports and games but by constant, untiring effort on the
part of students, teachers, coaches and referees. If the athletics are left
in the hands of the students entirely or are directed by unscientific,
uninterested leaders, they are generally physically injurious and morally
degrading.
Competition may be intergroup, interclass, individual or interschool.
The test of the value of an organized competition is the number taking
part in proportion to the enrollment of the school. In interclass basket
ball, for instance, if the classes are large enough have first, second and
third teams. Each first plays with each other first team, the team win-
ning the greatest number of games being the champion. Run a tourna-
rhent for second and third teams the same way.
Eligibility
a. A physician’s certificate of physical fitness.
b. Must have been in school one month.
c. Good grades in scholarship and posture.
d. Must not take part in other game or athletic competitions not
under the auspices of the school.
Athletic Associations
An athletic association aids very much in making the girls feel respon-
sible for the conduct and sportmanship of the games and sports. The girls
should elect their own officers with the woman physical educator or the
teacher in charge of athletics as advisory member. If the influence of
the athletic association is to be constructively good rather than destruc-
tively bad, the advisor must be vitally interested, keep a sympathetically
guiding hand on all the activities and definitely and continuously strive
to develop high standards of clean play and sportmanship.
List of Games and Athletics
Games for the gymnastic periods with too short a time and too large
a number to play the highly organized games (see Bibliography, Ban-
Croft): Relay races (especially arch goalball, run and catch, strideball),
endball, batball, volley ball, dodgeball, events in the efficiency test.
FOR THE SCHOOLS OF OREGON 91
Games for the gymnastic period when there is time, or to be offered
as sports during the Spring in place of the indoor gymnastic periods, or
as after school athletics: Basket ball, indoor baseball, swimming, volley
ball, hockey, archery, tennis.
Field events: Short dashes, low hurdles, obstacle races, relay races,
basket ball throw for distance, baseball pitching for distance, events in
the efficiency test.
Tests for General Efficiency
The following events for developing and testing all-round efficiency
and stimulating interest are offered. The following principles are con-
sidered: To reach every girl, the poor athlete as well as the “star”; to
enable every girl, weak or strong, to do something for her team or class.
Events based on the natural activities—running, jumping, climbing,
throwing.
Events testing and training for general efficiency and proficiency—
skill, endurance and strength.
Events linked with and training for sports and athletics—basket ball,
baseball, field events, etc.
Group competition of this sort is more valuable than individual for
its wide social effect, because every one physically able competes, and
because it stimulates the undeveloped and lazy girl to improve for the
Sake of her group—public opinion is brought to bear upon her.
To prevent girls from overdoing or from running up a large number
of points on one event, maximums have been set.
THE TEST
EFFICIENCY—
Posture.
Weight in relation to height.
PROFICIENCY-
Basket ball goal throwing.
Basket ball throw for distance.
Baseball pitching.
Somersault.
Leg raising.
Running and catching race.
Rope climbing.
POSTURE (see posture test, pages 5, 6).
Score for passing all three tests, 20 points.
Score for passing first two tests, 10 points.
Score for passing first test, 5 points.
HEIGHT, WEIGHT-
Being the proper weight for your height gives you a good resistance
to disease, endurance under strain, as well as an air of well-being and
good looks. The proper weight should be entered on the squad leader’s
card.
92 COURSE IN PHYSICAL EDUCATION
Score:
Maximum—20 points for proper weight or over.
Scale—1 point off for every pound underweight.
Minimum—1 point for 20 pounds underweight.
Points, weight:
20 points for proper weight.
19 points for 1 pound underweight.
18 points for two pounds underweight.
And so on.
1 point for 20 pounds underweight.
BASKET BALL THROW FOR GOAL–
Time limit, 45 seconds.
Rules: Throw the first basket ball from the foul line, recover the
ball and throw again from spot where ball is caught, provided you do not
shoot within the arc drawn four feet from the basket.
If ball goes out of bounds, bring it in and shoot from boundary line
where ball went out. Throw as many goals as possible in the 45 seconds.
Score:
Minimum—5 points for 4 goals.
Scale—1 point for each additional goal.
Maximum—15 points for 14 goals.
BASKET BALL THROW FOR DISTANCE—
Rules: Standing in a 6-foot circle, left foot advanced, weight on right
leg, right knee bent, ball resting on hand and forearm, the player sud-
denly swings around, pivoting on the left foot, throwing the weight for-
ward, and slings the ball forward and upward with all her force. The
distance covered by the ball depends on the angle at which the ball is
thrown and the speed with which the girl swings around. To step or fall
forward out of the circle constitutes a foul. The ball must land in the 10-
foot lane to score.
Score:
Minimum—5 points for 25 feet.
Scale—2 points for each additional 5 feet.
Maximum—15 points for 50 feet.
BASEBALL PITCHING—
Rules: Hole in canvas curtain 15 inches by 2% feet, and 21 inches
from floor, representing the space over the plate, between the average
girl’s knee and shoulder, in which a ball must be placed to be called a
strike. Distance from curtain, 25 feet.
Ball—12-inch indoor baseball.
Player has 5 balls to pitch into the space.
Pitch overhand.
Score:
Minimum—3 points, 1 ball.
Scale—3 points for each additional ball.
Maximum--15 points for 5 balls.
FOR THE SCHOOLS OF OREGON 93
SOMERSAULT OR ROLL–
1. Plain forward. From a squat position place both hands on mat
close to toes. Lean forward, throwing the weight on hands and drawing
the head in. At the same time push vigoruosly with both feet and turn
the body completely over, rolling from the shoulders to the lower back.
2. Forward with ankle grasp. Same as (1) except as the body rolls
over grasp the ankles with the hands, let go and come to erect standing
position.
3. Forward and backward roll. Plain forward roll. Come to standing
position with feet crossed, uncross the feet by making a half turn and
do backward roll. Backward roll. From squat position, fall backward,
giving impetus to the roll by throwing the feet backward over the head
and rolling over to erect standing position.
Scoring—5 points for each roll.
DEEP KNEE BENDING—
Rules: With the hands on the hips, bend the knees to a deep squat
position, sitting on the heels, keeping the chest up and the back erect.
Repeat this ten times, if possible. Any wabbling or loss of balance will
disqualify the performer from scoring even though she has done several
correctly.
Score:
Minimum—5 points for 5 bends.
Scale—1 point for each additional bend.
Maximum—15 points for 15 bends.
LEG RAISING—
From hanging position on bar, palms forward and more than shoulder
breadth apart, raise legs to horizontal position and lower without letting
the legs drop, keeping knees straight. Do not let the body swing. Do not
let the legs swing back beyond the perpendicular.
Score:
Minimum—5 points for 3 lifts.
Scale—1 point more for each additional lift.
Maximum—15 points for 13 lifts.
RUNNING AND CATCHING RACE—
Cord 10 feet from the floor. Starting line 20 feet from cord.
Rules: On the signal the girls run from the starting line, toss a
basket ball over the cord, catch it, and run back to the starting line. Three
Such trips are made, finishing at the starting line. In case of failure to
catch the ball, it must be secured, tossed over the cord (either direction)
and caught before continuing the race.
Score:
Minimum—5 points for 25 seconds.
Scale—1 point added for each second below the standard.
Maximum—15 points for 15 seconds.
ROPE CLIMBING—
Climbing single rope to touch with one hand one of the scoring marks.
Score: 5 points to first mark, 10 feet; 10 points to second mark, 14
feet; 15 points to ceiling, 18 feet.
.94 COURSE IN PHYSICAL EDUCATION
CONDUCTING THE TEST- . . .
No standards developed by working with certain groups of girls will
fit all groups. It will be found that they will have to be altered to meet
conditions. . . - - , t º
Practice in the events can constitute a part of the gymnastic period
by dividing the class in as many groups as there are events and having
them change so that they practice one, two or three a day, as time allows.
If there is not space for running and catching and the distance throws,
have them on alternate days. Arrange the events to Suit your space and
time. Have score cards and squad leaders who are responsible for their
groups. Scores can be taken at any time and the girl allowed the highest
score she has ever made or scoring can be done in the last week or two
weeks. - -
Posture: Scored at regular posture test.
Height, weight: Each girl can weigh herself. Height-weight cards
may be obtained from Mary Hemenway Alumnae Association of the De-
partment of Hygiene, Wellesley College, Wellesley, Massachusetts. Price,
5 cents a copy. -
Basket ball throw for goal: With a point directly below the basket
as a center, draw a semicircle 4 feet in diameter. Ball must be thrown
from outside this line.
Baseball pitching: The curtain may be made of any heavy cloth. It
should hang perpendicular and if against a wall should be from 6 to 10
inches from it to prevent the balls from bouncing out.
Leg raising: This should be led up to by the abdominal exercises in
the day’s orders. It is particularly valuable for girls, as their abdominal
muscles are apt to be weak. It is almost necessary to hold the girl by the
hips to prevent swinging. A curtain rod can be fitted into a doorway for
this.
Scoring: Intersquad or interclass competition may be used. If inter-
class add all the scores of all in the class and divide by the number.
BASKET BALL–
Do not run basket ball to the exclusion of every other sport.
Play the game according to the official basket ball rules for girls” and
not by rules of your own. These standard rules are the result of the ex-
perience of the best-trained physical educators and coaches in the country
and are developed with consideration both for the girl as a girl and the
Sport as a Sport.
Do not allow the girls to play without a medical examination.
Do not allow the girls to play during menstruation.
Have women coaches who will coach a clean game.
Have women referees.
The feeling of most people who have been long in the work is to go
into interschool competition carefully and sparingly if at all. If you have
interschool competition, play only with schools which are working for
high and clean standards. It is generally better not to charge for the
* Official Basket Ball Guide for Women—Spalding's Athletic Library.
FOR THE SCHOOLS OF OREGON 95
games, as you can then control your audience. Also it is generally better
to have the boys’ and girls' games at separate times. Avoid publicity and
long trips.
Awards
Awards that have no intrinsic value—such as letters, banners, sleeve
bands, ribbons, chevrons, and so forth—are better than those of money
value, such as basket balls, tennis racquets, swimming suits, and so forth.
The former are symbolic and stimulate good sportmanship, while the
latter stimulate playing for the prize rather than for “the sport for sport’s
sake,” and serve often as an entering wedge for “commercializing” sports.
PRACTICAL WORK FOR THE FIRST YEAR +
LESSON I
1. One, two or three steps forward, backward or sideways—march 1
Left or right—face / Two 1 (For left face turn 90 degrees to the left on left
heel and right toe. On count two bring right foot to left quickly. Be sure
to hold first position while waiting for two. For the right, turn on right
heel and left toe. Always end with feet together.)
2. Stone Crusher. With feet apart and hands clenched, quick knee
bending with downward stroke of hands—begin / Stop! Po-si-tion |
3. Feet sideways—place! With hands on lower ribs—breathe in?
Breathe out! Again—one / two 1
4. Hands on hips sideways—place / Forward bending to touch floor
outside of left foot with right hand—ome 1 Trunk raising with hands on
hips—two 1. Forward bend to touch floor outside of right foot with left
hand—three / Trunk raising with hands on hips—four!
5. Steamboat. With feet apart and arms raised sideways to shoulder
level, bend from left to right, letting alternate knee bend and keeping
arms straight across like walking beam on steamboat. Arms sideways—
raise! and feet sideways—place! To the left—begin! Stop! Po-si-tion
6. Left knee upward bending, grasping knee to chest—begin! Stop!
Right—begin! Stop! g
7. Jumping Jack. Jumping on toes with feet placing sideways and
hand clapping overhead—begin! Class—halt!
2.2
* NOTE–If, due to inadequate space, it is impossible for the class to take the
lying position for the abdominal exercises, the following exercises may be Sub-
Stituted :
Alternate knee upward bending with opposite arm flinging forward.
Arm bending with knee bending upward.
|Hand clapping overhead alternating with hand clapping under raised knee.
Arm flinging sideways with alternate knee bending.
Neck straight, alternate leg flinging forward.
Arm flinging sideward with alterråte leg flinging forward.
Bend straight, arm stretching diagonaily upward with alternate leg fling-
ing forward. 7 | !
8. Prone falling.
96 COURSE IN PHYSICAL EDUCATION
LESSON II
1. Hand clapping overhead with heel raising—begin! Stop!
2. Hoisting Sail. With feet apart and one hand raised, bring hand
down quickly with knee bending. Straighten knees and raise other hand,
ready to pull—begin! Stop! Po-si-tion |
3. The Drum. Arm bending and stretching upward (counts one!
two 1), slap thighs, knees and ankles (counts three! four ! five!). Fast
rhythm, with pause between counts two and three. Begin! One! two 1
Three 1 four! five! Stop! Po-si-tion
4. Hands over the right shoulder and feet sideways—place I Chopping
wood—begin! Stop! Same to right (see first year, lesson IV).
5. Lying down—ome 1 two 1 Alternate knee bending and stretching
downward. (Feet on the floor.) Left—one! two l Right—threel four!
Later try bending one knee while other is extending—onel two 1
6. With hands on abdomen, take a deep breath and lift hands as far
as possible—one! two Standing—One 1 two 1
7. Arms—bend! Jumping on toes with arm stretching sideways and
feet placed sideways—begin! Class—halt! Po-si-tion
LESSON III
1. Facings—two counts rhythm left—face! (Done in two counts
rhythm, on one signal.) (Hold first position a long time and then moving
quickly.)
2. Knee bending with arm raising sideways—begin! Stop!
3. Deep breathing with palm turning outward—onel two 1
4. Feet sideways—place / With knees slightly bent, bend forward touch-
ing right fist to floor with left fist at hip. Pull right fist up to right hip,
raising the body. Then immediately extend left fist to floor, leaving right
fist on hip. (Pull up hard.) Furling sail—begin! Stop! Position!
5. Batting. Feet apart. Twist around to right or left as though
swinging back with bat. Then swing for the ball, carrying through to
opposite side—begin! Stop! Position!
6. Hands on hips—-place! Left knee upward bending—begin! Stop!
Right—begin! Stop! Position!
7. Hands on hips—place! Jumping on toes with feet placing sideways
and crossing of feet. Begin! Class—halt! Po-si-tion
LESSON IV
1. Arms bend and left foot sideways—place! Po-si-tion | Same to
right—one / two I Again, left—oneſ two I Right—three! four!
2. Arms—bend! Stooping to touch floor (back erect)—ome! two 1
Arms stretching downward—threel four! In rhythm—begin! Stop! Po-
si-tionſ
3. Arms flinging forward, sideways and upward with deep breath-
ing—ome! two 1 three! Forward bending of trunk with arm flinging for-
ward down—eac-haling. Hold position—four! five! Sia: 1
FOR THE SCHOOLS OF OREGON 97
4. Hands on hips and feet sideways—place! Alternate side bending
of trunk and knee bending to touch floor—one! two 1 three! four ! Po-si-
tion I - *
5. Arms sideways raise and feet sideways—place / Alternate side
bending of trunk and knee bending to touch floor—one / two 1 three 1 four!
Po-Si-tion | -
6. Lying down—one! two 1 Alternate knee bending—onel Stretching
upward—two 1 Slowly lowering—three 1 Repeat six times, standing up—
o?ve! two 1
7. Hands on hips—place 1 Jumping on toes with alternate foot placing
forward and backward (feet passing each other every count.)
LESSON V
1. Placing hands on neck with heel raising—One! two 1 In rhythm—
begin! Stop!
2. Hands on hips and feet sideways—place / Left knee bending—One!
two l Right knee bending—three 1 four! In slow rhythm—begin! Stop!
Po-Si-tion |
3. Arms—bend! Arm stretching sideways with deep breathing—One!
two 1 Repeat five times. Po-si-tion
4. Hands on hips and feet sideways—place! Forward bending of
trunk (45 degrees only)—onel two 1 Repeat six to eight times. Po-Si-tionſ
5. Sitting—one / two / Hands on neck—place / Screwing to right
(very quickly, return movement easy)—begin! Stop! Unscrewing—begin!
Stop! Po-si-tion
6. Lying down. Arm bending with both knees bending upward and
arm stretching overhead with knees stretching downward to position—
begin! Stop! Standing—One! two 1
7. Count one. Rise on toes. Count two. Bend knees and quickly jump
flinging arms forward upward landing on toes with bent knees. Count
three. Stretch knees. Count four. Po-si-tion | Standing jump forward—
one! two I threel four! º
LESSON VI
1. One step forward march and left—face! (Complete march step
and then face in usual way.) One step sideways—march 1 and right—
face! (Combine steps and facings to practice all directions.)
2. Arm flinging forward with knee bending—begin! Stop!
3. Hands on top of head—place! Stretch up and push against hands—
one! two 1 Repeat several times—po-si-tion | -
4. Arms bend and feet sideways—place! Forward bending of trunk
to touch both hands on floor in front—one / two 1 Po-Si-tion
5. Hands on hips—place! Left leg flinging sideways—begin! Stop!
Right—begin! Stop! Po-Si-tion |
6. Arms—bend! Arm stretching sideways with alternate knee bend-
ing upward—begin! Class—halt! Po-Si-tion |
7. Hands on hips—place / Left leg forward—raise / Alternate step
forward to backward hopping on left swinging right backward. Later
start with right leg forward—begin / Class—halt! Po-si-tion |
Sig. 4.
98 COURSE IN PHYSICAL EDUCATION
LESSON VII
1. Placing hands on hips with left foot placing forward—one! two 1
Same to right—threel four!
2. Arms—bend! Arm stretching diagonally upward with knee bend-
ing—begin! Stop! Po-Si-tion | -
3. Hands on hips—place I Side bending of trunk to left. Sliding left
hand down leg and flinging other arm overhead—one! two! To the
right—three 1 four! In rhythm—begin! Stop! Po-si-tion -
4. Diving. (1) Arm raising sideways upward. (2) Forward bending
with heel raising to touch floor with finger tips. (3) Trunk raising with
arm raising overhead and sinking of heels. (4) Arm flinging sideways
downward—begin! Stop!
5. Feet sideways—place I Side bending of trunk to left. Sliding left
hand down leg and flinging other arm overhead—one!, two 1 To right—
three 1 four! In rhythm—begin! Stop! Po-si-tion 1
6. Hands on hips—place I Left leg flinging forward—begin! Stop!
Right—begin! Stop! Po-si-tion ~ * -
7. Hands on hips—place 1 Jumping on toes with crossing of feet at
each jump : First left in front and then right in front—begin! Class—
halt! Po-si-tion!
LESSON VIII
1. Hands on hips—place! Feet—close! Feet—open l Heels—raise!
Heels—sink! Again. One! two 1 three 1 four ! Po-si-tion?
2. Hand clapping overhead with knee bending—begin / Stop! -
3. Arms—bend! Slow arm stretching diagonally upward with deep
breathing—onel two 1 Po-si-tion - *
4. Hand on neck—place! Stooping—one! two I Arm stretching up-
ward—three! four! In rhythm—begin! Stop! Po-si-tion
5. Hands on, hips—place! Alternate leg flinging sideways starting
left—begin! Stop! Po-si-tion * * - -
6. Lying down—one / two 1 Hands on hips—place! Bicycle—knee
bending upward and stretching forward as though pedaling on a bicycle.
As one bends the other is extending in the air. With feet on the floor,
knees flexed, hands on abdomen. Breathe to lift hands on relax abdomen
wall. Standing—One / two 1 -
7. Hands on hips—place! Left leg sideways—raise! Cut step side-
ways—begin! Class—halt! Po-si-tionſ - -
PRACTICAL WORK FOR THE SECOND YEAR
LESSON I
1. One step forward—march 1 One step backward—march / One side
step to the left—march / Same to right—march / Repeat with two steps
and three steps (always with feet together).
2. Raising the Flag. Stand with feet apart and legs slightly bent,
right arm extended straight upward and left resting on thigh. Pull down-
FOR THE SCHOOLS OF OREGON 99
ward with right arm and reach up with left. Then pull down with left,
etc. Begin! Stop! Po-si-tion
3. Palm turning outward with deep breathing—ome 1 two 1
4. Arm flinging sideways with left knee bending upward. Begin!
Stop! Same to right—begin! Stop! Then alternating left and right.
5. Pitcher’s Throw. Face side of room. (1) Raise closed hands to
right shoulder. (2) Make throwing motion with right arm and stepping
forward on left foot. (3). Bring left foot back to right. Try for both
right and left hands.
6. Teamsters Warming Up. Jump with feet apart and fold arms
across chest close to body. Then cross legs and fling arms sideways—
begin! Class—halt! Po-si-tion 1
LESSON II
1. Arms—bend! Arm stretching sideways with heel raising—begin!
Stop! Po-si-tion 1
2. Back Stroke. (Bend left knee outward so that sole of foot is
against right knee and bend both arms—hands at shoulders—elbows out
to the side)—onel (Stretch leg sideways and stretch arms sideways and
a little upward)—two 1 Bring leg down forcibly, at the same time bring
arms close to sides of body—three / In rhythm—begin! Stop!
3. Feet sideways—place! Hand clapping behind left knee. Then over-
head. Right knee and overhead—ome 1 two 1 three 1 four! In rhythm—be-
gim! Stop! Po-si-tion |
4. Lying down—one! two 1 Hands on hips—place / Alternate knee
bending upward stretching upward and slowly lowering—onel two l threel
5. Abdominal Breathing. Flex knees—place hands on lower ribs and
breathe, pushing ribs apart.
6. Striking Anvil. Arms sideways raise and feet sideways—place /
Reeping elbows straight swing right arm in front to strike left palm.
Reach over as far as possible to the left—begin! Stop! To the right—
legin! Stop! Po-si-tion
7. Jumping on toes with feet placing sideways and arm flinging side-
ways upward—begin! Class—halt!
LESSON III
1. Facings in two counts rhythm. Left—face! Right—face / Facings
on one signal in two movements, siow rhythm but quick movement.
2. Hand clapping overhead with knee bending—begin / Stop!
3. Place hands on lower ribs—breathe in trying to push ribs wide
apart—one! two 1 etc. Po-si-tion |
4. Arms bend and feet sideways—place / Forward bend to touch floor
with both hands outside left or right foot. One! two 1 three! four! In
rhythm——begin / Stop! Po-si-tion |
5. Hands on hips—place! Alternate leg flinging forward starting
left—begin! Stop! Po-sī-tion 1
100 COURSE IN PHYSICAL EDUCATION
6. Sitting—onel two 1 Hands on neck—place! Trunk twist to left—
one / two 1 To the right—three 1 four! Repeat six to eight times. Ready—
sland 1
7. Hands on hips—-place! Junmping on toes with feet placing side-
ways and together, forward and backward and together—begin! Class—
halt! Po-si-tion |
LESSON IV
1. Hands on neck and left foot sideways—place / Po-si-tion | Same
to the right—onel two 1 Left—ome 1 two 1 Right—threel four!
2. Arms—bend! Arms stretching sideways with knee bending (heels
off)—begin! Stop! Po-si-tion'
3. Camp Breathing. Arm raising forward—onel Arm flinging side-
ways—two 1 Arm raising upward—three 1 (Breathe in on these three
counts.) Then arm flinging downward and backward with forward bend-
ing of trunk—eac-haling. Back is flat, arms extended behind. Hold this
position for three counts—four ! five! sia: 1
4. Hands on hips and left foot sideways—place / Forward bending
to touch floor with both hands in front—begin / Stop! Po-si-tion |
5. Hands on hips—place / Alternate leg flinging sideways—begin!
Stop! Po-si-tion |
6. Lying down—Ome 1 two 1 Hands on hips—place / Alternate knee
bending upward stretching and slowly lowering—one / two 1 three 1 (Try
both legs.) Ready to stand—ome 1 two 1
7. Jump in Place. Count one. Rise on toes. Count two. Bend knees
and quickly jump flinging arms forward upward landing on toes with bent
knees. Count three. Stretch knees. Count four. Position. Standing jump
forward—one / two 1 three! four !
LESSON V
1. Arms forward bend and left foot outward—place! Heel raising
with arm flinging sideways—onel two 1 Po-si-tion To the right—one /
two 1 threel four !
2. Stooping—one / two I Arm flinging sideways—three 1 fowr! In
rhythm—begin! Stop! Po-si-tion |
3. Arms—bend! Slow arm stretching sideways with deep breathing—
one I two 1 Po-Si-tion |
4. Hands on neck and feet sideways—place / Forward bending of
trunk—Omel two 1 Po-si-tion |
5. Arms sideways raise and feet sideways—place! Alternate side and
knee bending to touch floor—one! two 1 three 1 four ! Po-si-tion'
6. Arms bending with alternate knee upward bending—begin! Class
—halt!
7. Hands on hips—place! Left leg forward—raise! Cut step forward
and backward hopping on left and swinging right backward. Then hop-
ping on right and swinging left forward—begin! Class—halt! Right leg
forward—raise! etc.
FOR THE SCHOOLS OF OREGON 101
LESSON VI
1. Feet sideways—place! Arm flinging sideways upward with heel
raising—began 1 Stop! Po-Si-tion |
2. Hands on hips with side Junge left—one / two l Right—three 1 fourſ
3.. Hands on hips—place! Backward moving of head (chin in) with
deep breathing—onel (slowly)—two 1 Po-si-tion |
4. Arms bend and feet sideways—place / Forward bending to touch
floor outside left foot with right hand, left arm stretching upward—onel
two 1 To right side—threel four ! Po-si-tion |
5. Wigwag. Alternate leg flinging sideways with opposite arm fling-
ing sideways—upward begin! Left leg and right arm—begin! Stop!
6. Prone Falling. Stoop with palms on floor back slightly inclined
forward—one! Shoot legs out behind so that weight is resting on toes and
palms—two I (Keep knees straight and chest high.) Jump back to stoop-
ing position—three 1 Po-si-tion | Four!
7. Jumping on toes with crossing of feet and arms—begin! Class—
halt!
LESSON VII
1. Hands on neck and left foot sideways—place! Heel raising—onel
two 1 Po-si-tion | Same to right—onel two 1 three! four !
2. Hands on hips—place! Heel raising and knee bending—one / two 1
three ſ four! In even rhythm—begin! Stop! Po-sī-tion
3. Low arm circling with backward movement of head and deep
breathing—One! two 1 etc.
4. Hands on hips and left foot sideways—place! Forward downward
bonding of trunk—one / two 1 Po-si-tion | Same to right—one / two 1 three /
four! Try in rhythm.
5. Arms bend and side lunge left—one! Forward bending to touch
right hand to floor outside left foot—two 1 Return to side lunge position—
threel To right—onel two! three! four!
6. Lying down—onel two l Hands on hips—place / With one-half the
class holding the ankles of others. Trunk raising—one 1 two 1 then change
positions of partners and repeat. Standing—One! two 1
7. Hands on hips—place / Cut step sideways—begin! Class—halt!
Po-Si-tion 1 See lesson VIII, first year.
LESSON VIII
1. Hands on hips—place! Alternate toe touching sideways left—onel
two I Right—threel four! (In toe touching the stationary knee bends
and the moving leg is extended Ivºting on toe weight is on stationary
side.) Po-si-tion |
2. Arms sideways—raise! Stooping—one! two / Po-si-tion 1 Again—
o?te 1 two 1 threel four !
3. Place hands on neck with backward movement of head and deep
breathing—one! two 1
102 COURSE IN PHYSICAL EDUCATION
4. Arms—bend! Forward bending of trunk—one / two 1 Arm stretch-
ing upward—three! four! Repeat six to eight times. Po-sī-tion!
5. Sitting—one 1 two 1 Hands on neck—place! Trunk twist to the
left—onel two 1 Arm flinging sideways—threel four! To the right—one !
two l three! four!
6. Lying, hands on hips—place / Alternate leg raising and slow low-
ering—One! two 1 (Repeat as many times as desirable.) Standing—onel
two J
7. Hands on hips—place 1 Jumping on toes with feet placing sideways
and alternate leg flinging forward with hand clapping under knee (keep
knee straight) —begin! Class—halt! Po-Si-tion |
ACTIVITIES FOR BOYS
Objects
1. To offer to all boys alike the advantages of competitive games
and athletics.
2. To offer the opportunity for training in those types of activities
that will carry over into later life outside the school, and to provide for
a wiser use of the boy’s leisure time.
3. To teach the love of the game for the game's sake; and as a result
of the extensive physical activities, the development of organic vigor,
sportsmanship, fair play, loyalty and a soundness of character character-
istic of those who have really learned to play.
4. To describe some type of physical education that may be employed
in any school, no matter what the situation may be.
General Statements
In conducting games program, great care should be taken to make the
playing periods short, with frequent rests between.
If the most is to be derived from a program of this sort, the activities
must actually be taught. It is folly to expect boys to rush out on the
play field and play intelligently if they are not properly supervised.
Invariably such a practice results in horseplay and other forms of
rowdyism.
Do not make the mistake of allowing one game to be played all the
time to the exclusion of others.
If a game is worth playing it is worth playing well. Teach the fun-
damentals and be sure that the rules are known and understood.
The play field should be the laboratory for ethical practices. Teach
cleanliness, fair play and sportsmanship. Games and athletics for all
mean just that. Every boy pronounced physically fit in the medical
examination should be included regardless of ability.
The play field and equipment should be available at all times for use.
This includes the period after school and on Saturday.
FOR THE SCHOOLS OF OREGON 103
Rule Books
Rules, methods of field and court construction, and all other points
of information are prepared in commercial form, and may be purchased
for a small price at any sporting goods store.
GAMES THAT CARRY OVER INTO LIFE OUTSIDE THE SCHOOL
Sports for All
TENNIs—Tennis is an ideal game for Spring, summer and fall.
HANDBALL–Handball is a game that combines speed, skill and agility,
and is one that may be played in all seasons, both indoor and out. The
side of a building, or an especially constructed wall, may serve as the
end wall, and while it not absolutely necessary that there be side walls,
the game is considerably improved by them. The floor should be con-
structed with a smooth, hard surface. A tennis ball may be used, or a
regular handball purchased at a Sporting goods house.
VOLLEY BALL–Volley ball is an excellent team game that provides a
moderate amount of exercise. The game offers an excellent opportunity
for the development of team play and skill in handling the ball. While
it is possible to accommodate more players on a side, six is the greatest
number that should be used.
WRESTLING—Wrestling requires a great amount of speed, strength
and endurance, and it is doubtful if strenuous competition should be
indulged in by high school boys. It is possible and desirable, however, to
teach the fundamentals of the sport to a great extent. Instruction in the
various holds and breaks, with very little outside competition, should be
the practice.
SOCCER (modified)—The game should be played on a field shorter
rather than longer than the average requirement.
Have forward and halfback lines only. Fullbacks and goal keepers
are omitted because ordinarily they do not get in action enough to keep
warm. None of the players is allowed to use his hands. Halfbacks play
about twenty yards behind the forwards and take part in both offense
and defense.
The game may be played with anywhere from five to ten on a side.
Usually about two-thirds of the players should be on the forward line.
The rules are identical with the regular soccer rules, omitting clauses
pertaining to off-side, goal keeper and penalty area. If the referee,
during the first three days, takes time to call strictly the personal and
technical fouls, he will do much to get the game started correctly.
THE VIGOROUS TEAM GAMES
Games for Fall
TOUCH FOOTBALL–Touch football is a modification of the regular
football game. It is played with not more than eleven boys on a side,
104 COURSE IN PHYSICAL EDUCATION
and is similar in every respect to the regular football game (see rules)
except in the following instances:
1. Every boy is eligible to receive a forward pass.
2. There is no tackling or throwing an opponent to the ground.
The boy running with the ball is considered “down” when
touched with BOTH hands by an opponent.
3. No attempt to kick a goal is made after a touchdown.
4. No coaching is necessary. The boys are to work out their own
system of signals and strategy.
5. No padded suits or headgear are necessary.
6. The penalty for tackling, tripping, spiking, interference or
unnecessary roughness is fifteen yards from the spot where the
foul is committed.
The chief strategy of the game consists of forward passing. Line plays
are seldom successful. End runs, however, are sometimes very successful,
especially if a team has a fast runner.
Length of periods should be twelve minutes, with a two-minute inter-
val between the first and second and the third and fourth; and a ten-
minute rest between the halves.
BASKET BALL–Basket ball is a game that requires very careful Super-
vision when played by high school boys. The intensity with which it is
played and the very exacting nature of the game calls for more energy
and stamina than the average high school boy possesses. Consequently
it may be a very dangerous game from the standpoint of injury to the
boy. Twenty-minute halves, such as the official rule book calls for,
should never be attempted in high schools. The game should be broken up
into ten-minute quarters, with a two-minute rest between the first and
second, and third and fourth periods, and ten minutes between halves.
Care should be taken to see that the rules of the game are known
and lived up to. (Consult rule book.)
Games for Winter
Winter activities may be the same as those for fall.
Games for Spring
BASEBALL–Baseball played with a soft playground ball is best for
general physical work. This game requires no equipment save the balls
and a bat. The game is played on a diamond somewhat smaller than that
of the regular baseball game. For rules consult the official playground
ball guide.
TRACK AND FIELD GAMES FOR ALL–Track and field games provide one
of the best ways of interesting the entire student body in some type of
physical activity. This subject is discussed at length below under “Com-
petitive Athletics for All.”
RELAYS-By the usual relays the maximum amount of recreation in
the minimum length of time may be obtained. They are very active, and
should not, therefore, be overdone, Six relays will provide enough recrea-
tion for one period.
FOR THE SCHOOLS OF OREGON 105
The following relays may be run off with any number of boys by
observing the points enumerated below:
1. Divide the group into teams of equal numbers.
2. Draw a starting line; also a line 25 yards from it.
3. In each relay the boy runs in his turn from the starting line
to the 25-yard line and back to the start, touching off the next
boy, and assuming a position at the end of his line. (See dia-
gram.)
4. Each boy must run to the right of his line when touching off his
teammate.
5. When the last boy to run crosses the finish line, he throws his
hands above his head to signify that his team has finished.
The team finishing first wins.
6. An accurate record of the winners should be kept.
A number of interesting relays have been described in the Practical
Recreation Manual for Oregon Schools, to which the teacher is referred.
MEDICINE BALL OR BASKET BALL RELAY-The teams are now lined up
between the starting mark and the 25-yard line, with the first man stand-
ing on and facing the starting mark. The line spreads out, each boy bend-
ing over with his feet wide apart.
A medicine ball or a basket ball is placed on the ground at the head
of each line. At the word “GO!” the ball is rolled back between the legs
until it reaches the last boy who picks it up and runs to the 25-yard line,
turns and runs to the head of his line, and placing himself in front, passes
the ball between his own legs. This process is repeated until the last
boy to run places the ball on the starting mark and throws his hands over
his head to signify that his team is finished.
Care must be taken to see that each boy comes to the starting mark
before he passes the ball back.
The team will win whose players keep the ball moving between their
legs by Successive taps rather than by catching and throwing it.
In the following relays the 25-yard line is moved up to within 8 yards
of the starting line:
FROG HOP RELAY--The teams are lined up behind the starting mark.
At the word “GO!” the first boy places his hands on the ground and
travels forward by successive hops to the 8-yard line, turns and hops back
to the start. The instant he crosses the line the second boy starts.
SHORT MAN RELAY-At the word “GO!” the boy at the head of the line
assumes a full Squat position and walks forward with his trunk erect and
maintaining his balance at all times.
HOPPING RELAY-The boy assumes a full squat position with his hands
extended forward and parallel to the ground. At the starting signal he
hops forward on both feet, keeping his balance.
BASKET BALL GOAL RELAYS-Two teams line up as in the running
relay describied above, the end line of a basket ball court being the start-
ing line. At the starting signal the first boy dribbles down the court to
the opposite goal, throws a basket, and dribbles back to the starting mark,
where he passes the ball to the next boy, who repeats the performance.
* boy must throw a goal before he is permitted to start on his return
ap.
106 COURSE IN PHYSICAL EDUCATION
COMPETITIVE ATHLETICS FOR ALL
Competitive athletics is discussed under two heads—
1. Competitive games for all. •
2. Competitive track and field athletics for all.
Competitive Games
Several systems of conducting competitive games within a school have
been devised. They are as follows: .
1. Contests between classes (freshmen, sophomores, etc.).
2. Contests between chosen sides composed of all classes.
3. Impromptu sides. - -
A contest between classes in many cases is scarcely fair since the
freshmen, who are usually smalier and younger than upper classmen, are
required to compete on an equal basis with those older and larger than
themselves. This constitutes a great handicap.
To overcome this disadvantage of weight, height and maturity, it is
only just that the lightest and youngest team should receive a point handi-
cap, which may be determined on a weight basis. Using basket ball as
an example, it would be well to give two points for every pound under
weight. -
Example:
Average weight of team A 125 pounds
Average weight of team B. ........ 130 pounds
*m-sº
Difference in weights .... - 5 pounds
At the rate of two points per pound, team A would receive ten points
handicap. Thus, at the beginning of the game, team A would have ten
points and team B none.
A contest between chosen sides composed of all the classes seems to
be the best and fairest method of conducting games within a school.
This plan requires a captain for each team who may be appointed or
elected by the students. Using basket ball as an example, the captain
would choose his side from members of all classes, being compelled to
choose at least one man from each of the four classes. There would be
as many captains, of course, as there are possible teams in the school.
In this manner the teams would be practically of the same weight
and maturity. If there happens to be a marked difference in weight,
the same system of handicapping as explained above may be used.
One extremely obese boy will swell the weight average of a team,
for it must be remembered that every boy is to be chosen regardless of
ability. In a case of this kind it will be necessary to use good judgment
in handicapping, for the fat boy is very likely to be of little use to a team.
Thus two teams would compete practically on the same basis regardless of
weight. - - :
The impromptu method of choosing sides in competitive athletics is of
little value and should be discouraged. This is true because:
1. There is no definite purpose for organization, except for the
time being.
FOR THE SCHOOLS OF OREGON 107
2. The team disbands as soon as the game is over, and no definite
practice periods are held.
3. There is no opportunity for the perfection of play. It is simply
five men playing as individuals instead of as a team.
In all cases competitive games should be properly supervised and offi-
ciated. The officials handling games are in a very large measure re-
sponsible for their success or failure.
Rules should be observed in letter and spirit, except as pertaining to
length of periods, ground rules, etc. These are matters to be decided
upon before play starts.
Each team should be required to put in definite practice periods under
competent supervision.
Competitive Track and Field Athletics for All
This division provides for two possibilities:
1. Competition within the school.
2. Competition with outside schools conducted by means of a
standard scoring system, aided by radio, telephone, telegraph
or mail service.
Competition. Within the School
Competition within the school may be carried on in exactly the same
way as described above under “contests between chosen sides composed
of all the classes.”
The method of scoring and conducting the meet is described below, it
being the same as the method described for competition with outside
Schools.
Competition. With Outside Schools
1. Meets may be held between classes or “sides” within the school,
or with schools in other towns.
2. Every boy pronounced physically fit in the medical examination
is to compete for his school or “side,” and is able to score points, no matter
how inefficient he may be.
3. Every boy’s score counts on the total or average number of points
for his “side” or school.
4. It is not necessary for one school to travel to the other one. The
events are to be conducted on the home school’s athletic field, and the re-
sults sent to the rival School by radio, telegraph, telephone or mail.
5. The meet may be completed in one afternoon, or it may be run
for two or three afternoons, depending upon the number of events decided
upon before the meet starts. In no case should more than four events
be completed in one aftermoon.
6. It is necessary to determine beforehand all points necessary to
the administration of the meet. This should be done as follows:
a. Get in communication with the representative of the school
with which the meet is to be held.
b. Determine the number and kind of events to be contested.
108 COURSE IN PHYSICAL EDUCATION
c. Decide upon the scoring system. (Two possibilities, described
below.)
d. If the meet is to be contested in more than four events, it
should be continued over two or three afternoons, according
to the number of events. In this case, decide upon the events
and upon the afternoons they will be contested.
e. All agreements should be made in writing and should be filed
for ready reference.
f. Decide upon the means and time of notification of the results.
(Whether radio, telephone, etc.)
The Scoring System,
The system of scoring presents two possibilities:
1. Where the results are determined by the TOTAL score of each
school.
This system is not the best. It requires that there be an equal number
of boys competing for both schools. This would make it impossible to
include all, because no two schools contain exactly the same number of
boys, thus making it necessary to pick those who are to compete. This
element is to be avoided if at all possible.
2. Where the results are determined by the AVERAGE score of each
school. *->
This is the system that should be used. It makes it possible for a
Small school to compete with a relatively large one, using every boy in
each school.
To find the average score, divide the total number of points by the
number competing. (See example on scoring sheet below.)
The school with the highest average wins.
The Record Sheet
The following record sheet should be standardized and used in all
competition:
EXAMPLE

(Extend to the number of events used.)
220-yard dash Hugh Jump 70-yard hurdles
IName IEtc.
Time | Points Height Polnts TInne Polnts
Total
pOIntS
* * * * * * * * * * * : * * * * * * * * * I & º ºr a º ºs º is ºm º º sº, º ºr
Grand total. . ... -------------
Average points for School----------------------
Scoring Table
The scoring table is similar to the one used for the physical efficiency test, except that the standards are much
lower, and it does not provide for a minimum performance. No matter how inefficient the boy is, he may score points
for his school or “side.”
The table contains a list of the events and the point equivalent for each performance.
The points earned are
determined by comparing the performance of the boy with the standards on the scoring table. The points earned
should be entered on the record sheet.
EXTENSIVE PHYSICAL EDUCATION SCORING TABLE
100-yard dash
220-yard dash
70-yd. low hurdles
Stand broad jump
Run broad jump
Stand hop, step
50-yard dash 75-yard dash and jump
Time Points Time Points Time Points Time |Points Time Poiluts | Distance | Points | Distance Points | Distance Points
Sec. Sec. Sec. Sec. Sec. F't. I’m. Ft. I?". Ft. In
9 1 14 1 16 1 33 1 17 1 5 1. 8 1 15 1.
8% 2 13.4% 2 15% 2 32% 2 16.4% 2 5 2 2 8 4 2 15 4 2
8% 3 13% 3 15% 3 32% 3 16% 3 5 4 3 8 8 3 15 8 3
8% 4 13% 4 15% 4 * 32 4 16% 4 5 6 ... 4 9 4 16 4
8% 5 13% 5 15%; 5 31% 5 16%; 5 5 8 5 9 4 5 16 4 5
8 6 13 6 15 6 31% 6 16 6 5 10 . 6 9 8 6 16 8 6
7 % 8 124% 7 14.3% 7 31% 7 15% 8 6 7 10 7 17 7
7 % 10 12% 8 14.9% 8 31%; 8 15% 10 6 2 8 10 4 8 17 4 8
7% 12 12% 9 14.9% 9 31 9 15% 12 6 4 9 10 8 9 17 8 9
7% 14 12% 10 14%; 10 30 % 10 15%; 14 6 6 10 11 10 18 10
7 17 12 11 14 11 30%; 11 15 16 6 8 11 11 4 11 18 4 11
6 % 21 11 % 12 134% 12 30% 12 14.4% 18 6 10 12 11 8 j.2 18 8 12
6% 24 11%; 13 13% 14 30%; 13 14%; 20 7 13 12 13 19 13
6% 27 11% 14 13% 16 30 14 14% 22 7 2 14 12 3 14 19 3 14
6% 30 11%; 15 13%; 18 29 % 15 14%; 24 7 4 15 12 6 15 19 6 15
6 33 11 16 13 20 29 % 16 14 27 7 6 16 12 9 16 19 9 16
5.4% 3 b 10% 17 124% 22 29 % 17 13% 30 7 8 17 13 . 17 20 17
5% 39 10 % 18 12% 24 29% 18 13% 33 7 .10 18 13 3 18 20 3 18
10% 20 12% 26 29 19 13% 36 8 19 13 6 19 20 6 19
10% 22 12%; 28 28.4% 20 13% 39 8 1 20 13 9 20 20 9 20
10 24 2 30 28% 21 13 42 8 2 21 14 - 21 21 21
9.4% 26 11% 33 28% 22 12% 45 8 3 22 14 2 22 21 3 22
9 % 28 1.1% 36 28% 23 12% 48 8 4 23 14 4 23 21 6 | . 23
9 % 30 1.1% 39 28 24 12% 51 8 5 24 14 6 24 21 9 24
9% 33 11%; 42 27.4% 25 12% 54 8 6 25 14 8 25 22 25
9 36 11 45 27 % 26 12 57 8 7 26 14 10 26. 22 3 26
8% 39 10.4% 48 27 % 27 8 8 27 15 27 22 6 27
#

EXTENSIVE PHYSICAL EDUCATION SCORING TABLE –Continued
50-yard dash 75-yard dash 100-yard dash 220-yard dash 70-yd. IOW hurdles Stand broad jump IRun broad jump sº *
Time Points Time Points Time Points Time Polnts Time Points Distance | Points Distance | Points Distance Points
Sec. Sec. Sec. Sec. Sec. Ft. I’m.. Ft. I’m.. Ft. I’m..
8% 42 10% 51 27% 28 8 9 28 15 2 28 22 9 28
8% 45 10% 54 7 29 8 10 29 15 4 29 23 29
8% 48 10% 57 26% 30 8 11 30 15 6 30 23 2 30
8 51 10 60 26 % 31 9 32 15 8 31 23 4 31
26% 32 t 9 1. 34 15 10 32 23 6 32
26% 33 9 2 36 16 33 23 8 33
26 34 9 : 3 38 16 2 34 23 10 34
25% 36 9 4 40 16 4 35 24 36
25 % 38 9 5 42 16 6 36 24 2 38
25% 40 9 6 45 16 8 38 24 4 40
25% 42 9 7 48 16 10 40 24 6 42
25 44 9 8 51 17 42 24 8 44
24.4% 46 9 9 53 17 2 44 24 10 46
24.3% 48 9 10 56 17 4 46 25 48
24% 50 9 11 , 59 17 6 48 25 2 50
24%; 52 10 62 17 8 50 25 4 53
24 54 17 10 53 25 6 56
23.4% 56 18 56 25 8 59
23.8% 58 18 2 59 25 j 0 62
2.3% 60 18 4 62 26 65
23% 63 18 ' ' ' 6 65 * * *
23 66 I 8 8 68
18 10 71
19 73
*...* High jump Pole vault Baseball throw Baseball throw (accuracy) Chinning bar Push-ups
Distance Foints Height Points IHeight JPoints | Distance | Points Eirst Second Third Total points Times Points Times Points
Ft. In F't. I'm. Ft. Im. Feet
21 1. #3 !/? 5 1. * 135 1/3 ||Possible 30 points in 3 throws *3 % #3 %
21 4 2 3 1 5 2 2 135 1 3 1. 3 1
21 8 3 3 1. 2 5 4 3 140 2 Total points made equal the 4 2 4 2
22 4 3 2 3 5 6 4 145 3 Same Of points made on the 5 3 5 3
22 4 5 3. 3 4 5 S 5 150 4 three throws. 6 4 6 4
22 8 6 3 4 5 5 10 6 155 5 7 5 7 §
23 7 3 5 6 6 7 160 6 If the target is not struck in 8 6 8 6
23 4 '8 3 6 7 6 2 8 1.65 7 three throws give 44 point 9 7 9 7
23 8 9 3 7 8 6 4 9 170 8 for trying. 10 8 10 8
g

FOR THE SCHOOLS OF OREGON
111
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EXAMPLE
The example shows the scoring sheet after the performances and point equivalents have been entered. The total
and average scores are also shown. - -
É
| 100-yard dash Bigh jump Run. broad jump 220-yard dash Total
Time Points Height Points | Distance | Points Time Points Points
w Sec. Ft. I?). Ft. I'm. Sec. -
Briggs, Joe 13.2 16 3 1 10 30 14 38
Cameron, Wm. 14 11 3 4 5 11 4 11 28 1 23 50
Dawson, Chas. 12.1 28 3 5 6 12 2 14 27 32 80
IHolm, Geo. 11.4 33 4 2 18 14 6 24 25 3 47 102
FCelly, Hal 14 11 3 6 7 12 13 26 2 38 69
Myers, Elmer 16 1. 3 2 3 9 4 28 24 32
Grand total, 371
Average score for school 6.1%


FOR THE SCHOOLS OF OREGON, 113
DESCRIPTION OF EVENTS AND METHOD OF HANDLING
. . . . DASHES-All dashes are started from the regular crouching start. All
parts of the body must be behind the line when the signal is given. -
The time is taken from the starting signal until the boy breasts the
tape at the finish line. . . . . . . . . . .
70-YARD HURDLEs—Five hurdles 30 inches high, 10 yards from the
starting mark to the first hurdle; 10 yards between hurdles; 20 yards
from last hurdle to finish line. -
Run the same as the sprints. Four hurdles must be standing at the
finish in order to qualify.
THE BROAD JUMP-Should be arranged so that the jump is made into
a soft pit. No part of the foot may be in front of the take-off board if the
jump is to count. Each boy gets three jumps, the best jump to count.
The jump is measured by holding the tape measure on the inside edge
of the take-off, and measuring to the nearest point in the pit where the
ground was broken by the heel or any other part of the body.
Hop, STEP AND JUMP-Similar to the broad jumps. After the forward
motion is started it must be continuous.
HIGH JUMP AND POLE WAULT—These events are conducted in the cus-
tomary manner, both arranged so that the boy lands in a soft pit. Three
trials at a height. - . . . . . .”
BASEBALL THRow FOR DISTANCE—Must be made from any point behind
a line marked plainly on the ground. No limit to the distance of the run
made behind the line. The distance is measured from the line to the
point nearest it where the ball struck the ground. Three throws, best
throw to count.
BASEBALL THROW FOR ACCURACY-Described above under “Physical
Efficiency Test.” The same in this case, except there is no minimum
requirement.
CHINNING THE BAR–The bar should be higher than any of the boys
can reach. The body must be pulled up until the chin is over the bar,
and when let down must have the arms straight. No rests may be taken
with the chin over the bar.
PUSH-UPS–The push-ups are made on the end of parallel bars shoulder
width apart and erected at least 5 feet above ground. The weight must
be supported entirely by the arms. On the let down, the arms must be
entirely bent. On the push-up, the body must be erect and the arms
straight. -
Sig. 5.
114 COURSE IN PHYSICAL EDUCATION
TOURNAMENTS
. The use of tournaments is one of the very best methods of stimu-
lating an interest in games and athletics. They may be conducted between
classes, clubs, members of the same class, or other schools.
Not every game lends itself to the tournament idea. Those best adapted
for it are:
1. Tennis.
2. Handball.
3. Golf. - -
4. Basket ball.
5. Volley ball.
6. Baseball. - - - -
In order that the type of tournament best adapted to the situation
may be selected, the following things should be considered:
1. The number of boys to be accommodated.
2. The length of time the tournament may run.
3. Equipment available for use.
Round Robin Tournament
Where there is a long time for the tournament to run, and plenty of
available equipment and space, the fairest and most desirable type to
use is the round robin. In this type every boy or every other team, and the
standing is figured on the percentage basis. The method of drawing
a round robin and figuring the percentage is shown below:
GIANTS CUBS WHITE SOX CARDINALS BROWNS
GIANTS GIANTS GIANTS GIANTS GIANTS
Date ---------------- Date ---------------- Date ---------------- Date ----------------
ALL GAMES
Won by ---------- Won by ---------- Won by ---------- Won by ----------
Score -------------- Score -------------- Score -------------- Score --------------
CUBS CUBS CUBS CUBS CUBS
Date ---------------- Date ---------------- Date ---------------- Date ----------------
BEGIN
Won by ---------- Won by ---------- Won by ---------- Won by ----------
Score -------------- Score -------------- Score -------------- Score --------------
WHITE SOX WHITE SOX WHITE SOX WHITE SOX WHITE SOX
Date ---------------- Date ---------------- AT Date ---------------- Date ----------------
Won by ---------- Won by ---------- Won by ---------- Won by ---------.
Score -------------- Score -------------- Score -------------- Score --------------
CARDINALS CARDINALS CARDINALS CARDINALS CARDINALS
Date --------------- Date ---------------- Date ---------------- Date ----------------
4 P. M.
Won by ---------- Won by ---------- Won by ---------- Won by ----------
Score -------------- Score -------------- Score -------------- Score --------------
BROWNS BROWNS BROWNS BROWNS BROWNS
Date ~~~~ Date ---------------- Date ---------------- Date ----------------
- SHARP
Won by ---------- Won by ---------- Won by ---------- Won by ----------
Score -------------- Score -------------- Score -------------- Score --------------
;

The above schedule shows every team playing every other team.
This plan makes it possible to obtain all information concerning a team by locating the name in the top row and reading down.
116 COURSE IN PHYSICAL EDUCATION
} EXAMPLE
The GIANTS played the BROWNS on May 3, and won by the score
of 8 to 3. The date, along with the score, is entered in both the GIANTS
and BROWNS column. This must be done in every case, because the
game between the GIANTS and the BROWNS, as shown in the GIANTS
column, is the same game as the one between the BROWNS and GIANTS
as shown in the BROWNS column.
METHOD OF FIGURING TEAM STANDING—
| Worl Lost Percentage
18 2 900
Giants |
Cubs 10 10 500
| White Sox 9 11 450 |
Cardinals ------------------------------------------------------- 7 13 350
BrOWns 14 6 700
To find the percentage, divide the number of games won by the num-
ber of games played.
EXAMPLE-Cardinals played 20 and lost 7.
20) 7.000 (350
6 0
100
1 00
Tº 000
000
The team with the highest percentage, figured on the basis of 1,000,
wins the tournament.
{
!
|
Straight Elimination Tournament
When the time is short and equipment scarce, the best but most unfair
plan is the straight elimination. This play may be worked to a better
advantage by dividing the teams into two leagues, and after the winner
in each division has been determined, have them play a match for the
championship.
EXAMPLE
Seventeen teams or individuals entered in a tournament.
Two leagues, A and B. League A has eight teams, league B nine.
Draw for places in the first round in each league. Since league B
has nine teams, it will be necessary for one of them to draw a “bye” in
eight of the three rounds.
The same plan may be worked for any number of teams. The number
of “byes” will be determined by the number of teams entered.
FOR THE SCHOOLS OF OREGON 117
SECTION VI
BIBLIOGRAPHY
Suggested list of books as aid to teachers of physical education:
Bancroft, Jessie—Games for Playground, Home, School and Gymnasium ; pub-
lished by the Macmillan Co., New York.
Bancroft & Pulvermacher—Handbook of Athletic Games ; Macmillan Co.
Beard, Lina—On the Trail ; Scribner & Sons, New York.
Clark, jº-Physical Training for Elementary Schools; Sanborn & Co., New
Ork.
Crampton & Wallaston—Song Play Book; A. S. Barnes Co., New York.
Curtis, Henry S.–Education Through Play; Macmillan Co., New York.
Curtis, Henry S.—Play and Recreation for the Open Country; Ginn & Co.
Curtis, Henry S.—Recreation for Teachers; Macmillan Co., New York.
Ferris, Josephine H.—Girls’ Clubs, Organization and Management; E. P. Dutton
Co., New York.
Gaynor & Riley—Songs of Child World, Nos. I and II; Church.
Geister, Edna –Icebreakers and the Icebreaker Herself; The Woman’s Press, 600
Lexington Ave., New York.
Geister, Jºdna—It Is to Laugh ; The Woman’s Press.
Hoag, Ernest—Health Index of School Children; Whitaker & Ray-Wiggin Co.,
San Francisco, California.
FIoag, Ernest—Health Studies ; D. C. Heath & Co., Boston, Mass.
Hoag, Ernest—Health Work in Schools; Houghton Mifflin Co., New York.
Hofer, Mari—Children’s Old and New Singing Games; A. Flanagan Co., Chicago.
Johnson, G. E.-Education Through Plays and Games; Ginn & Co., Chicago.
Lamkin, Nina—Passing of Kings (a pageant); T. S. Denison & Co., Chicago.
Lee, Joseph—Play in Recreation ; The Macmillan Co., New York.
Lincoln, Jennette—The Festival Book ; A. S. Barnes & Co., New York.
lynch, Major—First Aid to the Injured ; Blaikston’s Sons, Philadelphia.
MacKay, Constance D.—May Day Programs; Playground & Recreation Associa-
tion of America, 1 Madison Ave., New York.
MacKay, Constance D.—Patriotic Plays and Pageants; H. Holt & Co., New York.
Moxey, Mary—Leadership of Girls’ Activities; The Methodist Book Concern, New
York. ;
Falmer, Luella—Play Life in the First Eight Years; Ginn & Co., Chicago.
Poulsson, Emilie—Finger Plays; Lothrop.
Poulsson, Emilie—Holiday Song Book ; Milton Bradley Co.
Recreation Manual for Oregon Schools.
Schatz, William—Club Swinging; American Physical Education Association,
Springfield, Mass.
Spalding, A. G.-Spalding's Rule Books on All Athletic Games; A. G. Spalding &
Bros., Portland, Oregon.
Stecher, William A.—The Theory and Practice of Educational Gymnastics; John
Joseph McVey, Philadelphia, Pa.
The Progressive Music Series, Books I and II; Silver, Burdett & Co.
Tolman, William H.-Hygiene for the Worker; American Book Co., New York.
Winship, A. E.—Danger Signals for Teachers; Forbes & Co., Chicago.
Camp Fire Manual.
Girl Scout Manual.
Boy Scout Manual.
Mind and Body—Magazine published monthly, New Ulm, Minnesota.
The Playground—Magazine published monthly , Playground and Recreation Asso-
ciation of America. -
ſ
I
118 COURSE IN PHYSICAL EDUCATION
FOLK DANCE Books
Berquist—Swedish Folk Dances.
Burchenal, Elizabeth—American Country Dances; Schirmer & Co., New York.
Furchenal, Elizabeth—Dances of the People; Schirmer & Co., New York.
Burcheºl.Elizabeth—Folk Dances and Singing Games; Schirmer & Co., New
OTR.
Burchenal, Elizabeth—Folk Dances of Denmark; Schirmer & Co., New York.
Burchenal, Elizabeth—Folk Dances of Finland; Schirmer & Co., New York.
Crampton, C. Ward—The Folk Dance Book; A. S. Barnes & Co., New York.
Crampton, C. Ward—The Second Folk Dance Book; A. S. Barnes & Co., New York.
Crowford, Caroline—Folk Dances and Games; A. S. Barnes & Co., New York.
Gilbert, Melvin B.-School Dances, Schirmer & Co., New York.
Hofer, Mari—Popular Folk Games and Dances ; A. Flanagan & Co., Chicago.
Lincoln, J. C.—The Festival Book ; A. S. Barnes & Co., New York.
Moses, Irene E. Phillip—Rhythmatic Action Plays and Dances, Milton Bradley Co.
Shafter, Mary—Dramatic Dances for Small Children ; A. S. Barnes Co., New York.
Sharp, Cecil—Country Dance Books, 4 volumes; H. W. Gray, 2 West 45th St.,
New York.
Sperling, Harry—The Playground Book ; A. S. Barnes & Co., New York.
Stecher, Wm. A.—Games and Dances (third edition) ; John Joseph McVey, Phila-
delphia.
A LIST OF SELECTED FOLK DANCES
NOTE–Initials following name of dance indicate the folk dance book in which
the dance is to be found.
* Carrousel—FD—SG ; FDE.
* Reap the Flax—FD&SG ; FDP.
* Norwegian Mountain March—FDB ;
FD&SG ; PB.
The Rill I—FDE ; SFD.
* Old Dan Tucker—A.C.D.
* Highland Schottische—FDB.
* Minuet—Gilbert.
Trallen—FIDE.
* Pop Goes the Weasel—ACD.
* May Pole Dance—FD&SG.
* Seven Junps—D of the P.
* Oxen Dance—FD&SG ; FDP.
* Girl I Left Behind Me—Gil.
* Cshebogar—PB.
* Irish Jig–FD&SG.
Tretur—D Of the P.
* Ribbon Dance—D of the P.
* Virginia, Reel—A CD.
* Gustav’s Skoal—2FDB.
Laudinum Bunches—FD&SG ; FDR.
* The Old Mole—CDB III.
* Sailor’s Hornpipe—2]TDB.
* Fryksdalpolska—2.É'DB.
Portland Fancy—ACD.
* Gotlands Quadrille—D Of the P.
Chase the Squirrel—CDB III.
* Row Well, Ye Mariners—CDB III.
* Sweet Rate—CDB III.
* Irish Lilt—FIDE.
College Hornpipe—ACD.
Bobbing Joe—Morris Dance—D Of P.
Shepherd’s Holiday—CDB III.
VWinifred’s P3 not—CDE III.
* Firetur (four dance)—D of the P.
Stuyvesant Dance—FDB.
* Lady in the Dark—CDB III.
* IDal Dan S—2d FDIB.
* Trekarlspolska—SFD.
* Highland Fling—FD&SG.
* Money Musk—ACD.
* Swedish Mountain Polka—FD&SG.
* Irish Six Hand Reel—D Of the P.
* Indicates that the dance is to be had on a Victrola, or Columbia, record.
A Course in Physical Education
SECTION I
DEPARTMENT OF EDUCATION
To THE TEACHERs OF. OREGON:
Our national educational leadership has been for several years and is
now urging that each state, as a definite part of its school work, take
over the physical training of its children. This course of study for
physical training in the schools quite definitely outlines the work for
every teacher. *
The physical welfare of the child is of first importance in his develop-
ment, not only for the body and the intelligence, but as an agency of the
highest importance in moral training. May each teacher meet the
requirements of the state by giving through her daily program the
physical training required; may she also furnish the leadership in
carrying over to the patrons in her district the great importance of
securing a harmonious, methodical development of the child through a
systematic course in physical training in our Schools.
Very truly yours,
- J. A. CHURCHILL,
ºº, * Superintendent of Public Instruction.
Acknowledgment
* This revised manual was prepared by a committee of the Oregon
Physical Education Society appointed by the state superintendent of
public instruction, consisting of Dr. John F. Bovard, chairman, Miss
ºl, Edna A. Cocks and Miss Laura J. Taylor. In order that the work could
s be done with greater facility the manual was divided into sections and
different members of the committee were responsible for their own
section. The section for the primary grades was written by Miss Laura
J. Taylor of the Oregon Normal School, that for the grammar grades
by Miss Edna A. Cocks of the Oregon Agricultural College, that on the
general aims of physical education and the work for high schools by Miss
Florence D. Alden, Miss Emma Waterman and Mr. Harry A. Scott of
the University of Oregon. Dr. John F. Bovard of the University of
Oregon acted as general chairman of the committee. The committee
- desires to thank all who have assisted by their suggestions and criticisms
in the general form and makeup of the manual. - -
Plan and Use of the Manual
~. This manual is intended as a daily and practical guide to the physical
education activities in our schools. It presents practical material for
the teacher to use, in the form of lessons, games and the management
of physical education and athletic programs. The committee has tried
* , to keep in mind the fact that many teachers have not had a technical
training in this work and has made a special effort to save confusion
by making the lessons short and by limiting the amount of material
- suggested. A bibliography is appended which will supply additional
suggestions and, where teachers can, they are urged to get as much of
this supplementary material as the school can afford.
~,
4 COURSE IN PHYSICAL EDUCATION
SECTION II -
GENERAL AIMS OF PHYSICAL EDUCATION
Definitions and Aims
“Physical education should aim to provide an opportunity for the
individual to act in situations that are physically wholesome, mentally
stimulating and satisfying and socially sound.” (J. Williams.) -
“The motor areas are closely related and largely identical with the
psychic, and muscle culture develops brain-centers as nothing else yet
demonstrably does. Muscles are the vehicles of habituation, imitation,
obedience, character and even of manners and customs. For the young,
motor education is cardinal, and is now coming to due recognition, and
for all, education is incomplete without a motor side. Skill, endurance
and perseverance may almost be called muscular virtues; and fatigue,
velleity, caprice, ennui, restlessness, lack of control and poise, muscular
faults. - r
“Good moral and physical development are more than analogous,
and where intelligence is separated from action the former becomes mystic,
abstract and desiccated, and the latter formal routine.” . (G. S. Hall.)
Health is an aim of physical education—not negative health as free-
dom from sickness and pain, but positive exuberant, abounding health.
“Fitness means more than robust health though it is a necessary founda-
tion. It means trained powers of endurance, a body reasonably inured
to fatigue and even to some degree of hardship and under the ready con-
trol of an alert disciplined mind.” “The fitness of the future adult
population is an educational problem, and, therefore, a state responsi-
bility to be met by an adequate program of hygiene and physical educa-
tion in all schools.” (Wm. Skarstrom.)
The Tools or Agencies of Physical Education and Their Values
The tools of physical education are plays, games and athletics; danc-
ing; and gymnastics. Each of these can be so taught as to bring out all
the values of physical education—educational, corrective, hygienic, recre-
ative and Social—but in varying degrees. -
Games and Athletics -
“The play activities—plays and games, organized sports and ath-
letics—are rich in social and ethical values. They afford, as does nothing
else, opportunity for right expression of the primitive instincts under
stress, and when properly directed under conditions favorable for the de-
velopment of habits of perseverance, they afford readiness to make supreme
efforts regardless of personal consequences, whole-hearted allegiance to a
Cause, and complete Self-effacement in its support, justice and fair play to
opponents as well as to friends. They also cultivate such qualities of mind
as alertness, quick perception and judgment as well as ability to translate
this judgment into effective action. Finally, in the matter of healthful
bodily exercise they can be made to exert the most favorable influence on
the development and maintenance of organic power, representing as
they do muscular work of a general character continued over long
periods of time. Indeed, as has been pointed out so clearly by Johnson,
Hetherington, Lee and others, it is difficult to overestimate the far
FOR THE SCHOOLS OF OREGON 5
reaching importance of properly directed play activities in the cultiva-
tion of essential moral and mental qualities and the sound health which
makes these effective.” -
A psychologist has said: “No teaching of civics or conformity to
school regulations can give such training in respect for law and in habits
of conformity to social regulations as is gained from engaging in well
regulated play.”
The manager of a large mercantile company once said that he never
employed men who had gone through a certain school. “Their athletics
teaches them to be crooked more effectively than their ethics department
teaches them to be honest.” The value of games can not be realized
unless the leaders have the highest of ideals and persistently and
thoughtfully and untiringly educate for these values. i
Dancing
All forms of dancing satisfy the instructive need for rhythmic ex-
pression. If it is vigorously taught excellent results in improved circu-
lation, respiration and general organic functioning are realized. The
increased grace and poise, resiliency, buoyancy and freedom from self-
consciousness are strong values of dancing.
Gymnastics
“Gymnastic work is particularly effective along the lines of equaliza-
tion of growth and harmonious development, subjective motor training
with special emphasis on position and the discipline fostered by class
work done in unison.” (Skarstrom.)
“In games and athletics the work is instinctively (and purposely
sometimes) done in the easiest way, by many muscular groups, and those
the strongest, regardless of postural effects, if only the mechanical con-
ditions can be made more favorable for immediate purposes. Left to
the individual’s own (or the coach’s) selection, as is usually the case,
such forms of activity are chosen as are best adapted to his own peculi-
arities of physique and which therefore promise greatest likelihood of
immediate success. Motor and postural habits already acquired thus
tend to become more fixed, and the chances for an even, all-around
development are diminished. In gymnastics (of the right kind) the
conditions are reversed. The efforts are here directed toward equaliza-
tion of development and the formation of good habits of movement and
carriage. This is accomplished by well-defined, localized movements, in
which the weaker muscles are brought into powerful, quick, or sustained
action, and a forced erect position is maintained throughout.” (Bancroft.)
Posture
Good posture or carriage is desirable for the following reasons:
Aesthetic—This has been the main appeal until quite recently. One
is better looking, more stylish, younger appearing if he carries himself
well. -
Economic—Many a youth has lost his chance at a position by slouch-
ing into the office and lolling in his chair while being interviewed.
Good posture expresses alertness of mind and a power of command that
inspires respect and confidence in any position.
6 COURSE IN PHYSICAL EDUCATION
Health—Some recent very thorough studies have disclosed most force-
fully the relation between health and posture. The forward head, droop-
ing shoulders, flat chest, protruding abdomen, predispose to tuberculosis,
constipation, liver trouble, displacement of organs of abdomen and
pelvis, menstrual trouble, backache, headache, irritability. In the well
poised body all the organs are held in the proper place, are not subject
to undue pressure but have room and freedom for full, active functioning.
How to Obtain Good Posture
Vertical line test or triple posture test.
First Test—The student must stand so that a vertical line dropped
from a little in front of the ear to the forward part of the foot will be
parallel to the vertical axes of the trunk, neck and head. The shoulder
blades should lie flat on the back and the round part of shoulder should
fall beneath or slightly back of the head. This means that the head will
be erect, the chest lifted, the abdominal wall contracted, hips will be
well under the body—not too far behind—and knees extended. The
weight should fall on the middle or forward part of foot—not on heel.
Second Test—To march trying to maintain the same correct posture.
Third Test—To perform gymnastic exercises without losing good
position. This will mean special effort to keep the chest high and
head erect.
Score for good posture on standing Class C
SGore for good posture on standing and marching Class B
Score for good posture on standing and marching and exercise....Class A
Almost all of the exercises of the day’s orders are an aid to posture
if done with vigor and maximum contraction. Every exercise should be
taken from a good position and the position maintained throughout the
exercise. But correct posture will not become a habit if maintained only
during the gymnastic lesson. Try to have the children stand well while
reciting and sit well when studying. Posture is three parts mental
poise and one part physical poise. Interest the children by making it a
game, arouse their spirit of competition.
Competition in posture tests may be run between the grades in one
school or better between the same grades of several schools. Get the
per cent in each grade that passes all three tests and post the list with
the highest at the top.
Post the list of As, Bs and Cs and as the test is taken again in six
weeks or so move the names up or down. -
Directions for Correcting Fawlty Positions
General—“Make yourself tall”—“Stand high.”
Special—For head forward, “Head back, chin in” not “Head up.”
For flat chest, “Chest forward or broad” not “shoulders back.”
For protruding abdomen, “Hips back.” .
For hollow back, “Waist in.” Place left hand on abdomen, right
hand on the back between the hips, press slightly up with left hand and
down with right hand.
Posture Drives
In the art period the children can make posture posters with an
exhibit on a certain day. Have on the same day a Posture Tag Day—
FOR THE SCHOOLS OF OREGON 7
the tags to be bought only by a Grade A in posture. Many other devices
may be thought out by the children themselves. The American Posture
League, 1 Madison avenue, New York City, has many posters and
slogans to stimulate interest in posture. -
Hygiene Instruction -
Hygiene or healthy living should be regularly taught if possible.
“Healthy Living” by C. H. Winslow, Charles E. Merrill Company, pub-
lishers, is a good popular book for reference. Health clubs may be
formed in each grade, with officers appointed by the children. Detroit
has done a great deal in stimulating right health habits through these
clubs. Health talks are given and regular meetings of the clubs held.
A scoring system is used on the following questions:
1. How many have clean face, neck, ears, hands and finger nails
this morning?
2. How many have on neither coats, sweaters nor rubbers and did
not wear them yesterday afternoon? r -
3. How many have a clean handkerchief this morning and will try
to place it at the nose or mouth when sneezing or coughing? (Show
handkerchief.)
4. How many own a tooth brush and brushed their teeth before
going to bed last night and before coming to school this morning?
5. How many slept at least nine hours and a half last night? (8:30–
6:00; 9:00-6:30; 9:30-7:00; 10:00-7:30) and had the windows open
at least six inches at the top and bottom? -
6. How many played or worked out of doors at least forty-five
minutes yesterday outside of physical education time? (Walk, to and
from school instead of riding in automobiles unless you live more than
ten blocks away.) -
7. How many washed their hands before each meal yesterday?
8. How many drank at least four glasses of water yesterday?
(Drink one glass before breakfast.)
9. How many drank a glass of milk or cocoa for breakfast this
morning? • - -
10. How many ate at least one vegetable yesterday besides potatoes?
(Spinach, peas, beans, carrots, lettuce, cabbage, turnips or parsnips.)
11. How many ate cereal or eggs for breakfast this morning?
12. How many ate some fruit yesterday? (Applés, oranges, berries,
raisins, figs, dates, prunes or grapes.)
Special question: Make an (x) in the square opposite “Special
question” on your individual blank if you took a full bath last night.
(Every one should take at least two full baths each week.)
How to Score
Each row is scored each day and the scores for the week added on
Friday. A banner is given to the winning row each week. The same
award is used and transferred from row to row as the weekly winner
changes. At the end of the first twelve weeks any pupil winning 600
out of a possible 720 points receives a Junior Health Certificate and a
gold star. For each successive twelve weeks in which the score is
maintained an additional certificate and star are given.
This method may be adopted to meet local needs, awards being given
for habits that should be stressed. -
8 COURSE IN PHYSICAL EDUCATION
Eacaminations
Examinations by a doctor of each child should be made each year. The
draft statistics for the war show that four-fifths of the defects of the
men were “remedial,” i. e., could have been removed if discovered soon
enough or if proper health habits had been formed early in life. Much
of the inattention, irritability, refractoriness, seeming stupidity are due to
adenoids, infected tonsils or defective hearing and vision. If these condi-
tions are not remedied the child is handicapped for life. -
Physical education and examinations save the school money.
The doctor’s examination and a program of activities with the result-
ing higher health average lessen the chance of epidemics, lower the
number absent, thus decreasing the number who must repeat and stay
in school an extra year or two at the expense of the town. The running
expenses for the school-teaching force, janitor service, heat and so
forth is a constant quantity. If all the children are present all the
time the expense per capita is much less than when one-fifth are out
with colds or flu. - -
Hints to Teachers - -
1. THE DAY'S ORDERS for each year are based on the assumption
that the work of the previous year has been covered. If this is not
the case the teacher will need to prepare her pupils by a selection of
Some of the exercises from the previous years in order to build up the
necessary skills and coordinations.
2. THE RELIEF PERIOD is too short to be developed to any great
extent. The children should gain a sense of satisfaction from
stretched muscles, deeper and freer breathing, stimulated circulation,
blood drawn away from the head and abdominal organs and relieved
nervous tension. . -
3. GAMES. -
1. Forget you are a teacher and get into the spirit of the game.
2. Know your game well.
3. Explain quickly, concisely and vividly. For simple games, getting
the children into the formation before the game is explained helps
them to visualize it. 9. . -
4. Get the children quiet before attempting an explanation. Use a
whistle in gymnasium or outdoors. Get a whistle with a clear,
full tone; a light toned whistle is as ineffective as a poorly
placed voice.
5. Teach the children that the blast of the whistle always means
Suspension of play and quiet. Do not use your whistle for any-
thing else and do not use it constantly.
6. If discipline is difficult, use games that keep everybody busy—
i. e., Pass Ball Relay, rather than Tag the Wall Relay. Avoid
“eliminating games” such as Going to Jerusalem. Use games of
definite formation such as relay races rather than games in which
the children run about indefinitely as in Prisoner’s Base. If
Several games are played, march the children from one formation
to the next rather than letting them break ranks.
FOR THE SCHOOLS OF OREGON 9
7. If the game does not “go” get into it yourself. Coach the losing
side; throw your own enthusiasm into it.
8. Demand unfailing respect for the rules of the game and for the
word of the referee. In relay races, etc., have definite lines for
starting and stopping and penalize always for stepping across
too soon. In Dodge Ball, etc., draw a circle rather than using an
imaginary one and penalize all stepping across.
4. GYMNASTIC TEACHING.
A. FUNDAMENTAL CONSIDERATIONS.
1.
2.
4.
8.
9.
10.
Maintain an easy, erect posture at all times.
Cultivate a brisk, enthusiastic manner. Avoid mechanical
teaching.
Enunciate with crisp, clean-cut deliberation.
Speak in a voice that is clear, pleasant, stimulating.
Emphasize the pause within a signal in order to insure unison
and speed in the response.
Express the final part of the command or signal with vigor
and decision. - -
Make your explanations clear, concise, brief.
Demonstrate, when necessary, always with enthusiastic vigor
and accuracy. -
Aim particularly for interest and enjoyment.
Smile !
B. PRESENTATION. -
1. Preliminary description and demonstration of exercise, if quite
2.
3.
new and comparatively difficult—class standing at ease!
Otherwise, immediate analysis of exercise either by means of
the imitation method (teacher executing exercises slowly,
pupils following; used for the nondefinite movements in story
plays or for the mimetic exercises) or more commonly by the
cue method. In this method, the teacher gives a quick, more
or less accurate, execution of the desired movement as she
states the preparatory descriptive part of the command or
signal. The cue should not encroach upon the time needed
for the pause. &
Supplementary instruction—“coaching.” Watch the class
closely and by words of coaching (admonitions) address to
the class as a whole, try to secure a proper response in regard
to the following points: accuracy, vigor, speed, unison, posture.
Bear in mind the purpose of the lesson, and of the particular
exercise being presented, and “coach” accordingly. Try to
make your admonitions vivid, positive, concise and varied in
character and to give them in a forceful, encouraging manner.
Repetition. Repeat an exercise, or the definite parts of an
exercise, on signal until they seem fairly well mastered. Avoid
mechanical repetition. There should be something to work
for each time a movement is repeated.
COURSE IN PHYSICAL EDUCATION
5. Rhythm. Start an exercise in rhythm as soon as possible.
The signal used commonly is “Ready—begin!” For stopping,
the signals used are “Stop” or “Hold”—except in the case of
marching, running, toe jumps, cut steps, etc., of a somewhat
nondefinite character, when “Class, halt!” is used, the move-
ment stopping on the second count after HALT. The rhythm
may be set by participation on the part of the teacher, or by
marking time briskly by means of words, numbers or gestures.
The exercise should continue, in rhythm, until the class shows
some physiological reaction.
C. FUNDAMENTAL GYMNASTIC POSITIONS.
1. Active Position of Attention.—Signal used—(class)—“Atten-
tion l’’ A position requiring mental alertness and conscious,
muscular effort, but without stiffness and exaggeration. Pupil
should stand as tall as possible, head erect, chest high, waist
flat, arms hanging naturally by the side. A proper response
to this signal is important, as it has a marked effect upon the
quality of all gymnastic work.
2. Relaazed Position.—Signals used—“In place—Rest!” or “At
Ease !” A partially relaxed gymnastic position, which is best
taken by placing one foot directly to the side, feet parallel,
weight equally distributed. There should be no suggestions of
indolent slouchiness. The signal should be responded to like
any other gymnastic signal, with promptness and unison. The
position is used only for purposes of rest, when the need is
noticeably apparent, or for purposes of explanation and dem-
onstration. It should not be given in a routine manner.
D. GENERAL PLAN FOR THE LESSON.—Each exercise has a particular
purpose and in general takes the following classification and order:
Leg and Arm (chiefly leg).-Foot placings, heel raisings, knee
bending—for purpose of stimulating the circulation.
Upper Back Stretching.—Chest raising with backward moving
of head with arm movements—to stimulate habits of good posture,
especially in the region of the chest and upper back.
Lower Back Stretching.—Forward bending of trunk, etc.—pur-
pose as name indicates.
Lateral Trunk.-Trunk twisting, side bending of trunk, leg
flinging sideways, making use of the muscles of the waist and hav-
ing a marked organic effect.
Abdominal Ea:ercise.—Leg flinging forward, knee upward bend-
ing, prone falling from standing and lying. Strengthen abdomi-
nal muscles and stimulate the abdominal organs.
Shoulder Blade.—Arm bendings and stretchings, arm flingings,
give tone and strength to muscles of arm and upper back.
Toe Jumps.-Spring jumps, cut steps, etc.—stimulate the cir-
culation and respiration, develop coordination and general bodily
control. - -
FOR THE SCHOOLS OF OREGON 11
5. DANCING.
1. Do not spend any more time than is absolutely necessary in ex-
plaining. Let the children learn a dance as far as possible by
doing it. Get them into the formation the easiest and quickest way.
2. Keep the spirit of play. -
3. Dance folk dances simply—not with an attempt to be dainty and
aesthetic.
4. In teaching sometimes it is better to teach the simple steps first
and the more difficult ones later, regardless of their sequences in
the dance. Do not drill to the point of weariness on the one or two
difficult steps but go on with the dance and return to them later.
The sequence is always difficult for children to learn. As long
as it is necessary to prompt them, call the next step just before
the end of the preceding one. Adapt your formation to your space.
For instance, some dances calling for small circles of three may be
done in one large circle or several concentric circles. In using a
Victrola, note that there is almost always an “Introduction,” dur-
ing which the children stand in place. Warn the children when the
end of the introduction is near and give a signal “Start” or “Go”
for commencing to dance. If using a piano give the same signal
for starting the children and the pianist. *
Where to Have the Work
Relief periods must of necessity be in the schoolroom.
The longer periods should be outdoors if possible—in the school yard,
the play shed, on the sidewalk or in the street if traffic can be cut off
at that time; in rainy weather in the play shed, corridors or the assembly
room. Some schools put the regular seats and desks on skids, two to a pair
of skids, so that they may be pushed back and piled against the wall.
If indoors, get all the fresh air possible. If you are breathing stagnant
air you are bathing your lungs with air that has first bathed many other
lungs! Much of the restlessness, inattention, insubordination and appar-
ent Stupidity is due to poor air in the schoolroom. -
12 COURSE IN PHYSICAL EDUCATION
SECTION III
PHYSICAL EDUCATION FOR GRADES ONE
TO THREE, INCLUSIVE
I. Sources of Material
1. PLAY.—Play is nature's method of developing the bodily organism
and the nervous and muscular mechanism that gives control of the body.
Mere joy in muscular movement is sufficient at first, as seen in the cease-
less activity of the hands and feet of the baby not yet creeping, and,
again, in the seemingly spasmodic skippings, hoppings, rollings of young
children. Later, these spontaneous friskings and gambolings give way to
purposeful movements in the effort to play the game, to overcome obsta-
cles and to realize, through imitative movements, the experiences of
other living things.
From the study of children’s interests, tendencies and capacities, as
shown in their play, a great fund of developing material may be gathered.
Those forms which satisfy the aims of conscious education should be
utilized. The first and foremost aim from the point of view of physical
education is organic development, therefore, select movements in the
play of children, which provide to the greatest degree for stimulation
of circulation, increased respiration, digestion and elimination, and which
counteract the detrimental effects of the artificial environment of the
schoolroom. Such movements are effected through “big muscle” activi-
ties, by which is meant those activities (a) by which the body changes its
position: walking, running, hopping, jumping, skipping, rolling, Swim-
ming, climbing, swinging, bending, twisting and swaying; (b) by which
force is exerted upon or against objects in the environment: wrestling,
striking, lifting, pushing, pulling, catching, hurling, digging and kicking.
2. BIG MUSCLE ACTIVITIES.—For purposes of schoolroom prac-
tice, the big muscles of the body may be considered, in terms of their
effects, in three main groups:
a. Those which have the greatest effect in stimulating circulation
and respiration and in strengthening abdominal tissues may be
thought of in terms of leg movements.
b. Those which affect the position and muscles of the chest, shoulders
and upper spine, may be thought of in terms of arm movements:
raising, bending, stretching, flinging.
c. Those which affect the internal organs, and stimulate their func-
tioning besides strengthening the waist, back and abdominal mus-
cles, may be thought of in terms of trunk movements: bending,
stretching, turning or twisting. -
In order that a maximum of good results may be secured from the
minimum of time allotted for physical education, teachers must bear in
mind these three groupings: Arms, trunk and legs, when planning
their daily program of activity, and must see to it that each group is given
an opportunity for functioning during several periods in the day.
Three separate exercises are not always needed to fulfill this require-
ment of “arms, trunk and legs.”
FOR THE SCHOOLS OF OREGON 13
Illustrations of “all round” exercises:
a. Butterflies, which flit, then stop and sip honey. Running on tip-
toe, with arms slowly rising and sinking; trunk bending, to sip
honey, then lifting again.
b. Mimetic exercises: Wood chopping, baseball throwing, pitching
hay. -
c. Practicing a step of the “Sailor’s Hornpipe,
weighing anchor. -
d. Running to escape pursuit involves, besides the leg action, raising
of bent arms alternately, and bending of trunk to dodge pursuer.
” hoisting sail or
3. RYHTHMIC MOVEMENTS.–In all ages one of the instinctive
responses to environment has been that of rhythmic movement. “The very
constitution of our nervous and muscular system demands alternate tension
and relaxation. When these are accurately timed there is an absence of
fatigue and a maximum of physical benefit.” -
The chanteys of the sailors, the work chants of the Filipinos, the tom-
tom of the Indians in ceremonial dance, are examples of the aid which
rhythm brings to muscular effort. A closer example is found in the popu-
larity of traditional singing games, and in the folk dances of different
nations which have been revived with such success for children.
Simple action songs and more complex dramatic Songs are also valu-
able types of rhythmic expression. And, too, when representing the move-
ment of any form of industry where repetition is involved, the repetition
becomes rhythmically expressed.
4. SELF-EXPRESSION ACTIVITIES.—A study of children’s inter-
ests and responses will bring the realization that activity, to be truly
recreative, must be infused with a living quality calling for a naturalness,
Spontaneity, unselfishness and joyousness. In other words, the activity
presented must make a mental and an emotional appeal.
The popularity of singing games and dramatic songs is due, not only
to their rhythmic quality but also to the fact that they are a means of
Self-expression, of clarifying impression through expression, of express-
ing through bodily movement an imaginary situation—one idea, or a
Series of related ideas. - - - -
- Means of self-expression, etc., are to be found in other forms of
playful activity: -
a. Playground games with their elements of daring, of chasing, of
º overcoming obstacles. :
b. Self-testing stunts, with and without apparatus; the various ball
and bean bag plays. -
c. Story plays, which are representations, through mimetic expres-
Sion, of the world of action without and the world ideas within.
5. STORY PLAYS.—Nothing can take the place of free play, out of
doors, for developing children physically and socially. Since it can be
utilized to a very limited extent in the classroom, the nearest approach to
it is to be found in the “story play.” This form of activity is most
pleasurable to children and for the teacher is most fruitful of results,
14
COURSE IN PHYSICAL EDUCATION
for it is a very adjustable and practicable tool. Appealing, as it does,
to the child’s keenest interest, when the suggestion comes, “Let’s play
We are
,” the whole child responds.
(1) MOTIVATION.—The choice of story play should be determined by
the themes and purposes of the other subjects on the daily program.
3.
b.
C.
In order that the activity may keep within the child's range of
experience. -
In order that the activity may help to broaden the child's ex-
perience. - -
In order that the activity may be a felt need.
(2) ILLUSTRATIONS OF MOTIVATION.
a.
Nature Study Lesson—The fir tree.
Activity Period—The fir tree.
1. Raise the arms as high as possible above the head, touching
finger tips to show the pointed shape of the fir tree.
2. Lower arms to shoulder level to show the spreading of the
lower branches.
3. Bending from side to side to show the effect of the wind
upon the fir tree. Let half the children be trees and the
other half be the wind and blow. Alternate.
4. Let desk represent tree. Fly as birds away from the tree
and back again.
Language Lesson—Habituating the use of “I shall,” “We
shall.” Use as climax in the drill the question found in the old
singing game: “What shall we do when we all go out on our
holiday?” (Progressive Music Series, book I, page 15.)
1st child: We shall take our skipping ropes.
2d child: We shall take our roller skates.
3d child: We shall take our bicycles.
4th child: We shall take our hoops to roll.
5th child: We shall take our balls to bounce.
6th child: We shall play hop scotch, hurray! - i
Activity Period—Sing question, then perform an activity. (Rest
each time when question is sung.)
(3) METHODs. -
a.
Ideating Action—A preparatory lesson, talk, story, reading of .
a poem, a song, a picture or a view from the window, may be the
means of ideating action. . -
Getting Response—Get from the children, by leading questions,
what they would have under certain circumstances. Get indi-
vidual response, “Who knows?” “Who can show me?” then ask
class to perform. -
Class Work, Not Individual Stunts—Choose themes that will
furnish activity for whole class and movements which may be
repeated several times in succession. -
Repetition—Select for repetition, from the various “doings”
suggested by the children, (1) those which give variety of bodily
movement (as emphasized previously); (2) those which will
FoR THE SCHOOLS OF OREGON * 15
give the maximum of vigorous action, and (3) those which make
for good posture. - -
Repeat the movements several times, generally in series of
fours; wherever it is logical for movements to be made toward
the left side or by the left arm or hand, have them made. Some-
times use the device of playing left handed, or of giving left
hand children practice. -
Umselfconsciousness—“Keep the attention on the idea. Let the
child think of what he is doing, not on himself as doing it.”
The more the children can be led to forget themselves in that
which they represent, the more pleasurable and beneficial will
the exercise be.
. Orderly Procedure—The problem of having a group of children
exercise together within the classroom necessitates an orderly
procedure. For a successful lesson, two conditions must be
satisfied:
1. Controlled and united action.
2. Spontaneous and vigorous response. .
How may these seemingly opposite elements be fused?
The solution is partly the mechanical observance of form
requiring definite directions and signals, and partly the
matter of the right appeal to the imagination through
suitable descriptive words and quality of voice. -
All activities, from children’s games to great dramas,
in form, have three characteristics in common—“A begin-
ning, a middle part and an end.” Therefore, for story
activities, provide signals telling (1) when to begin, (2)
rate, length and manner of continuation, and (3) when
to end.
a. Preliminary words, such as “ready,” “all together,”
should precede signals for beginning and often for
ending action. -
NoTE—The word “and” is most useful for indicating
that the next movement will end the play. -
b. Signals for Beginning—“Start!” “Begin l’’ Or the
descriptive name of the action desired—“Hop!”
“Stoop !” “Sway!” “Forward march 1” -
c. Signals for Ending—“Halt!” “Stop!”
d. For Continuation of Action—Repetition of name of
action, tapping or clapping rhythm, or use of music
by means of song, instrument, or Victor record.
For Ratt and Manner of Action—The long drawing
out of a word for slow action, the quick, crisp accent
for quick action, the indication of effort in the voice
when effort is to be exerted; for example:
1. If the theme of the story play is “At the Seashore,”
and splashing is the selected activity—Splash!
splash! Splash ! will get light, quick response.
2. If “rowing a boat” is suggested, pull and pull and
*
pull will bring strong, slow movements.
16 COURSE IN PHYSICAL EDUCATION
6. GYMNASTIC DRILLS.–From the story play, through mimetic
movements done to commands, should come, in the third grade, a gradual
introduction to more definite drill periods in physical education. -
(1) Value—“The chief value in gymnastic drills lies in training the
posture sense.” Bear in mind that “good posture is nature’s adap-
tation to all-round muscular activity. Because of the problems and
the hampering conditions of school life, make every effort to keep
the good posture with which children enter school. Utilize any
available opportunity for giving children big muscle activity, but
under the most favorable conditions and conscientious planning
this is less in amount than is necessary. Therefore, special empha-
sis must be placed upon posture training.
(2) Use—The groups of exercises given in the outline for the third
grade are made up of the fundamental gymnastic movements.
They should be given very gradually and in a most simple man-
ner. (In only two instances are two movements to be performed
at the same time.) -
As movements are familiarized, other combinations should be
arranged. Each group should be the basis for a month’s work,
having to share the physical activity periods with games, plays
and rhythmic movements.
II. Further Suggestions
1. SPECIAL AGE CHARACTERISTICS.–Choice of activities—
songs, story play, game, self-testing stunt, and the question of form,
complexity, emphasis—should be determined according to special age
characteristics.
GRADES 1–2—Make Believe Period.
(1) Perfecting control of fundamental movements and of speech
Organs;
(2) Great physical activity, interest centering in activity rather than
in result; -
(3) Imitation, particularly of adult ways and occupations;
(4) Active imagination expressed through dramatic and representa-
tive play.
GRADE 3–Transition Period.
(1) Interest in control of body and in activity for its own sake trans-
ferred to interest in control of environment and in activity for
the end’s sake;
(2) Development of motor coordinations and sense judgments;
(3) Elements of skill and competition in play;
(4) Games individualistic rather than cooperative;
(5) Joy in mere activity continuing along certain lines, largely com-
bined with pleasure of motion: climbing, swinging, teetering,
running, skipping, jumping, balancing, sliding, skating, tumbling,
wrestling.
NOTE–Much of the material outlined for grades 1-2 may be used for grade 3.
Some story plays may be used as suggested, but, in general, the activity should
be motivated by the changed interests of the older children—by the idea of
practice for a real situation, not a make-believe one. Add the element of com-
petition in Winning, or in securing a partner, or in passing the test, and a first
grade action Song becomes an interesting game for the third grade.
FOR THE SCHOOLS OF OREGON 17
2. BREATHING EXERCISES-The demand for close application of
eyes and of hand and arms in front of the body leads to contraction of
the chest and shallow breathing. In consequence, even in the primary
grades, there must be frequent opportunity for expansion of chest and
for good exchange of air throughout the whole of lung spaces to counter-
act these conditions, and the natural means is vigorous “big muscle”
activity, which physiologically induces deep breathing.
When definite breathing exercises are given by direction, care must
be taken in presenting them. Induce a need for an intake of an extra
amount of oxygen by first creating a need for elimination of CO, through
Some vigorous action.
When breathing exercises are given, other purposes may be served:
(1) Utilize the opportunity to form the habit of breathing through
the nose.
(2) Regulate the rate of breathing and of heart action after vigorous
exercise.
(3) Correlate with practice in learning to control the breath in ex-
haling, and with phonic drills. For such correlation the follow-
ing list may be suggestive:
a. Exhale to sound of letter “s”—representing engine letting off
steam; “Z” buzz of bees; “m” humming of top.
b. Exhale to sound of letter “p”—representing popping of motor
boat; “t’’ the ticking of a watch.
c. Exhale to a-e-i-o-u—emphasizing the use of the muscles of
the lips.
d. For quick exhalation, blow seeds from dandelion heads. For
slow exhalation, blow as if keeping a feather afloat.
e. Show the effect of the different winds upon the trees:
The west wind: Exhale to the sound of “h.” The leaves
flutter on the trees.
The south wind: Exhale with “wh” sound. The branches
toss and wave and beckon.
The east wind: Exhale—whistling shrilly. Bare branches
shiver.
The north wind: Exhale to “w”—roaring. Trunks bend
and twist, lashing branches.
3. ADMONITIONS.
(1) ACTIVITY AND REST-A study of children’s free choice of games
shows that the popular games are those which allow for a short
period of vigorous, spurty action, followed by an interval of
rest. There is a physiological condition—relation of heart to
arteries—which is responsible for this fact.
In schoolroom activities, be careful to see to it that proper
proportions of vigorous action and rest are provided; for
example: -
a. In the see-saw song, if knee bending is used, bend and
stretch twice and then rest through a phrase of the music,
or have half the children bend through one phrase and the
other half through the second phrase.
b. Follow a strenuous action by one requiring little exertion.
18 COURSE IN PHYSICAL EDUCATION
(2) JUMPING WITHOUT JAR–Often utilize jumping movements for
vigorous leg action, but be sure to have springs in their knees,
“shock absorbers,” in fact, for if the knees are bent, the heels
must be raised and the landing will be made on the balls of the
feet.
4. PROGRAM FOR ACTIVITY PERIODS.
9:00—Opening songs suitable to season or occasion, using pan-
tomimic action.
9:30—Stimulating activity: Action songs, story play, gymnastic
drill (third grade).
10:15—Recess period: Free running games, singing games, self
testing stunts (third grade).
11:00–Schoolroom game of folk dance, followed by breathing ex-
ercise, quieting song or finger play.
1:30—Relief period: Stretching and bending, jumping or skip-
ping—Jack-in-the-Box, Giants and Fairies.
2:00—Recess period: Playground games, singing games—or
plays with balls or bean bags.
NOTE–“P. M. S.,” to which frequent reference is made in the Outline of
Activities, is Book One of the Progressive Music Series, the state text in music
for the primary grades.
OUTLINE OF ACTIVITIES
GRADES 1-2
STORY PLAYs, MIMETIC EXERCISE, DRAMATIC SONGS
I. September
RECALL SUMMER EXPERIENCES.
1. Visit to the Park—
(1) Swinging in the swing. (Arms and legs.) Raise the arms as
if grasping ropes, step forward on left foot, then back on
right foot, swaying backward and forward.
(2) Jumping into the sand pit. (Arms and legs.) Swing arms.
forward and backward, bend knees, then jump forward; land
lightly, making no noise in the sand.
(3) Playing on the teeter-board. (Arms, trunk and legs.) As.
the candlestick maker.
2. At the Beach—
(1) Throwing stones into the water. (Arms, trunk and legs.)
Stoop to pick up stone; rise, step forward and fling stone.
into water—splash!
(2) Digging in the sand. (Legs, trunk and arms.)
(3) Wading and splashing in the water. (Legs and arms.)
(4) Rowing a boat, or rocking in a boat. (Trunk and arms.)
FOR THE SCHOOLS OF OREGON 19
3. In the Back Yard or the Orchard—
(1) Climbing the Cherry tree for cherries. (Legs and arms.)
(2) Flying like robins, which also like cherries. (Arms and legs.)
(3) Swinging in the hammock. (Trunk.) Sit in seats facing aisle
and rock back and forth. Swing to music of “Cherries.”
(Progressive Music Series, book I, p. 10.) - .
4. On the Farm—The Farm Horse—
(1) Riding on the farm horse. (Arms and legs.) “Joggity-jo,
joggity-jo!” . - -
(2) Watering the horse. (Arms and trunk.) Pump water into
trough. .
(3) Feeding the horse. (Arms, trunk and legs.) Toss hay down
into manger.
5. On the Farm—Gathering Eggs in the Hay Mow—
(1) Climbing into hay mow. (Arms and legs.) Use strong
pulling action with arms. -
(2) Resting and taking deep breaths after climbing.
(3) Stepping carefully in the hay looking for nests. (Legs and
arms.) Use light, springy steps; arms raised for balancing.
(4) Picking up one or two eggs, then looking for more. (Trunk.)
(5) Crowing like rooster announcing success. (Arms and neck.)
Move arms rapidly up and down, slapping sides. Take deep
breath and cry, “Cock-a-doodle-do.”
HOME EXPERIENCES. -
1. What Mother Does for Us—Helps Us to Get Ready for School—
2.
(1) Washing face, neck and ears. (Trunk, arms and neck.) Bend
down to wet cloth and rub on soap (as if basin were on seat).
Stretch neck from side to side and forward and backward,
rubbing it clean.
(2) Bending down to scrub hands. (Trunk.)
(3) Stretching up to try to get towel. (Arms and legs.) Reach
up with right hand, on tiptoe, then with left. Mother must
reach it. - -
. (4) Combing hair. (Arms and neck.)
(5) Brushing shoes. (Trunk, legs and arms.) Raise right foot
to seat, bend down and brush shoe. Repeat left.
(6) Skipping away to school, waving goodby. (Arms and legs.)
What Mother Does for Us—Washes our Clothes—
(1) Rubbing clothes on washboard. (Arms and trunk.)
(2) Rinsing cloths. (Arms.) Raise arms up and down, lifting
clothes in and out of water. - -
(3) Turning the wringer. (Arms, trunk and legs.)
(4) Hanging out the clothes. (Arms and trunk.) Bend, lift piece,
taking clothespin from pocket, reach up, pin. Note four dis-
tinct movements—which may be repeated rhythmically.
20
COURSE IN PHYSICAL EDUCATION
4.
(5) Let wind come—blow as if drying clothes. (Legs—breathing.)
Running—then inhale and blow like south wind.
What Mother Does for Us—Prepares Good Food to Make Us Grow
Strong and Tall—
(1) Showing how tall we are. Stand straight and tall—stretching
head, neck, chest and trunk. -
(2) Showing how high we can reach. (Arms.) Stretch right
arm above head. Stretch left arm above head. Stretch both
arms above head. Stand on tiptoe and stretch arms.
(3) Bending stunt. (Trunk.) Bend down—reaching toward floor
with fingertips, with feet apart and knees straight.
(4) Showing reach of arms. (Arms.) Raise arms sideways and
stretch.
(5) Showing how high we can jump and reach. (Legs.)
(6) Showing how we can balance. Raise arms sideways and right
(left) leg backward.
How Boys and Girls Help Mother—
(1) Filling the woodbox. (Arms, trunk and legs.)
(2) Chopping the kindling. (Arms, trunk and legs.)
(3) Dusting. (Arms, trunk and legs.)
(4) Rocking the baby. (Arms, trunk and legs.)
(5) Walking softly on tiptoe and saying “sh—.” (Breathing.)
Motivate—Helping Mother—through poem “Which Loved
Her,” Joy Allison.
HOW BOYS AND GIRLS LIKE TO PLAY.
1.
2.
Outdoor Play—
(1) Throwing and catching a ball. (Arms and legs.) Throw with
right hand, then try left hand.
(2) Playing on the see-saw. (Arms, trunk and legs.)
(3) Skipping rope. (Arms and legs.) Make large circling of arms
as if turning a rope; jump lightly on toes with bent knees—
twice to each turn of rope.
Playing Soldier—on Fowrth of July—
(1) Marching. (Legs.)
(2) Beating the big bass drum. (Arms and legs.) Make large
Swings of the arms and clap hands.
(3) Waving the flag. (Arms.)
(4) Loading the cannon. (Arms, trunk and legs.) Bend and load
with ramming motion. -
(5) Firing the cannon. (Breathing.) After loading straighten
up, and with signal of “ready,” take breath, shout “bang.”
with hand clap.
FOR THE SCHOOLS OF OREGON 21
NOTE–A simple suggestive play song for “Beginners” is found in Songs
“f Child World NO. I—“We March Like Soldiers.”
We march like soldiers, straight and tall,
Sing tra, la, la, la, la, la, la, la, la, la ;
And as we march Iet one and all
Sing tra, Ia, la, la, la, la, la, la, la, la.
Add Other Suggestive words :
We beat our drums loud and long,
Rub a dub, a dub, a dub, a dub, dub.
And as We march let drummer play,
A rub, a dub, a dub, a dub, a dub, dub.
We beat Our bass drums loud and strong,
BOOm and boom and boom—bOOm ;
And as we march let’s keep in step,
TO boom and boom and boom—boom.
We Wave our flag high in air,
Sing tra, la, la, la, etc.
And as we Wave them let us sing,
Tra, la, la, etc.
3. Play, “If I Were”—
(1) A bird, I’d fly to my nest. (Arms and legs.) Raise arms
shoulder level; move up and down to rhythm of feet running
away from seat and back again."
(2) A cow, I’d moo. (Breathing.) Stand by seat, take breath
and moo.
(3) A rabbit, I’d hop to the lettuce bed. (Legs.) Deep bend, then
hop, hop, hop.
(4) A duck, I’d swim and dive.
(5) A horse, I’d give my rider a good ride. (Legs.) Gallop to
front of room and back.
NOTE–A fine song : “The Frog and the Horse”—Songs of the Child
World NO. II.
Song for a bird play—“Fly Little Birds”—Holiday Song Book, Emilie
E’OulSSOn. m
A song for ducks—Dramatic Song and Play, Caroline Crawford.
Oh, the pleasant water and the sky so bright,
Little ducks go SWimming, little ducks so. White.
Feet up in the air, heads down out of sight,
Eleet up in the air, heads down out of sight.
First and second lines—Children walk along for first two lines, making
paddling with hands as ducks do with their feet.
Third line—-Suddenly stop, swing arms back and up, and bend forward
and downward. -
II. October - |
AUTUMN AcTIVITIES.
1. Gathering Autumn Leaves and Flowers—
(1) Walking to the woods. (Arms and legs.) Move with springy
steps, Swinging arms. -
(2) Jumping ditch. (Arms and legs.) Swing arms and forward
Jump.
(3) Reaching up to break off branches. (Arm and legs.)
(4) Jumping up and grasping at branches. (Arm and legs.)
(5) Stooping to gather wild asters. (Trunk.)
(6) Smelling the flowers. (Breathing.)
COURSE IN PHY CICAL EDUCATION
2. Gathering Nuts—
(1) Running and skipping to woods. (Arms and legs.)
(2) Climbing trees. (Arms and legs.) Use strong movements as
if pulling oneself up into tree.
(3) Shaking branches. (Arms.)
(4) Stooping and bending to pick up nuts. (Trunk, legs and
arms.)
(5) Carrying home basket of nuts.
NOTE–Motivate activity with song, “Nutting.”—P. M. S., p. 82.
3. Picking Apples—
Same as 2 above, except (2) and (3).
Climb ladder, and stretch sideways and up, trying to reach apples.
4. Frolic of the Leaves—
Illustrating poem, The Leaves and Wind, George Cooper.
“Come little leaves,” said the wind one day,
“Come o'er the meadow with me and play;
Put on your dresses of red and gold,
For summer has gone and the days grow cold.”
Soon as the leaves heard the wind’s loud call,
Down they came fluttering one and all;
Over the brown fields they danced and flew,
Singing the soft little songs they knew.
; $: ::: :}; :k: :k :};
Dancing and whirling the little leaves went,
Winter had called them and they were content.
Soon fast asleep in their earthy beds,
The snow laid a coverlet over their heads.
(1) Call of the wind. (Legs.) Let children sit upon desks, and
whistle and call.
(2) Fluttering of leaves on the trees. (Arms.) Extend arms
sideways, upward; flutter fingers; exhale with a blowing
sound—“Wh—” (Breathing.) - -
(3) Leaving the tree. (Arms, trunk and legs.) Jump lightly
from desks, fly about room. -
(4) Skipping and whirling—bending down, and straightening up—
at last sinking into seats as if into winter bed. (Legs, arms
and trunk.)
FARM ACTIVITIES.
1. Roising Wheat for Bread—
(1) Plowing with horses. (Legs and arms.) Let one child be
horse and stretch arms back to another child who is driver.
Move with plodding steps away from seats; reverse positions
and return to seats.
(2) Sowing the seed—by hand. (Arms and legs.) . Move forward
swinging the arm scattering the seed, and return to seat with
same movement. - -
(3) Reaping the grain. (Arms, legs and trunk.) Use big move-
ment, bending knees, swinging scythe and twisting trunk.
FOR THE SCHOOLS OF OREGON 23
2. Changing Wheat to Flow'r and Bread—
1) Grinding of grain by miller. (Arms and legs.) Move arms
with circular movement away from body, and back again;
alternate stretching arms forward, then bending and bringing
close to body.
(2) Kneading of bread by the baker. (Arms and trunk.)
(3) Delivery of bread. (Legs and arm.) Trot away like horse
pulling the baker’s cart. Swing arm and Snap fingers as if
cracking a whip. .
In order to regulate length of movements after they are familiar-
ized, use old tune, “Did You Ever See a Lassie?”—R. M. O. S., p.
47, and sing:
Did you ever see a farmer, a farmer, a farmer,
Did you ever see a farmer plowing the field?
'Twas this way and that way, and this way and that way,
Did you ever see a farmer plowing the field?
Did you ever see a sower planting the seed?
Did you ever see a reaper cutting the grain?
Did you ever see a miller grinding the same?
Did you ever see a baker kneading the dough?
Did you ever see a driver crack his whip so?
3. Harvesting Potatoes—
(1) Digging potatoes. (Legs, arms and trunk.)
(2) Sacking potatoes. (Legs, arms and trunk.) Stooping, pick-
ing them up and putting in sack.
(3) Lifting sack into wagon. (Trunk, arms and legs.) Step right
and bend down to right side as if grasping the sack. Swing
hands up to left shoulder. Drop sack over into wagon.
Repeat, stooping down to left side.
HALLOWE’EN ACTIVITIES.
1. Brownie Play—
Suggested by song, “The Brownies”—Songs of Child World No. 1.
(1) Stealing from seats to form circle. (Legs and arms.) Step
(2)
(3)
on tiptoe—left, right, raising knees high; three little running
steps. - -
Skipping in circle. (Legs and arms.) Take hands and skip
lightly. - -
Cautioning. Children face by twos; bend knees and rest
hands on knees; lean and shake fingers of right hand at each
other; Shake left; jump half way round and face neighbor.
Repeat shaking of finger and jump facing center. :
(4) Leaping like Brownies. (Arms and legs.) Drop hands; Iºlo Ve
forward in same direction as in (2) with “flying step;” three
little running steps, then a leap. Swing arms down and
across in front of body when running, then flinging them
out sideways when leaping.
24
COURSE IN PHYSICAL EDUCATION
2.
Making Cider for Hallowe'en—
(1) Shaking apple tree. (Arms.) -
(2) Apples dropping from tree. Raise arms and shake them as
they are lowered.
(3) Picking up apples. (Arm, trunk and legs.)
(4) Grinding up apples. (Arms and trunk.)
(5) Skipping home. (Legs.)
III. November
PREPARATION FOR WINTER.
1.
3.
Getting in Supply of Wood—the Woodman’s Work—
(1) Felling the tree. (Arms, trunk and legs.) Chopping, then
sawing, then pushing the tree.
(2) Sawing the log. (Arms and legs.) Let two children work
together at sawing the log. e
(3) Chopping the wood. (Arms, trunk and legs.)
(4) Piling wood on wagon. (Arms, trunk and legs.)
Getting the Coal—the Miner’s Work—
(1) Using the pick. (Arms and legs.)
(2) Stretching and flinging arms sideways, upward, to rest tired
back of miner. (Arms.) -
(3) Shovel the coal into cars. (Arms, trunk and legs.)
(4) Pushing cars—along track to elevator. (Arms and legs.)
Building of Warm House—the Carpenter’s Work—
(1) Sawing with hand saw. (Arms, trunk and legs.)
(2) Planing. (Arms, trunk and legs.)
(3) Hammering. (Arms.)
(4) Climbing ladder to nail on boards. (Legs and arms.)
The Shepherd's Work—
Use “Little Boy Blue” for motivation.
(1) Life of the sheep. Frisking about in the meadow.
(2) Cropping the grass and drinking from the brook.
(3) Shearing of the sheep in spring.
(4) Running and jumping for joy because heavy coat of wool is
gone. -
THANKSGIVING FEAST-SOURCES OF FOOD.
1.
2.
The Fowls in the Barm. Yard—
(1) Scratching like hens and calling little chicks.
(2) Strutting like a turkey.
(3) Stretching wing and leg and neck like a goose, right, then left.
(4) Waddle like a duck.
(5) Crow like a cock.
(6) Drink like a little chick.
Butter—
(1) Milking the cows. (Arms and legs.)
(2) Carrying milk to milk house. (Arms and legs.)
Strain it and pour it into pans. (Arms and legs.)
(3) Churning—cream. (Arms and trunk.)
(4) Working butter. (Arms and trunk.)
FOR THE SCHOOLS OF OREGON 25
3. Bread—Review “Cycle of Loaf of Bread,” listed under “October.”
4. Apples (mince meat pie)—
(1) Skip to orchard. (Legs and arms.)
(2) Climb ladder. (Legs and arms.)
(3) Stretch out right and left to reach fruit. (Arms and trunk.)
(4) Pile up rain clouds. (Arms and neck.) Large, wide, sweep-
ing movement of arms. de
(5) Sprinkling garden with rain. (Arms.) Shake hands as if
shaking off water.
(6) Sunshine fairies. (Legs and arms.) Skip about.
NOVEMBER WINDS.
1. Shake the last leaves from the trees. (Arms and breathing.)
2. Leaves fluttering from trees. (Arms and trunk.) Raise arms
high above head and shake them as they are lowered—moving
arms far apart, then nearer together for good chest expansion.
3. Bending trees and tossing branches. (Trunk and arms.) Bend
from side to side and forward with a good trunk rotation—at
the same time moving arms about and up and down.
4. Howling or whistling of wind. (Breathing.)
IV. December
PREPARATION FOR CHRISTMAS.
1. The Christmas Toys—
(1) Bouncing ball. (Legs.) Deep knee bending and jumping,
landing very lightly.
(2) Spinning top. (Arms and legs.) With arms at shoulder
level whirl twice with little running steps; slow up before
stopping; repeat in opposite direction to prevent dizziness.
(3) (Trunk and chest.) Sit with hands on hips, rock from side
to side.
(4) Toy engine. (Arms and legs.) Bend arms half way up and
clinch hands and raise left knee; step forward with left foot
and thrust right arm forward and downward with circulatory
movement, at same time raising right knee; repeat above
action, right, left, right, etc., to sound of choo! choo! choo!
toot! toot! ding-dong' ding-dong ! •
(5) Train of cars. Have a row of children take movements under
(4), except that one hand must rest on the shoulder of child
in front. The leader is the engine and uses both hands.
This play is especially good to teach the need of keeping in
step.
(6) Jack-in-the-Box. (Arms, trunk and legs.) Give directions
as follows: - - -
(1) Jack-in-the-Box (2) was shut up tight;
No air had he, (3) not a chink of light;
(4) How cramped he must be cuddled up in a heap!
26
COURSE IN PHYSICAL EDUCATION
2.
3.
4.
(5) Now open the lid, (6) and up he will leap.
(Note—The following numbers are explanatory of
the preceding corresponding numbers.)
Put hands on hips.
Knees deep bent.
Put hand over eyes.
Bend over. }
Raise up to easy position for jumping.
. Jump up, flinging arms out.
(7) Jumping-Jack. (Arms and legs.) Arms sideways fling and
jump, spreading feet apart; jump back to normal position.
Repeat three times, and then rest and regulate breathing.
(8) Jumping-Jack. Left arm forward and right arm backward
fling; at the same time jump, swing left foot forward and
right foot backward; jump and change position of arms and
feet. Repeat twice. - .
NOTE–These plays are sufficient for several days’ brief activity
periods. (4), (5) or (6) should be used alone.
i
Playing with Christmas Toys—
(1) Bouncing a ball.
(2) On the rocking horse. (Arms and legs.) Step forward with
the left foot, taking position of hand for holding reins; rock
forward on left foot, then back on right. Repeat forward
and backward several times. -
(3) Rocking the doll. (Trunk.) Place right hand on upper part
of left arm; support right arm with left hand; move arms
from side to side, or rock forward and back if sitting, as if
in a rocking chair. -
Rock to rhythm of “Dolly's Lullaby”.-P. M. S., p. 17.
(4) Beating the drum. (Arms.) Beat to rhythm of song, “My
Big Bass Drum.”—P. M. S., p. 110.
(5) Sweeping with the toy broom. (Arms and trunk.)
(6) Pounding with a hammer from tool box. (Legs and arms.)
Bend knees, put left fist on left knee and pound on it with
right fist; change position. - . --
(7) Skipping the rope. (Arms and legs.) Skip to rhythm of
. song, “The Skipping Rope.”—P. M. S., p. 27.
(8). On roller skates. (Arms, legs and trunk.) Raise arms for
balancing; push out with left foot, then with right, turning
somewhat from side to side.
Getting the Christmas Tree—
(1) Trudge with sled or cart to woods. (Arms and legs.) Stretch
arms backwards; step high as if walking in snow.
(2) Chop down tree. (Arms and trunk.) -
(3) Put tree on sled. (Arms, trunk and legs.)
(4) Trudge home pulling sled. (Arms and legs.)
Setting Up Tree—
(1) Make Support—saw boards. (Arms, trunk and legs.)
(2) Hammer on support. (Arms, trunk and legs.)
. (3) Dance around the tree. (Legs.)
FOR THE SCHOOLS OF OREGON 27
5.
“Here We Go Rowind the Christmas Tree” to the tune of “Mulberry
Bush.” Form a circle, Swing arms and walk, singing: -
(1) “Here we go round the Christmas tree (ditto, ditto), so early
Christmas morning.” Stop, represent in pantomime and sing:
(2) “This is the way we blow our horns (ditto, ditto), so early
Christmas morning.”
Repeat (1), then show some other desired toy. While the
children are singing (1) and moving, let one child step inside
circle and show the toy he would like to find on the Christmas
tree Christmas morning; the other children then stop and play
with the chosen toy. While they play, he leaves the center,
and another child must enter to lead the second play.
Trim/ming the Tree— * --
(1) Climbing ladder to hang a star on the top. (Legs and arms.)
(2) Bending down reaching for trimmings. (Arms and trunk.)
(3) Stretching out to reach branches. (Arms and trunk.)
(4) Standing on flocr—reach up as high as possible to hang on
decorations. (Arms.)
(5) Decorate lower branches. (Trunk and legs.)
(6) Dance about the tree to song, “O, Christmas Tree.”—P. M.
S., p. 125. (Legs.)
Christmas Bells—
Ring the Christmas church bell. (Arm, trunk and legs.) Step
forward, reach up, grasp rope and pull. Use rhythm of song,
“The Bell.”—P. M. S., p. 96. Note the pull on the third note of
the measure.
V. January
WINTER ACTIVITIES.
1. Around the Christmas Tree—
2.
Show in play the toys which were received for Christmas.
Jack Frost’s Play—
Use following lines to guide activity:
(1) Jack Frost is a roguish little fellow
When the wintry winds begin to blow;
He flies like a little bird through the air,
And steals through the tiny cracks everywhere.
(2) He makes little girls say oh, oh, oh;
He makes little boys say ho, ho, ho.
(3) He nips little children by the toes,
He pulls little children by the nose,
He tweeks little children by the ears,
And he draws from their eyes the big round tears.
(4) But when we kindle a big warm fire,
Jack Frost is compelled to retire.
Up the chimney skips the roguish boy,
And all the children clap (jump) for joy.
2S
COURSE IN PHYSICAL EDUCATION
Directions for play:
(1) During third line fly toward front of room. During fourth
line creep back to seats. (Arms, legs and trunk.)
(2) Inhale and then say “oh, oh, oh,” as if cold. Inhale and then
say “ho, ho, ho,” as if stimulated by cold air. (Breathing.)
(3) “Nipping toes”—stand on one foot, bend over and touch other
foot. (Arms, trunk and legs.)
(4) Bend over—putting wood on fire or shoveling on coal. Make
Jack Frost retire by raising arms slowly, slipping one hand
against other. Jump lightly up and down, clapping hands.
(Trunk, arms and legs.)
. Snow Storm—
(1) Watching snowflakes falling. (Arms and neck.) Stand with
hands on hips and look up, moving head from side to side;
reach out hands to catch snowflakes.
(2) Falling snowflakes. (Arms.) Show with arms and fingers
how the snowflakes fall: Wave arms forward, sideways,
upward, downward and around with fingers moving.
(3) Brush snow from clothing and shake cap. (Arms and trunk.)
(4) Shoveling a path. (Arms, trunk and legs.)
(5) Warming feet; jumping up and down. (Legs.)
(6) Warming fingers; clap hands, blow on fingers. (Breathing.)
\
. Making a Snow Man—
(1) The beginning. Stoop down, pick up Snow, make a Snow ball;
keep stooping until a large snow ball is made; make three
balls. (Trunk.) -
(2) Stoop again, move forward and gradually rise as Snow ball
grows larger using pushing movement; make three big balls.
(Trunk, leg and arms.)
(3) Building up body of man. Stoop, lift balls up; Stoop, lift
snow and pat, fastening snow man together. (Arms and
trunk.)
(4) Giving snow man his features. Make face, coat, etc. (Arms.)
(5) Dance around snow man to warm feet, singing: (Legs.)
Here we go 'round our jolly snow man,
Our jolly snow man, our jolly snow man,
Here we go 'round our jolly snow man,
On a cold and frosty morning.
Tune: “Mulberry Bush.”
. Snowballing—
(An all round exercise.) Perform to count, then to music.
Use any familiar 4/4 rhythm, or tune “Chimes of Dunkirk,” using
one count to a measure. Stoop—count one, two; raise, shaping
balls—three, four; run forward—five, six; throw and rest—
seven, eight.
The Blacksmith. Shop—
(Horse must be rough shod when it snows.)
(1) Trotting of horses to blacksmith’s shop. (Legs.)
(2) Blowing of bellows. (Arms—breathing.) Bend arms, raise
elbows, inhale; press elbows to sides, exhale.
FOR THE SCHOOLS OF OREGON 29
(3) Pounding on the anvil. (Arms and trunk.) Make large
swing with heavy hammer.
(4) Pawing of horses. (Legs.) Left leg; then right leg.
(5) Putting shoes on horses. (Trunk and legs.) Take horse’s
foot in lap and nail on shoe.
(6) Sleighing with jingle bells. (Legs and arms.) Trot like
horses; raise arms and shake fingers, say “jingle, jingle.”
7. Indoor Play—
(1) Swing from a turning bar. (Arms and legs.) Stretch arms
up to grasp. Step forward and hop on left, swinging right
foot forward; step back and hop, swing left foot backward.
Repeat.
(2) Playing quoits (horse shoes). (Trunk, arms and legs.) Stoop
and pick up three rings. Step forward and pitch three rings;
or bean bag throwing at bean bag board. Toss bean bag.
VI. February
PATRIOTIC PLAYS FOR LINCOLN'S AND WASHINGTON'S BIRTHDAYS.
1. “Soldier Boy” from Singing Games—Mari Hofer.
“Soldier boy, soldier boy,
Where are you going,
Bearing so proudly
The red, white and blue?”
“I’m going where country
And duty are calling;
If you’ll be a soldier boy
You may go too.”
Directions: -
(1) Two or more children, carrying flags, march up and down
aisles as first four lines are being sung or spoken.
(2) Upon hearing “blue,” each stops before nearest child and on
“I’m,” each salutes. -
(3) On “If you’ll be a soldier boy,” second child stands and salutes,
receives a flag and follows leader who turns and goes on to
another child with repetition of song.
(4) Repeat until the desired number of flags is given out.
2. Marching Drill (eight children)—
r While flag bearers have marching drill other children sing
“Left, left, listen to the music” and “Rub a dub, dub,” from Songs
from the Child World No. 1.
Children with flags follow their two leaders and march as
• follows:
(1) Down the center by twos—separate by twos.
(2) Down the center by fours—separate by fours.
(3) Down the center by eights—stop and raise flags. Other chil- .
dren give flag salute.
(4) Leaders who are in center march away from each other, form-
ing two circles; raise flags and circle around once; lower flags.
30
COURSE IN PHYSICAL EDUCATION
(5) Leaders lead lines around to back; as they meet, raise flag
and form arch, next behind pass under arch, face and raise
flag and so on till all flags are raised. Leaders “carry”
flowers and lead line under arches, the next behind lowering
flag as their turn comes.
(6) March around and meet at back; all face and come forward,
stop, raise flag. All children sing a “flag song.”
VII. March,
THE MARCH WINDS.
1. “Who Has Seen the Wind?”—Christina Rossetti.
Who has seen the wind?
Neither you nor I,
But when the trees bow down their heads
The wind is passing by. - w
Who has seen the wind? -
Neither I nor you,
But when the leaves hang trembling
- The wind is passing through.
2. Other Signs of the Wind—
Motivation—“The Wind,” Robert Louis Stevenson.
I saw you toss the kites on high
And blow the birds about the sky,
And all at once I heard you pass
Like ladies’ skirts across the grass.
Oh, wind, a-blowing all day long;
Oh, wind that sings so loud a song.
(1) Sailing a boat. (Arms, trunk and legs.) Raise one arm
straight up for mast. Raise one arm, shoulder level, for yard
arm. Move slowly forward and bend occasionally as a sail
boat does. -
(2) Rocking of boat on waves. (Trunk.)
(3) The weather vane. Teaching the points of the compass.
(Arms, trunk.) Raise arms shoulder level; turn as directed.
(4) Flying a kite. (Legs, arms and trunk.) Hold arm up as if
holding a kite string; running, looking back now and then to
see kite flying.
(5) The windmill. (Arms and trunk.) Raise arms shoulder level,
move arms around in large circles; or two children stand face
to face, raise arms shoulder level; both bend to right, then
left, making the four arms of a Dutch windmill.
3. Pinwheels—Have children make paper pinwheels. Fasten to end
of lead pencil. .
(1) Stand, thrust pinwheel forward with right hand several times.
Repeat with left hand. (Arms.)
(2) Run around the room holding arm still and see pinwheel
whirl. (Arms and legs.)
4. Owt of Door Play—Use song “What Shall We Do When We All Go
Out,” as previously described in this outline.
FoR THE SCHOOLS OF OREGON 31
VIII. April
SPRING ACTIVITIES.
1. “April Showers Bring May Flowers”—
(1) Pattering of rain on roofs or window panes. Tap on desk with
fingers. - -
(2) Falling rain. (Legs, arms and trunk.) Raise arms; arms sink
forward; trunks forward, bend till rain reaches ground.
(3) Crossing the road on stepping stones. (Legs.) Raise knees
and take long steps on tiptoe. - -
(4) Walking the plank over rushing water. (Arms and legs.)
Raise arms to balance and walk, keeping on a single board of
the floor, or use a balance beam. -
(5) “Dance of the Rainbow Fairies”—see song “Dancing Rain-
drops.”—P. M. S., p. 75. -
2. Making Garden—(Tune: “Mulberry Bush.”)
(1) This is the way we spade the ground. (Arms, trunk and legs.)
(2) This is the way we rake the ground. (Arms, trunk and legs.)
(3) This is the way we plant the seeds. (Arms, trunk and legs.)
(4) This is the way the rain comes down. (Arms and trunk.)
(5) This is the way we hoe the weeds. (Arms and trunk.)
(6) This is the way we smell the flowers. (Breathing.)
3. Easter Suggestions—The Hen and Chickens. Use “Good Mother
Hen” from Finger Plays by Emilie Poulsson.
(1) Good mother hen sits here on her nest,
Keeps the eggs warm beneath her soft breast,
Waiting, waiting day after day.
(2) Hark, there is a sound she knows very well,
Some little chicks are breaking the shell,
Pecking, pecking away. •
(3) Now they’re all out, O see what a crowd,
Good mother hen is happy and proud,
Clucking, clucking away.
(4) Into the coop the mother must go,
While her small chicks run to and fro,
Peeping, peeping away.
(5) Here is some corn in my little dish,
Good mother hen eat all you wish,
Picking, picking away.
(6) Happy we'll be when we see you again,
Dear little chicks and good mother hen.
Now goodby, goodby for today.
(Note—The following numbers are explanatory of the
preceding corresponding numbers.) -
Children sit.
Make cracking sound with finger nails. -
Rise from seat; use fingers for chicks and have chicks
run all about—moving arms out to side and in front of
body. Let mother hen scratch the ground. (Arms.) .
;
82 COURSE IN PHYSICAL EDUCATION
4. Sit, using seat for coop but have fingers moving about on
desk.
Use desk for dish; bend down to get corn. (Trunk.)
6. Children skip away from seats waving goodby. (Arms and
legs.)
The ducks. See November outline for “O, the Pleasant Water and
the Sky So Bright.” -
The Rooster. See the attractive song: “The Rooster’s Good Morn-
ing.”—P. M. S., p. 74.
The Rabbit. Put hands up to the side of head to make the rabbit's
long ears; knees bend and hop, hop, hop. (Arms and legs.)
5.
4. Arbor Day. Selecting the Trees for Planting— (Showing appear-
ance and use of trees.) -
(1) Maple tree—large and round; used for shade and hiding places
for nests. Raise arms to show shape. -
(2) Poplar tree—straight and tall; used for windbreak. Raise
arms straight above head, stretch up as tall as possible; bend
only slightly from side to side. -
(3) Willow tree—relaxed and drooping; used for shade. Bend over
letting arms hang; toss branches in the air. -
(4) Fir tree. Cone shaped—used for decoration; for bird’s nest;
for Christmas tree. Raise arms, touch finger tips, then lower
arms showing spreading of branches.
p. 109.
5. Arbor Day. Planting of Tree — Song: “Arbor Day.” — P. M. S.,
(1) Dig the hole. -
(2) Wet the ground and put in fertilizer.
(3) Put tree into hole.
(4) Shovel dirt around roots.
(5) Wet the ground well.
6. The Birds, Seeking Nesting Places—“Fly Little Birds,” Holiday
Song Book: Emilie Poulsson.
(1) Fly little birds, fly east and west,
Seeking a place to build your nest;
Tall trees are standing side by side,
Will you among their branches hide?
Fly little birds, fly round and round,
Fly to the bushes, trees and ground,
Then in the place that you like best
Busily weave your cozy nest.
(2) In recreation period play “I spy,” using a tiny basket or box
for nest. Let one row of children leave the room; the other
children decide where the bird’s nest shall be hidden. While
one row is looking for the nest the others sing “The Oriole’s
Nest” (P. M. S., p. 90), singing it loudly as they approach the
hiding spot and Softly as they leave it or look away.
FOR THE SCHOOLS OF OREGON 33
IX. May
1. May Day Plays—
2.
3.
4.
5.
(1) Weaving a daisy chain. (By rows.) Childres in a line holding
hands; the leader stands on the left end and leads the line
under the arm of the last two children who turn around in
place with right arm across the body. Each child finally turns
in place. To unwind chain raise right arms and turn under
arms, toward right, without letting go of hands.
(2) Gathering flowers for May baskets. Trip to meadow, Swinging
May baskets; stoop, pick flowers, rise, run a few steps, stoop
and pick some more until children are out in circle about room.
(3) About the May pole. (Any old English tune: “Mulberry Bush.”
or “Farmer in the Dell,” etc.) In couples children trip swing-
ing arms for eight measures; join both hands and whirl about
for two measures; walk to pole, take ribbons and walk to
circle; skip to right around to place, turn, skip to left around
to place; face pole and drop ribbons. Skip away.
Nature’s Party— t *
(1) Flowers nodding on their stems. “Sweet Pea Ladies,” Songs
of Child World No. 2.
(2) Butterfly dance. “The Butterfly,” Songs of Child World No. 2.
(3) “Darting Swallows.”—P. M. S., p. 29.
(4) “The Bee’s Orchestra.”—P. M. S., p. 69.
(5) “The Frog,” Songs of Child World No. 2.
Oh, a little frog in a pond am I,
A hoppity, hoppity, hop;
I can jump so far, I can jump so high,
A hoppity, hoppity, hop;
I sit on a lily pad high and dry
And watch the fishes as they swim by,
Then—splash—I make the water fly,
A hoppity, hoppity, hop.
On the Farm— - -
(1) Plowing the fields and planting the grain.—P. M. S., p. 55.
(2) Feeding flocks.-P. M. S., p. 73. - -
(3) Shearing the sheep.–Songs of Child World No. 1, p. 70.
(4) Playing in the meadow.—P. M. S., p. 12.
The Swing— (All around exercise.)
Swinging in the swing,
Swinging up so high, -
We can almost bump our heads
Up against the sky.
Arrange children in sets of threes; two children face, grasp
hands, forming seat of swing. The third child pushes against
their hands as if pushing the swing; on the word “bump” the
pusher runs under and on to the next swing.
Vacation Pleasures—
(1) Picnic in the woods. (See September.)
(2) Picnic at the beach. (See September.)
(3) Skipping ropes.—P. M. S., p. 27.
(4) Playing soldier.—P. M. S., pp. 14, 22.
(5) Playing circus.-P. M. S., pp. 30, 33.
Sig. 2.
COURSE IN PHYSICAL EDUCATION
2.
3.
GAMES AND PLAYS
The games and dances listed here are described in the following books:
Recreation Manual for Oregon Schools.
Games for the Playground—Bancroft.
Physical Training for the Elementary Schools—Clark.
I. FIRST GRADE.
1. Playground Games—
(1) Dodge ball.
(2) Slap Jack.
(3) Drop handkerchief.
Itisket, Itasket.
(4) Cat and mouse.
Schoolroom Games
(1) Squirrel and nut.
(2) Butterflies.
(3) Follow the leader.
(4) Jack-be-nimble,
Rhythmic Plays—
(1) Farmer in the dell.
(2) Mulberry bush plays.
Victor record No. 17104.
(3) Did You Ever See a Lassie?
Victor record No. 17568.
(4) How D'ye Do, My Partner?
Victor record No. 17568.
II. SECOND GRADE.
1.
2.
3.
Playgrownd Games—
(1) Flowers and the wind.
(2) Pom, Pom, pull away.
(3) Frog in the meadow.
(4) Stone.
Schoolroom Games—
(1) Little Johnny Stoop.
(2) Last One Up.
(3) Bird Catcher.
(4) Cobbler, Cobbler, Mend
My Shoe.
Rhythmic Plays—
(1) Oats, Peas, Beans.
Victor record No. 17567.
(2) GC Round and Round
the Village.
Victor record No. 17104.
(3) The Muffin Man.
(4) Little Bo-Peep.
(5) Stoop tag.
(6) Home tag.
(7) Rabbit’s nest.
Squirrel and trees.
(8) King's land.
(5) Bell game.
(6) Teacher and class.
(7) Cat and mice.
(8) I spy.
(5) Looby Loo.
(6) Shoemaker’s Dance.
Victor record No. 17084.
(7) Danish Dance of Greet-
ing.
Victor record No. 17158.
(8) Baa-baa, Black Sheep.
(5) Statues.
(6) Trades.
(7) Still Pond.
(8) Run for Your Supper.
(5) Bean Bag Circle Toss.
(6) Blind Man’s Buff with
Wand.
(7) Ante Over (with curtain)
(8) Automobile (stage coach)
(5) London Bridge.
Victor record No. 17104.
(6) Chimes of Dunkirk.
Victor record No. 17327.
(7) Dickory, Dickory, Dock.
(8) I See You.
Victor record No. 17158.
NOTE–These groups of eight games and rhythmic plays and dances
are so arranged that One new one of each group may be taught each
month. Most of the games of the previous grade Will be continued
with pleasure.
FOR THE SCHOOLS OF OREGON 35
SUPPLEMENTARY GAMES.
1.
“Here We Go on a Merry-go-round—(1-2). Music: “Mulberry
Bush.” Formation: A single circle facing inward and clasping
hands.
(1) “Here we go on a merry-go-round, merry-go-round, merry-go-
round;
Here we go on a merry-go-round on a lion or a pony.”
(All skip right, around circle.)
(2) “This is the way we start to move, start to move, start to move;
This is the way we start to move on a lion or a pony.”
(Step sideward right, and bring left to right and continue
around circle.)
(3) “This is the way we hurry up, hurry up, hurry up,
This is the way we hurry up on a lion or a pony.”
(Same as (2) with glide instead of step.)
“I went to Visit a Friend One Day—(1-2). Words: Holiday Song
Book. Music: “Oats, Peas, Beans.”—R. M. O. S., p. 43. Forma-
tion: Single circle.
(1) I went to visit a friend one day;
She only lived across the way;
She said she couldn’t go out to play
(2) Because it was her washing day.
(3) This is the way she washed away;
This is the way she washed away;
This is the way she washed away
(4) The day she couldn’t go out to play. -
(Note—The following numbers are explanatory of the
preceding corresponding numbers.)
. Walk along the circle moving around the room.
Turn facing center and stand.
. Bend over and go through movement of rubbing clothes on
a washboard.
4. Raise up and turn as at first.
Repeat first three lines for each day of the week, chang-
ing fourth line as follows:
(2) “Because it was her ironing day.”
3. Put left hand over back of right and press and push as if
ironing. -
(2) “Because it was her mending day.”
3. Bring fingers of two hands together then pull apart as if
pulling thread through cloth.
(2) “Because it was her sweeping day.”
3. Move forward and back as if sweeping.
(2) “Because it was her scrubbing day.”
3. Deep knee bending, lean over and move right arm as if
scrubbing floor with a brush.
(2) “Because it was her baking day.” ! {
3. Curl left arm by placing finger bent in at waist making
mixing bowl. Stir with right hand holding the spoon.
;
36
COURSE IN PHYSICAL EDUCATION
(2) “Because it was the Sabbath day.”
3. Ride to church on horseback.
Sing: “This is the way she rode away.”
The game needs this livelier, more strenuous leg move-
ment at the end for a climax.
“Welcome Little Travelers” (1-2). Words: Holiday Song Book.
Music: “Chimes of Dunkirk.”—P. M. S., p. 83. Formation: Part-
ner game in single circle, with one couple in center.
(1) “Welcome little traveler, welcome, welcome home;
Tell us little traveler, from what land you come.”
(2) “We have come from Skipping Land,
Where people all go skipping.”
(3) Chorus:
“We have come from Skipping Land,
Where people all go skipping.”
(Note—The following numbers are explanatory of the
preceding corresponding numbers.) ^
1. With clasped hands circle all moves to the right, singing
first two lines; the two in the center determine their
activity.
2. Couple in center skip and sing.
3. Partners take hands and in a double circle repeat suggested
activity; couple in center choosing another couple to take
their place and the game continues with such activities as
hopping, walking, jumping, running, clapping, whirling,
pounding, etc.
4. Lads and Lassies—Words, Singing Games, Mari Hofer. Music:
“Coming Through the Rye.” Formation: Single circle with sev-
eral children in center.
(1) “Lads and lassies out-a-walking,
Chanced one day to meet,
(2) First, they bowed, then clasping hands,
Danced with nimble feet.”
(3) Tra, la, la, etc.
(4) “Lads and lassies, home returning,
Gaily waved goodby, -
Hoping soon to meet again
Coming through the rye.”
(Note—The following numbers are explanatory of the
preceding corresponding numbers.)
1. With clasped hands, circles move to right through two lines
and stop. - -
2. Children in center who have been walking about, stop be-
fore some one in circle, both bow, take hold of hands and
skip.
3. Skip through four measures, other children clap hands.
4. Children who were in center leave their partners and join
the circle, waving goodby. Game continues through repe-
tition.
FoR THE SCHOOLS OF OREGON 37
5. Peas, Porridge—Tune: “Chimes of Dunkirk.”—P. M. S., p. 6.
Formation: Double circle, partners facing each other.
Part 1. Play and sing:
(1) “Peas porridge hot,”
(Slap thighs, clap own hands, clap partner’s.)
(2) “Peas porridge cold,”
(Slap thighs, clap own hands, clap partner’s.)
(3) “Peas porridge in the pot,”
(Clap own hands, clap right hands across.)
(Clap own hands, clap left hands across.)
(4) “Nine day old.”
(Clap own hands, clap partner's, clap own.)
Repeat same movements for:
“Some like it hot,
Some like it cold,
Some like it in the pot
Nine days old.”
Part 2. Words self-explanatory:
“Clap and clap and clap (own hands),
Tap and tap and tap (right toe),
Turn all about -
And bow just so.
Come let’s skip away
As far as we may
But now we say “goodby'
And to another go.” -
Circles move one place to the right to get a new partner.
THIRD GRADE
STORY PLAYS, SELF-TESTING STUNTS, DRAMATIC SONGS
I. Recalling Summer Ea:periences
1. Practicing to Make the Baseball Nine—
(1) Batting practice: (Arms, trunk and legs.) Get good position
of feet. Get good position of hands for holding the bat. Swing
the bat and strike. Practice left handed batting, also.
(2) Catching practice: (Arms, trunk and legs.) Leap out to right,
raising left foot in back; at same time swing arms up and
clap hands.
Leap for high ball left;
Leap for low ball, right;
Leap for low ball, left.
(3) Pitching practice: (Arms, trunk and legs.) Have boys show
how men pitchers sometimes get ready to pitch the ball.
(4) Base running: Use corner-to-corner race.
(5) Baseball fan: (Legs and arms.) Jump and clap hands over
head.
38 COURSE IN PHYSICAL EDUCATION
2. At the “Swimming Hole”—Have individuals show the different
ways of using the arms in Swimming, then practice:
(1) Dog paddle. (Arms and legs.)
(2) Breast stroke. (Arms.)
(3) Crawl stroke, right, left. (Arms and trunk and legs.)
3. Harvesting the Hay—
(1) Practice pitching the hay upon the wagon. (Arms, trunk and
legs.
(2) Jumping in the hay. (Legs.) “Bouncing movement” for
learning to “land” lightly.
II. Fall Activities
1. Labor Day—Parade—Let children select the names of different
kinds of trades or occupations. Show if each is ready to march
in the parade by acting in pantomime before the class for the class
to guess the trade. Have all the children then represent a big group
of each respective trade.
2. The Merry Blacksmith—Music: Anvil Chorus, from “Il Trovatore.”
Words by Kate Douglas Wiggin.
(1) Bright glows our furnace fire,
Our iron bars we’re heating;
High rise the sparks and higher,
Our anvils we are beating.
Chorus:
Cling—Clang—
Cling, clang, cling, clang, cling,
The merry blacksmith
The merry blacksmith
Doth toil the whole day long.
(2) See how our hammers swing,
Our anvils we are pounding;
Hear now the iron ring,
With brazen clang resounding.
Chorus—Directions: Used closed fists for hammer and
anvil. If dumbbells can be secured, the exercise is more real-
istic.
1. Swing right arm in a big circle and strike right hand upon
left four times during first line of song.
2. Repeat movement with left arm during second line. Repeat
(1) and (2) during third and fourth lines. Chorus.
3. Strike right hand upon left, strike left hand upon right,
during first line of chorus.
4. Strike right, left, right, left, right, during second line.
5. Hold through last lines until the word “day,” when the
right arm swings once more, and strike left upon “long.”
Repeat all if two stanzas are used.
If music of Victor record is used, have a marching drill
during “interlude” between verses.
FOR THE SCHOOLS OF OREGON . 39
3. Columbus Day—Columbus, the Sailor—Experience the life of the
sailor by means of the following dramatic song: Music—“Chimes
of Dunkirk.”—P. M. S., p. 83.
(1)
(2)
(3)
(4)
Hurrah! for the sailor boy,
A-sailing on the Sea.
He pulls an oar and pulls it well,
To reach the ship’s lea.
Chorus: *
Well done the sailor boy,
Well done the sailor boy,
Well done the sailor boy,
A-sailing on the sea;
Hurrah! for the sailor boy,
A-sailing on the sea;
He climbs the rope to reach the deck,
Up and up goes he.
(Chorus.)
Hurrah! for the sailor boy,
A-sailing on the Sea;
He hoists the sail, he pulls away,
A strong boy is he.
(Chorus.)
Hurrah for the sailor boy,
A-sailing on the sea; - *
He weighs the anchor with many a pull,
“Yo, ho! we’re off,” says he.
(Chorus.)
(5) Hurrah! for the sailor boy,
(6)
A-sailing on the sea;
He scrubs the deck till it’s smooth as silk,
A clean boy is he.
(Chorus.)
Hurrah! for the sailor boy,
A-sailing on the sea;
When his work is done he pipes a tune,
A merry lad is he.
(Chorus.)
Directions: Circle formation—walk and sing during first
two lines of each stanza; (chorus). Turn to a neighbor in
circle. First line: shake right hand and extend right foot,
resting on heel with toe raised; second line: without releasing
right hands, shake left hands, and change position of feet.
Last three lines: pull hands back and forth and change posi-
tion six times.
(Note—The following numbers are explanatory of the
preceding corresponding numbers.)
1. Rowing a boat—Pulling on the oar.
2. Climbing rope—Jump and grasp rope; change positions of
hands, raising them higher each time.
40 COURSE IN PHYSICAL EDUCATION
3. Hoisting the sail—Leap out to right, raising left foot in
back; hop and pull. Repeat, leaping to left. Repeat right
and left.
4. Weighing the anchor—Leap forward on right foot, reach
down, grasp rope, leap back on left, pulling clasped hand
over left shoulder. Repeat three times.
5. Scrubbing the deck.
6. After work comes play—Dancing sailor's step. Step and
hop, right, raising left in back. Step and hop, left, raising
right in back. Repeat, turning round, bending over from
side to side—“rocking the boat.” Arms may be folded, or
right hand placed on waist line in front, left hand on waist
line in back; hands change as feet change, with a slight
upward hitch of the elbows.
Be very careful not to let third graders practice these
vigorous movements too long at one time.
4. Hallowe'en—
a. Brownies’ dance—See page 11.
b. Hallowe'en game—Old Mother Witch.
Leader: “Old Mother Witch sent me to you.”
Group: “What shall we do?”
Leader 1. “Fly like a bat!”
Leader 2. “Creep like a black cat!”
Leader 3. “Grin like a Jack-o'-lantern l’’
Leader 4. “Ride on a broomstick!”
Leader 5. “Hoot like an owl!”
(Words should be spoken awesomely.)
III. Thanksgiving
1. Puritan Life. Mem—
(1) Chopping down trees. Emphasize swing of ax.
(2) Going hunting for wild turkeys.
(3) Captain Miles Standish and his militiamen. Practice with
sticks, or without.
2. Indian Life. Deer Hunt—Girls stay at camp—grinding corn, etc.
Boys: -
(1) Paddle canoe. (Very good trunk and arm movement.)
(2) Creep through the woods.
(3) Sight deer and aim arrows——twang!
(4) Carry deer to camp. -
(5) Dance of rejoicing around fire. (Step and hop on right foot,
raising left in the back. Repeat left; lift knees high, and raise
bent arms alternately. Show the movements used in hunting
º Then dance around again. Girls clap hands for tom-
tom. -
IV. Christmas
1. The Toy Shop—Have children choose toys, representing them as
stiff jointed. Let other children guess what they are.
2. See Story Plays for Grades 1-2, December.
For THE SCHOOLS OF OREGON 41
3. Christmas Frolic—Use words and music of “I See You,” to be
found in almost any book of singing games or folk dances. Use
“Virginia Reel” figures when partners take hands.
(1) Turn partner with right hand.
(2) Turn partner with left hand.
(3) Join hands, take four sides between the lines.
4. Dancing Song—P. M. S., p. 93. Formation: Double circle, partners
facing. Directions:
(1) Clap own hand, clap partner’s, clap own, three times.
(2) Partners join inside hands and walk, waving outside hands.
(3) Join both hands with partner and skip around in place.
(4) Drop hands and bow slowly, in contrast to rapid skipping.
(5) Move one place to right on the words, “for polite we must be,”
and get a new partner. Curtsy to new partner on the word
“be.” Repeat as many times as desired.
V. Winter Sports
1. Snowball Battle—
(1) Building snow fort. (Trunk and arms.) Pile up snow and
press it hard. -
(2) Make snowballs. (Trunk and arms.)
(3) Throwing snowballs, at word from captain. (Arms and trunk.)
(4) Jump over fort and rush the enemy. (Arms and legs.) (Jump
over seats.)
2. Skating—Use “Skating Song,” Songs of Child World No. 2.
(1) O, hurry quick, (2) the ice is thick,
(3) Get ready in a trice!
(4) We’ll tramping go, across the snow,
To skate upon the ice;
(5) And all our mates on shining skates,
Skim quickly to and fro.
(6) O, hurry quick, the ice is thick,
And we must skating go!
(7) One! two skating we go,
One! two shouting, “O, ho!”
And “Hurrah for the ice!”
And, “Hurrah for the Snow!”
And, “Hurrah for the ice, O, ho!”
(Note—The following numbers are explanatory of the
preceding corresponding numbers.)
1. Rise from seats.
2. Put on caps and button coats.
3. Swing skates over shoulders. (Legs, arms and trunk.)
4. Walk as if through snow to front of room and face about.
(Legs.) -
5. Balance on one foot, bend over and buckle on a skate.
(Trunk and legs.) -
6. Balance and put a skate on other foot with hands on hips,
elbows back.
42
COURSE IN PHYSICAL EDUCATION
7. Slide forward with left foot bending knee, to help make the
slide on “one.” Slide forward with right foot on “two.”
Continue sliding down aisles toward back of room. Wave
arms at “hurrah.” (Legs and arms.)
8. Repeat chorus—advancing toward front of room; stop by
seats to shout, “O, ho!” etc. -
3. Coasting—Motivation through use of “Coasting Song.”—P. M. S.,
p. 74.
(1) Trudge through snow, raising knees; arms stretched behind,
pulling sled. (Arms and legs.)
(2) Starting sled down hill. Bend down, take several little run-
ning steps and pushing sled; raise up and slide, if children are
standing far enough apart.
(3) Teamster’s warning, while waiting for sled to come back.
Raise arms shoulder level; swing forward across chest; Swing
sideways; repeat several times.
(4) Warming feet. (Legs.) Raise left foot; jump from one foot
to the other.
(5) Warming fingers. (Breathing.) Clap hands. Blow on
fingers. º .
. Knocking Over a Snow Man—This game necessitates some ap-
paratus.
(1) Flour sack—stuffed with hay or cloth—set upon box.
(2) Bean bags—at least two, but as many as there are children,
in a row would be better. -
Directions:
1. Stand on a line at a good distance from snow man.
2. Throw bean bag at snow man.
3. Run, pick up bean bag and run around behind row. Pass
bean bag to player ahead. -
4. Keep score: (1) Point for hitting Snow man, (2) points.
for knocking him over.
. Eskimo Game—Eskimo boys—flying past on sleds—shoot with
arrows at bones standing up in the snow.
(1) Draw a circle on blackboard, or hold up a hoop. -
(2) As children run past they throw a bean bag at circle, or
through hoop. . -
VI. Hero Plays
1. SIGNALS OF COURTESY.
(1) The Soldier’s “Salute”—Raise upper right arm parallel with
floor; with fingers and thumb extended and close together,
touch thumb to temple and forefinger against right eyebrow;
bring hand down smartly. . -
(2) The Knight's Bow of Allegiance—Place ºright hand on left
hip, action of drawing sword from scabbard; extend right
arm upward and outward, with heels together make deep bow,
point of sword would almost touch the floor; rise, raising
sword aloft; replace sword in scabbard. - .
FOR THE SCHOOLS OF OREGON 43
(3) The Colonial Bow, of George Washington's Day—Place left
hand behind back; bring right hand to left shoulder or heart;
make deep bow, sweeping hand out to right side; rise, bring-
ing hands to side. If hat is worn carry hat to shoulder then
sweep out to side. If no hat is worn a lace handkerchief
should be used.
(4) The Modern Raising of Hat—Raise hat from head, lower as
far as shoulder level and incline head.
2. HEROES OF ANCIENT TIMEs—Darius—the Persian Boy; or, David—
the Hebrew Boy. (Ten Boys, Jane Andrews.)
(1) Leaping over logs. Use jumping standards or sticks over two
chairs; practice running high jump.
(2) Jumping over brook. Practice standing broad jump.
(3) Throwing a stone. Practice throwing bean bags at a mark.
(4) Running races.
3. HERO OF MEDIEVAL HISTORY-Columbus, the sailor. See October
outline.
4. COLONIAL HERO—George Washington, the boy.
(1) The boy leader at school. Captain in snow battle.
(2) Mastering the wild pony. -
(3) Learning sports. Swimming in the Potomac. Rowing on the
Potomac.
(4) Militia drill.
5. THE MODERN HERO—The Soldier.
(1) Marching drill. Use some real military commands to add
dignity and realism to the play such as: Company, attention!
Mark time, mark! Forward, march I Company, halt! Pa-
rade, rest! Use drill for First and Second Grades, February
outline; in place of flags carry sticks for guns.
(2) Gun drill. Present arms, order arms, parade rest, attention,
carry arms, port arms, load, aim, fire. For instructions in
handling gun see any late book on military tactics or ask a
soldier of the late war.
(3) “Setting up” drill. With guns—use as if guns were wands.
Without guns—use exercises given under “B.”
(4) Get real instruments for a toy orchestra or imitate different
instruments using a familiar martial air.
VII. Spring Activities
1. Sigms of Spring— -
(1) The return of the birds. Show different characteristics of
birds, as a part of bird study. Hopping, flying, darting, etc.
(2) Making a garden. See First and Second Grades—April out-
line. --
(3) Clean-up day. Picking up and putting rubbish into boxes.
Throwing Stones into pile. Raking yard. Sweeping walks.
2. The Farmer's Work—Cycle of the loaf of bread. See First and
w Second Grades, November outline.
44
COURSE IN PHYSICAL EDUCATION
3.
Out-of-door Play— -
(1) Practice for baseball team. See September outline.
(2) Swinging. Swing Song, Child World No. 2. Directions for
activity, see First and Second Grades outlines for May.
4. Flower Dance—(Dainty steps.) Music, “Sweet Pea Ladies.”—
5.
(Child World No. 2.) Formation: Couples dance in circle or in
lines. Directions: Partners raise inside hands, joined, shoulder
level; outside hands at waist or holding skirts. Begin with
owtside foot.
(1) Touch toe forward. Touch toe to side. Step on outside foot
and turn with two steps facing partner. Four counts. -
(2) Step on outside foot, put other foot behind and curtsy. Step
- on inside foot, put other foot behind and curtsy. Four counts.
(3) Partners take hands and slide four times. Four counts.
(4) Walk forward, beginning with inside foot, three steps and
point owtside toe. Four counts. -
Maypole Dance—For description see next to last page of this
section. . -
VIII. Stunts for Ea:ercise
1.
2.
3.
4
5.
Vaulting Seats— . -
(1) Grasp desk and back of seats. Upon signal, jump over seats;
turn, with signal, jump back again. Use: -
“Jack be nimble, Jack be quick,
Jack jump over the candle stick.”
Wait till the word “jump” is spoken, then vault the seats.
(2) Vault the seats across the room. Each time when the last
row of seats is valuted, the children run around to the first
row of seats; the other children wait until they arrive.
“Going to New York”—Sliding through seats instead of vaulting.
Jumping lightly from desks. .
Hopping over chalk marks on the floor.
Follow the Leader—Select for leader ingenious children who can
think quickly, and give directions when needed. -
Suggestions: -
(1) Clapping hands in front or over head.
(2) Beating drums—bass or snare.
(3) Blowing horns.
(4) Walking like an elephant, swinging trunk.
(5) Galloping like a horse.
(6) Stooping, then hopping like a rabbit.
(7) Arm swinging like a pendulum of a clock.
(8) Sailing a boat.
(9) Vaulting a desk.
(10) Jumping to touch a mark on the wall.
(11) Walking on tiptoe with arms shoulder level.
FOR THE SCHOOLS OF OREGON 45
6. Bean Bag Plays—
(1) Marching with bags on head.
(2) Tossing and catching bags rhythmically. -
(3) Relay race. Each child of end row on right side of room has
a bag beside the seat on the floor. Upon signal reach down,
pick up bean bag, change to left hand, drop on floor. Each
child of second row, third, fourth, etc., repeat movement until
last row, when the bags are held up to show winning row.
GYMNASTIC DRILLS
Preliminary Directions for All Lessons—
Practice taking correct sitting position; quick, noiseless rising from
the seats; and standing in good position in the middle of the aisle.
“Good standing position—take!” With heels near together and toes
pointing straight forward, stretch up. Stretch the knees, the hips, the
waist, the chest, the neck. Reach up with the crown of the head. “In
place—rest!” A partial release of the effort to stand tall, but mainte-
nance of a reasonably good position. One foot may be moved but not
both, keeping weight on both feet. This must be followed by “Position!”
before another exercise can be given. The fundamental standing posi-
tion is an active gymnastic position and one of the finest posture exercises
we have. --
GROUP I
1. ORDER—(1) “Gymnastic sitting po-si-tion l’ Feet flat on the floor,
hips well back in the seats, waists stretched up, chest lifted, head pushing
up, hands loose in the lap. (2) “Resting po-si-tion l” Let shoulders touch
back of seats, but with no slumping. (3) “Erect po-si-tion l’’ (Same as 1.)
(4) “Class—rise!” (5) “Good standing po-si-tion l’” Follow preliminary
directions. -
2. ARM-(1) “Hands on hips—place P’ The hands are placed quickly
on the hips with the thumbs back and the fingers to the front, and some-
what below the waist. Guard against a raising of the shoulders. (2)
“Arms upward—bend! Po-si-tionſ Again—one! two ſ” Close the fists
tight, raise them quickly to the shoulders, pull the elbows in against the
sides so firmly that they can not be pulled out. On the return move-
ment the arms should be stretched quickly and forcibly downward, and
the fundamental position should be assumed. .
3. TRUNK–“Hands on hips—place! Trunk forward—bend! Raise!
Again—one! two 1* The trunk is bent slowly forward from the hips like
a hinge, to an angle of about forty-five degrees. The back is kept abso-
lutely straight. The head is carried forward without any bending at
the neck. -
4. LEG-‘‘Hands on hips—place! To stride position—jump! To
position—jump! Again—one! two 1 Po-si-tion l’” With a light jump the
feet are placed about three footlengths apart. The landing should be
made on the toes. On the return movement a jump is taken and the feet
are brought not quite together. “Position” brings the hands down.
5. BREATHING—“Arms upward—bend! Chest raising—one! two!
Again—one! two 1 Po-si-tion l’. At “one” the abdominal muscles are
46 Course. IN PHYSICAL EDUCATION
contracted, the chest is raised, the chin drawn in, and a deep breath
taken. At “two” the exhalation occurs. If the hands are placed on the
chest the children are more conscious of the lifting of the chest.
GROUP II
1. ORDER—(1) In this time: left, right, left, right, class, mark time
—mark!” This is continued in easy marching time. (2) “Class, halt!”
Two movements, left, right, are always made after the command “Halt!”
2. ARM-(1) “Arms sideways—raise! Sink! Again—onel two l’’
Repeat with eight counts—go! The arms are quickly raised to shoulder
level. On the return movement the arms sink to the fundamental posi-
tion at the sides but do not relax. (2) “Arms forward—bend! Po-Si-
tion 1. Again—one! two! The arms are brought quickly to the chest, the
elbows 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. Guard against swaying backward.
3. TRUNK–(1) “Hands on hips—place! Trunk to the left—bend!
Trunk—raise! Trunk to the right—bend! Trunk—raise!” Trunk
movements must be done slowly, never quickly enough to jerk the body.
(2) “Arms sideways—raise! Trunk to the left—bend! Raise! To the
right—bend! Raise! Again—one! two! threel four!” Move smoothly
like a see-saw. . -
4. LEGS-“Arms upward—bend! Heels—raise! Heels—sink! Re-
peat with eight counts—go / One! two / and halt! Arms—po-si-
tion l’’ Guard against coming down hard on heels. Keep weight forward.
5. BREATHING—“Arms forward—bend! Breathe in—opening the
gates more widely | Breathe owt! Again—One / two I Arms—po-si-tion l’’
GROUP III
1. ORDER—“Alternate rows face the back of the room | Class—at-
ten-tion | In this time: left, right, left, right, mark time—mark! For-
ward—march 1” The class follows the leader up and down the aisles
until they reach their own seats again, where they mark time until the
command, “Class, halt!” is given. Be sure that the start is made with
the left foot—and that the body is carried lightly and in good form.
2. ARM-‘Arms upward — bend! Downward — stretch! Bend!
Stretch! Again—one! two l’” Pull the elbows in tight to the sides when
arms are bent. Do not lean backward.
3. TRUNK–“Hands on hips—place! With head up, trunk forward—
bend! Upward—raise! Again—onel two 1 Po-si-tion l’’ Have the chil-
dren watch a line on the wall, such as the moulding.
4. LEG-“Hands on hips—place! Left foot backward—raise! Sink!
Right foot backward—raise! Simk! Again—one! two! threel four!”
Repeat with eight counts in this time: one, two—go! one! two 1
and halt!”
5. BREATHING—“Hands on chest—place! Breathe in 1 Breathe owt!
Again—in' owt!” Keep elbows high—but let fingers of right and left
hands touch. With each inhalation, a space grows between the fingers.
Breathing should not be done to rhythm. . -
FOR THE SCHOOLS OF OREGON 47
GROUP IV
1. ORDER—“Hands on hips—place! Running in place, eight counts—
go! one! two! threel and halt! Po-si-tion P’ Raise the foot back-
ward as in the previous lesson but start at once by shifting weight to
the left foot.
2. ARM-(1) “Arms sideways raise and heels raise! Sink! Again
—one! two 1 one! two 1 one! two 1 and stop!” The return movement is
quick but the arms which are held stiff throughout the movement should
not clap at sides on the last command. (2) “Hands on hips—place!
Arms forward—bend! Again—one! two 1 one! two 1 Po-si-tion' The
hands are quickly changed from hips to chest. Give commands irregu-
larly rather than rhythmically, unless a rhythmic exercise is desired.
3. TRUNK–“Hands on hips—place! To stride position—jump!
Trunk forward and downward—bend! one! two 1 Raise—three! four!
Again—one, two 1 three, four! To position—jump!” Deep bending
requires at least two counts for each movement.
4. LEG—“Hands on hips—place! Left foot to the side—place! Re-
place! Right foot to the side—place! Re-place! Po-si-tion!” The
weight should be shifted with the movement of the foot and evenly divided
between the two feet. -
5. BREATHING—“Rubber band breathing—pull! Snap! Bring arms
to forward bend position, clinch hands as if grasping a rubber band;
stretch band and inhale; pull elbows back with steady, firm movement
keeping them at shoulder level; clap hands above the head and exhale!”
This exercise is based upon the natural stretching movement.
GROUP V
1. ORDER—“Step forward on the left foot—one! Bring the right foot
up beside the left foot—two J When children can make the coordination,
give the command, “Class, one step forward—march 1” The movement
is taken on one command, but the class counts, “One, two” as the
movement occurs. -
2. ARM-(1) “Arms sideways—raise! Hands—turn! Hands re-
turn! Repeat with counts—one! two 1 one! two! Class—halt! Arms—
po-Si-tion!” (2) “Arms upward—bend! Upward—stretch! Bend!
Again—onel two 1 Po-si-tionſ”. Each part of the movement should be
done vigorously and call the whole body into muscular contraction. . . .
3. LEG–“Hands on hips—place! Left foot forward—place / Re-
place / Right foot forward—place 1 Re-place! Repeat with four counts
—one, two, three, four! Hands—po-si-tion l’” The foot is lifted slightly
from the floor and placed twice its length directly forward, the body
weight equally divided. Do not drag the feet in moving them. . -
4. TRUNK AND LEG–“Hands on hips—place! Left foot forward—
place! Trunk to the left—twist! Forward—twist! Feet change—onel
two 1 Trunk to the right——twist! Forward—twist! Foot re-placeſ
Hands—po-si-tionſ” This is the best position from which to give a trunk
twisting exercise. It prevents the inclination to twist from the ankles
and knees. - -
48 COURSE IN PHYSICAL EDUCATION
5. BREATHING—“Hands on ribs—place! Inhale! Eachale!” The
hands are placed here to make the children aware that they must breathe
in the lower part of the lungs as well as in the upper.
GROUP VI
1. ORDER—“Arm raising sideways with heel raising—one! two 1
Again—one / two 1 Repeat with eight counts in this time: one, two—go!
One! two 1 - and halt!” Work for vigorous raising of the arms
combined with high heel raising.
2. ARM-(1) “Arms upward—bend! Sideways—stretch! Bend!
Again—one! two 1 One! two 1 Arms downward—stretch!” (2) “Arms
upward—bend! Sideways—stretch! Bend! Downward—stretch! Re-
peat—onel two 1 threel four! Again—one! two l threel four!”
3. TRUNK–“Hands on hips—place! Left foot to the side—place!
Trunk to the left—bend! Forward—bend! To the right—bend! Raise!
Repeat, starting right—go! Foot re-place! Hands—po-si-tion l’” This
exercise should be performed slowly as one large movement, a trunk
rotation. Compare it to a tree, swayed by the wind.
4. LEG–“Hands on hips—place! Left knee upward—bend! Foot re-
place! Right knee upward—bend! Foot, re-place! Repeat with four
counts—one / two 1 threel four ! Again—one! two 1 threel four!” Keep
the head up, the back straight and the bent knee forming a right angle.
To point the toe toward the floor aids in balancing.
5. BREATHING—“Arms sideways with palms up—raise! Hold and
inhale! Arms sink and eachale!” This movement gives the widest ex-
pansion that is possible. Push the palms up and out.
GROUP VII
1. ORDER—(1) “One step forward—march 1 (one! two') Two steps
forward—march 1” Take two steps forward, left, right. Bring the left
foot up beside the right. Have the children count “one” as they step
with the left, “two” with the right, and “three” as the feet are brought
together. (2) “One step backward—march / Two steps backward—
march 1” - -
2. ARM-(1) “Arms sideways—raise! Hands—turn! Arms upward
—raise!” The two arms should be parallel and the palms facing. “Arms
sideways downward—sink!” The hands must turn again at shoulder
level. Practice making the upward and downward movements with two
counts each. (2) “Arms forward—bend! Arms sideways—fling! For-
ward—bend! Sideways—fling! Again—one! two! Po-si-tion!” The
arms are straightened vigorously, flattening shoulder blades. Guard
against backward bending.
3. TRUNK AND LEG–“Hands on hips—place! Left leg sideways—
raise I Foot re-place! Right leg sideways—raise! Foot re-place 1 Re-
peat with four counts—go! Again! Hands—po-si-tion l’”
4. LEG-‘‘Hands on hips—place! Knees—bend! Stretch! Again—
one! two! Hands—po-si-tion!” The heels are raised as the knees are
bent. Turn knees out; sink about half way to floor, keep back straight.
FOR THE SCHOOLS OF OREGON 49
5. BREATHING—“Arms upward—bend! Elbows sideways raise and
inhale! Sink and eachale! Again! Inhale! Ea:hale!” This is a “bel-
lows” movement. Raise elbows high, then press tight to sides.
GROUP VIII
1. ORDER—“Hands on hips—place! To stride position—jump! To
position—jump! Repeat with eight counts in this time: one! two—go!”
Spring lightly with heels raised, until eighth count, when heels are
lowered.
2. ARM-"Arms forward upward—fling! Arms sideways downward
—sink! Again—fling! Sink! The palms are facing on the upward
movement, then turn outward as the downward movement begins. The
combined movements are known as arm circumduction.
3. TRUNK–“Arms forward upward fling and to stride position—
jump!” (One concerted movement.) “Trunk forward downward—bend!
Raise!” The extra weight of the extended arms makes a greater demand
upon the back muscles. “Bend! Raise! To position—jump!” The arms
sink sideways downward as the jump is made. -
4. LEGS-‘‘Hands on hips—placeſ Left toe forward—towch I Foot
re-place! Repeat with four counts: one! two 1 three! four ! Again! Hands
—po-si-tion l’” The weight is not carried forward but is borne by the.
resting foot, making the movement a quicker one than the foot placing
in Group V. -
5. BREATHING—“West Point breathing—inhale! Eachale! Inhale!
Eachale!” Turn thumb side of hand outward until palms are forward,
stiffen arms and raise chest when inhaling. -
GAMES AND PLAYS
The games and dances listed here are described in the following books:
(Recreation Manual for Oregon Schools; Games for the Playground—Bancroft;
Physical Training for the Elementary Schools—Clark.)
1. Playground Games—
(1) Numbers Change.
(2) Touch Ball.
(3) Dumbbell Tag.
(4) Two Deep.
2. Schoolroom Games—
(1) Changing Seats—
(Going to Portland.)
(2) Simon Says.
(5) Japanese Tag.
(6) Circle Tag.
(7) Last Couple Out.
(8) Hill Dill.
(5) House Hiring.
(6) Buzz.
(7) Grapevine Race.
(3) I Say Stoop. (8) Hot Potato—
(4) Have You Seen My (Touch ball with bean
Sheep? bag.)
3. Rhythmic Plays and Dances— -
(1) The Sleeping Princess.
(2) Ride a Cock Horse.
(3) The Swing.
(4) Jolly Is the Miller.
Victor record No. 17567.
(5) Peas, Porridge.
(6) Indian Dance.
(7) Maypole Dance.
(8) Colonial Minuet.
Victor record No. 17087.
NOTE–These groups of eight games and rhythmic plays and dances
are so arranged that one new one of each group may be taught each
month. Most of the games of the previous grade will be continued
With pleasure.
50
COURSE IN PHYSICAL EDUCATION
SUPPLEMENTARY DANCES
1. MAYPOLE DANCE— (Arranged for 16 children.)
Music: Parts I and IV, “Mulberry Bush”, air. Part II, “Swiss May Dance,”
Popular Games and Dances, Mari Hofer ; or “Pop Goes the Weasel.” Part III,
“Shepherd Maiden” air ; or “Maypole Dance.”—P. M. S., p. 72.
Directions:
Part I. Skip to places around pole, forming single circle facing pole.
Salutation:
(1) Turn to neighbor and curtsy, using three steps.
(2) Turn to partner and curtsy, using three steps. .
(3) Face center, join hands, raised shoulder high, and wait four
counts. -
;
6.
Movements: - -
Circle moves to right with eight side leaps.
Move back with eight side leaps going left.
Partners with hands raised take four skips to pole, and
face about.
Join other hands, skip out and turn around, facing partner
and join right hands.
Weave a chain going round the pole, giving the left hand to
One person, right hand to next, and so on, until reaching
partner a second time. -
Join hands with partner and skip around in place.
Part II. The Swiss May Dance—
Formation: Double circle. -
(1) “The cuckoo is singing, the May it is here,
(2) In field and in forest, the green doth appear;
(3) Then dance, children dance, • .
(4) While the sky is blue,
(5) Turn round and turn under,
(6) While I go with you.”
1.
i
Movements: - -
Take partner’s hand and run forward six steps, circle
moving right; turn about and join other hands.
Run six steps back to place and face partner.
Take partner by right hand and change places.
Take partner by left hand and return to place.
Join both hands across and “wring the dish cloth.”
Partners move one place to their right and curtsy to a new
partner. -
(Repeat game twice, then slide back to original partners
with last four measures repeated.) - .
Part III. Single circle facing pole.
1.
Movements:
Every other child (girls first) skips to pole and takes a
Streamer. (8 counts.) - : -
FOR THE SCHOOLS OF OREGON 51
2. Remaining children (boys) skip to pole for streamers. As
they skip out first children turn around under streamers
with “snatches.” (Step and hop on right foot, swinging
left foot up in front; repeat left.)
3. All children skip around the pole, streamers in right hands,
left hands on hips; turn and skip back to place.
4. Form two circles, girls outside going to the right; boys in-
side moving to the left; turn and go back to places, facing
pole. -
5. Skip to pole, drop streamers, return to place and face pole
in a single circle.
Part IV. Repeat Part I. Skip away.
2. COLONIAL MINUET.
Music.: “Mozart's Minuet.” (Words and music may be found in Progressive
Music Series, book II.) -
Formation: Four couples forming a hollow square.
Part I. Processional, for moving into place.
(1) Partners join hands, raised shoulder high, beginning with out-
side foot step, step, step, point inside toe. -
(2) Step, step, step, point outside toe.
(3) Step, step, step, point inside toe.
(4) Turn to partners and bow. . '
The curtsy: Step back on right foot, bend right knee, keep-
ing left leg straight; bend from waist slowly, bowing head;
rise slowly.
Gentlemen make colonial bow (see Hero Plays).
Repeat the processional step until each couple reaches its
place.
Part II. Salutation— - -
(1) Turn to corners and bow; use three steps to turn.
(2) Turn to partner and bow. -
(3) Turn to center and bow.
(4) Take partner’s hand.
Part III.
(1) Couples 1 and 3 move toward each other with three steps, and
bow; step backward to place and bow to partners.
(2) Couples 2 and 4 the same.
Repeat 1 and 2.
Part IV. Ladies' Chain— -
(1) Ladies of couples 1 and 3 move toward each other, touch right
hands, move on and give left hand to opposite gentleman, turn-
ing round in place, and bow.
(2) Ladies of couples 2 and 4, the same.
(3) Ladies of couples 1 and 3 return to place, and bow.
(4) Ladies of 2 and 4 couples, the same.
52 COURSE IN PHYSICAL EDUCATION
Part V. Gentlemen Go Visiting—
(1) Take partner’s hand (1 measure).
(2) Point toe (1 measure).
(3) Change places (1 measure) and bow (1 measure).
(4) Move on to next lady and repeat 1, 2 and 3. Repeat moving
around the square, returning to partner and bow. When gen-
tleman moves on, the lady turns in place within three steps
to meet next oncoming gentleman.
Part VI. Final Figure—
(1) Turn to partners and bow.
(2) Of couples 1 and 3, partners move backward into line with
couples 2 and 4, respectively.
(3) Join hands in two lines facing each other and point toes.
(4) Move three steps forward and bow.
(5) Move back three steps, turn in place and bow to partners.
Repeat with couples 2 and 4 separating.
Part VII. Repeat Part II. Then use Part I as recessional.
FOR THE SCHOOLS OF OREGON 53
SECTION IV
PHYSICAL EDUCATION FOR GRADES
FOUR TO EIGHT, INCLUSIVE
FOURTH GRADE
Ready for gymnastics. Good sitting position. Class—Stand!
A. GYMNASTIC DRILLS
LESSON I
1. ORDER—Fundamental standing position. At-ten-tion | Po-si-tion 1
Re-law, 1 Po-si-tion | Re-laa; 1 Po-si-tion 1 Mark time—mark! Class—
halt! Alternate rows, about—face! Mark time—mark! Around the room
and back to places—march / Class—halt!
2. HEAD–Hands on hips—place! Head forward—bend! Upward—
Taise! Forward—bend! Upward—raise! Backward—bend! Upward—
ºraise! Backward—bend! Upward—raise! Arms—po-si-tion
3. LEG AND ARM-Arms upward—bend! Heels—raise! Heels—sink!
Arms—po-si-tion! Ready in counts—one! two! three! four! Repeat.
4. TEUNK—Hands on hips—place! Trunk forward—bend! Upward—
Taise! (Straight spine, look up.) Forward—bend! Upward—raise!
Backward—bend! Upward—raise! Backward—bend! Upward—raise!
Arms—po-si-tion'
5. PRECIPITANT—Hands on hips—place! To stride position—jump!
To position—jump! Ready, in rhythm—be-gin! Class—halt! Hands—po-
si-tion |
6. BALANCE—With rising on the toes, arms sideways—raise! With
sinking heels, arms—low-er! To counts—one! two 1 three 1 four! Class
halt—onel two 1
7. BREATHING—Raise arms sideways—in-hale! Lower arms—eac-
hale! Repeat. Again, with a good, deep breath.
LESSON II
1. ORDER—At-ten-tion | Po-si-tion | Re-law 1 Po-si-tion . Re-law I Po-
Si-tion 1 Mark time—mark! Class—halt! Mark time—mark! In place—
7"wn! Normal time—mark! Class—halt!
2. HEAD–Hands on hips—place! Feet sideways place—one / two!
Head forward—bend! Upward—raise! Forward—bend! Upward—raise!
Backward—bend! Upward—raise! Backward—bend! Upward—raise!
Feet and arms—po-si-tion 1
3. LEG–Hands on hips—place! Feet sideways—place / Heels—raise!
Heels—sink! Heels—raise! Heels—sink! Knees—bend! Knees—stretch!
Knees—bend! Knees—stretch! Feet and arms—po-si-tion 1
4. ARMS-Arms sideways—raise! Arms rotation—one / two 1 (stretch
the arms). Arms downward—sink! Repeat.
54 COURSE IN PHYSICAL EDUCATION
5. TRUNK–Hands on hips—place! Feet sideways—place / Trunk for-
ward—bend! (Straight spine, look up). Upward—raise! Forward—
bend! Upward—raise! Feet and arms—po-Si-tion
6. PRECIPITANT—Hands on hips—place / With arm flinging sideways
to stride position—jump! To position—jump! Ready, in rhythm—be-
gim! (Jump lightly on the toes.)
7. BALANCE—Arms sideways—raise! (Relaxed position.) Hopping
diagonally forward four times on the left foot and four times on the right
foot. In this time, one, two, three, four. Be-gin! Arms—sink!
8. BREATHING—With rising on the toes, and raising arms sideways
upward overhead—in-hale! With sinking heels and lowering arms—eſc-
hale! Re-peat! Again, with a good deep breath. (Breathe from the
waist.)
LESSON III
1. ORDER—At-ten-tion 1 Mark time—mark 1 Class—halt! Mark time—
anark! In place—run / Normal time—mark! Class—halt! Right—face!
Left—face! Left—face / Right—face! About—face! About—face!
Right about—face / Right about—facel *
2. HEAD–Hands on hips—place! Head forward—bend! To the left—
beºd! Backward—bend! To the right—bend! Forward—bend! Upward
raise! Repeat. Arms—po-si-tion |
3. LEG AND ARM-With arms upward bend, to stride position—jump!
With arms upward stretch, heels—raise! Arms bend and heels—sink!
Arms upward stretch and heels—raise / Arms bend and heels—sink! In
rhythm—be-gin / Class—halt! Feet and arms—po-si-tion |
4. Tru NK—With arms flinging sideways, to stride position—jump /
Trunk to the left—twist! Forward—twist! To the right—twist! For-
ward—twist! To the left—twist! Forward—twist! Feet and arms—po-
si–tion | ."
5. PRECIPITANT—Jumping forward, with forward flinging of arms,
taken in three counts, knees are bent at same time heels are raised and
arms stretched backward—onel Arms are flung forward as a light jump
is taken forward, landing on toes, knees bent, straight back—two I Body
then returns to erect position—three / Ready in counts—one / two 1 three!
Repeat—one / two 1 three / About—face! The same. Ready—one! two /
three / The same. One! two 1 three / About—face!
6. BALANCE—Hands on hips—place / Touch left foot forward—ome 1
Step left foot forward—two 1 Raise the right heel—three 1 Same with the
right—one ! two l three / q
7. BREATHING—West Point breathing—in-hale! Eac-hale! Im-hale!
Ea;-hale! I'm-hale! Ea:-hale!
LESSON IV
1. ORDER—At-ten-tion ' Im-hale! Eac-hale! I'm-hale! Eac-hale! Mark
time—mark / Four steps forward—march / Four steps backward—march /
Four steps forward---march! Left—face! Right—face! Four steps
backward—march 1 Right—face 1 Left—face /
FOR THE SCHOOLS OF OREGON - 55
2. HEAD AND TRUNK–Hands on hips and feet sideways—place!
Trunk forward—bend! (Straight spine and look up.) Head to the left—
wist! Forward—twist! Head to the right—twist! Forward—twist!
Alternate in counts—one! two l threel four! five! Siac! seven I eight!
Trunk upward—raise! Feet and arms—po-si-tion
3. LEG AND ARM-Hands on hips and left knee upward—bend! Po-si-
tion | Hands on hips and right knee upward—bend! Po-si-tion . In
rhythm—be-gin' Class—halt! -
4. PRECIPITANT—With hands on hips, running in place, ready—go!
Class—halt! Hands—po-si-tion | - -
5. BALANCE—Balance diagonally forward on the left foot, left arm
diagonally forward upward, and right arm backward downward—oneſ
two 1 Same to the right—three 1 four ! Repeat—one / two 1 three 1 four!
6. BREATHING—With good deep breath, raise arms sideways, upwards
Gverhead—in-hale! Lower arms—ea-hale! In-hale! Ea-hale! -
LESSON V
1. ORDER—At-ten-tion In-hale! Ea;-hale! Mark time—mark! One
step forward—march 1 One step backward—march / Arms upward—bend!
Po-Si-tion | Arms forward—bend! Po-si-tion | Hands on hips—place / Po-
si-tionl Hands on neck—place! Po-si-tion!
2. HEAD–Hands on hips—place! Head to the left—twist! With a
deep breath, head backward—bend! Raise! Forward—twist! Head to
the right—twist! With a deep breath, head backward—bendl Raise!
Forward—twist! Alternate in counts—onel two 1 threel four ! five 1 sia: 1
seven l eight! Repeat. Arms—po-si-tion! º -
3. LEG AND ARM-Arm raising sideways, quick knee bending—one /
(Heels off the floor), two l Again—onel two l Repeat—one / two 1 three!
four!
4. TRUNK–Arms sideways raise and to stride position—jump! Trunk
to the left—bend! Upward—raise / Trunk to the right—bend! Upward—
Taise! Trunk to the left—bend! Upward—raise! Trunk to the right—
bend! Upward—raise! -
5. PRECIPITANT—Alternate rows, about—face / Around the room and
back to place on tip-toe—run! Class—halt!
6. BREATHING—West Point breathing—one / two I One! two 1 Good
deep breath—onel two 1.
LESSON VI
1. ORDER—At-ten-tionſ In-hale! Ea:-hale! (Chest up, head up, stand.
tall.) Hands on hips—place! Hands on neck—place / Hands on fore-
head—place! Hands on hips—place! Left foot forward—place! Re-
place! Right foot forward—place! Re-place! Left foot sideways—place /
Re-place! Right foot sideways—place! Re-place! Left foot outward—
place! Re-place Right foot outward—place! Re-place | Left foot back-
ward—place! Re-place!. Right foot backward—place! Re-place!
2, HEAD–Hands on hips—place! Deep breathing, with backward
bending of head—one / two l Repeat—one! two! Again—onel two 1 Re-
peat—One / two 1 . . . . . . . . .
5
3
COURSE IN PHYSICAL EDUCATION
3. LEG-Hands on hips—place! Feet—close! Left knee upward—
bend! Leg forward—stretch! Bend! Foot re-place! Right knee up-
ward—bend! Leg forward—stretch! Bend! Foot re-place! Ready in
counts—one / two 1 three! four ! five! Siac! seven l eight! Repeat—onel two 1
three 1 four ! five! Siac! seven 1 eight!
4. ARM AND TRUNK–With arm stretching upward, feet sideways—
place! Touching hands to the floor, trunk forward downward—bend!
Upward—raise! Downward—bend! Upward—raise! Downward—bend!
Upward—raise! Feet and arms—po-si-tion 1 -
5. PRECIPITANT—Clapping hands over head, hop four times on the
left foot, four times on the right foot, four times on the left foot, four
times on the right foot, sixteen counts, ready—go! Repeat.
6. BREATHING—Arms sideways raise and heels raise—in-hale! Sink—
eac-hale! In-hale! Eac-hale! (Let the breath out with a whistle.) Again—
in-hale! Eac-hale. -
LESSON VII
1. ORDER—At-ten-tionſ (Chest up, head up, waist flat, chin in, stand
tall.) Mark time—mark! Eight steps forward—march / Eight steps
backward—march / Class—halt! Alternate foot-placing sideways, begin-
ning left—one! two 1 three I four! Sixteen counts, ready—go! Same,
placing foot forward, ready—go!
2. HEAD–Arms forward bend and feet sideways—place! Deep
breathing, head backward—bend! Upward—raise! Backward—bend!
Upward—raise! Feet and arms—po-si-tion I -
3. LEG AND ARM-Arms forward bend and heels—raise! Po-si-tion |
Again—one! two l Repeat with eight counts, ready—go!
4. TRUNK–Arms sideways—raise! Trunk to the left—twist! For-
ward—twist! Trunk to the right—twist! Forward—twist! Trunk to the
left—twist! Forward—twist! Trunk to the right—twist! Forward—
twist! Arms—po-si-tion | . .
5. PRECIPITANT—Hands on hips—place! To stride position—jump!
Feet together—jump! Ready in rhythm—be-giºn 1 Class—halt!
6. BREATHING—Deep breathing with turning the palms and raising
arms sideways—one! two I Again—onel two I Again—one! two!
LESSON VIII
1. ORDER—At-ten-tion | Good deep breath—in-hale! Eac-hale! Mark
time—mark / On toes in place—march / Heels—sink! Class—halt!
Hands on hips—place / Touching toe forward beginning with the left,
eight counts. Ready—one! two 1 threel four! five! sia: I seven I eight!
2. HEAD–Hands on hips—place! Left knee upward—bend! Head
backward—bend! Upward—stretch! Head backward—bend! Upward—
stretch! Feet—changel Head backward—bend! Upward—stretch! Head
backward—bend! Upward—stretch! Feet and arms—po-si-tion
3. LEG AND ARM-With raising arms sideways, heels—raise! Arms
overhead stretch and knees—bend! Arms sideways raise and knees—
stretch! Arms at side and heels—sink! To counts, ready—one 1 two!
threel four! five! Siac! seven 1 eight! -
FOR THE SCHOOLS OF OREGON 57
4. Trunk—Arms sideways raise and feet sideways—place! Twisting
and bending the trunk, keeping the arms in a straight line, touch the
floor in front with the left hand—onel Up-two! With the right hand— .
three 1 Up-four ! Eight counts, ready—go! Class—halt! Repeat.
5. PRECIPITANT—Hands on hips—place! Left leg sideways—raise!
Low-erl Right leg sideways—raise! Low-er | In quick time, one foot
replacing the other foot, ready—go! Class—halt! -
6. BREATHING—Arms forward—bend! Deep breathing, stretching
arms to side—in-hale! Arms bend—eac-hale! Again, slowly—in-hale! Ea:-
hale -
B. SUGGESTIVE RELIEF PERIODS
1. Raise arms overhead and stretch whole body; yawn, putting hand
over mouth.
2. Stand, and clap hands in front of body and back of body.
3. Stand, and stretch arms as high as possible overhead, standing on
tiptoe. -
4. Stand, bend forward and pull as though pulling an elastic, until
you stand straight and tall.
5. West Point breathing.
6. Jump over your desk seat and back.
7. Stand, and arms circumduction.
8. Stand, and with hands on hips, stretch the left leg forward and
backward, then the right leg. -
C. POSTURAL INSTRUCTION
THE VERTICAL LINE TEST-In good posture the long axis of the trunk
is a vertical line and the long axis of the neck and head taken together
is also a vertical line. An imaginary line dropped from the front of the
ear to the forward part of the foot will parallel the long axis of these
segments of the body. In poor posture these axes do not form one con-
tinuous vertical line, but are broken into several zigzag lines. -
SITTING POSTURE-There are three correct modes of sitting, two active
and the other resting. In the active positions the trunk is perfectly erect,
or inclined forward; in the resting position it is reclined backward. Many
people make the mistake of including in the act of sitting, a relaxation
or collapsing of the body forward, with a crease at the waist. The inter- .
ference which such an attitude makes with the position and work of the
heart, lungs and digestive organs, is anything but restful.
The fundamental direction for correct sitting is to push back in the
chair as far as possible before leaning backward. Sliding down in the seat
tilts the pelvis into the most harmful position and should never be
allowed. All leaning forward in a sitting position, as in formal conver-
sation, or at the dining table, should be from the hips and not from the
Waist. When one wishes to rest the muscles that hold the trunk erect in
the sitting position, the entire trunk should be reclined backward against
the back of the chair or other support. This accomplishes the object
without any interference with the broad open chest, if the chair back
be of the right shape. This reclining should be done without sliding down-
ward and forward in the seat. - *
58 COURSE IN PHYSICAL EDUCATION
THE TRIPLE TEST FOR POSTURE
1. STANDING TEST-Inspect your class in profile and judge the pos-
ture of each student rapidly. Form two groups, group 1, made up of those
who have good posture, and group 2, made up of those who have not.
2. MARCHING TEST-Apply this test to the pupils in group 1. Have
them drill on marching tactics for a few minutes. It will be found that
as the march proceeds old muscle habits will reassert themselves and
many pupils who could hold a correct position for a few minutes of quiet
standing will fall into habitually faulty attitudes as they march. Pupils
showing these faults should be taken from the line.
3. EXERCISE TEST-Apply this test to the pupils that pass both the
standing and marching tests. Observe these pupils for a few minutes
while they are going through the setting-up drill and using the arms
in upward positions. As the muscles of the neck, shoulders and back
weaken, faulty postures will appear. As such faults of execution appear,
the pupils exhibiting them should be dropped from the line.
The pupils passing all three tests should be classed in group 1; those
who do not, should be recorded in group 2.
The triple test standardizes posture so that it is possible to rate a
pupil on this subject. Every pupil who successfully passes the triple test
for group 1 may be considered as passing in this subject, and, therefore,
entitled to a passing mark. As before stated, the posture of some of these
pupils may fluctuate slightly at times, but will be good in the main.
There will be others in group 1 who have habitually good posture. These
pupils should have the highest rating for the subject, which is A. Some
teachers have preferred to have two sections in group 1, one for A and one
for B pupils, and this is unquestionably an advantage. Each pupil should
keep his individual rating on this subject, and the teacher should have
the names of the class listed with the posture rating opposite each.
Habitual sitting positions are, of course, of much importance in any
rating of pupils for posture. These should be considered in giving a pupil
the rating of A. Any pupil who can pass the triple test for standing
posture could pass any test for sitting. -
“CLASS PERCENTAGES-The triple test not only standardizes posture
for the individual, but furnishes a basis for standardizing the class as a
whole, and this form is a distinct and very important element in these
efficiency methods. This class standardization is arrived at by figuring
the percentage of pupils in division .1, dividing the number who pass the
test by the total attendance (not register) at the time the test is made.
For instance, with forty pupils present in a class, and but ten passing
the triple test, the class percentage on posture is but 25 per cent. This
does not mean that each pupil of those passing is rated at 25 per cent,
but that 25 per cent of the pupils passed the test. It is the class record
on the subject. Neither pupils, teacher nor principal will rest content with
So low a figure for this or any other subject, and unquestionably an
enormous amount of the zeal and satisfaction which these efficiency
methods have aroused has come from this means of estimating class
record and progress. It is a great satisfaction to a teacher to have
a concrete means of estimating the results of her work, and there is
strong element of justice involved in such a method.” -
FOR THE SCHOOLS OF OREGON . 59 .
“CLASS RECORD–The class percentage should be figured each month
when the triple test is made, and a systematic record kept in each class,
both on the blackboard and in some permanent form in some record book.
This book may well be devoted exclusively to the posture record, or part of
some other permanent record book may be used. A separate book is
preferable, as it gives room for the names of pupils with their individual
ratings (A, B or C) in addition to the class schedule. When placed on the
blackboard, this record rouses the pride and interest of the class so that
they work to raise the percentage from month to month. Another form
is a bulletin on which appears, in addition to the monthly percentages,
the names of pupils in division 1, who are classified as A or B. The
class should always know its percentage, and whether it is gaining or
losing, or marking time from month to month. To omit this is to fail of
using one of the most potent psychological elements in the situation—the
one that, coupled with personal desire for promotion from division 2 to
division 1, relieves the teacher of the necessity for continual nagging
about posture, and substitutes therefor a motive in the child himself.”
(This posture test is taken from “Posture of School Children,” Bancroft.)
D. EFFICIENCY TESTs AND ATHLETIC EVENTS
(See “Games and Dances,” Stecher.)
- E. GAMES
These games are described in the following books:
Recreation Manual for Oregon Schools ; Games for the Playground—Bancroft;
Games and Dances—Stecher; Physical Training for Elementary Schools—Clark.
(a) PLAYGROUND–
Advancing Statues.
All-up Relay. Flying Dutchman.
Animal Chase. -- Follow the Leader.
Arch Ball. Foot in the Ring.
Baste the Beetle. Guess Who? -
Bear in the Pit. Have You Seen My Sheep?
Black and White. - Home Tag.
Blackman. Hopping Tag. .
Bunch of Ivy. Lame Fox and Chickens.
Farmer Is Coming, The.
Captain Ball.
Catch of Fish.
Center Base.
Center Circle Tag.
Chinese Wall.
Corner Ball.
Criss-cross Goal.
Cross Tag.
Dare Base.
Day or Night.
Dodge Ball.
Dumbbell Tag.
End Ball.
Last Couple Out.
Midnight. -
Numbers Change.
Partner Tag.
Pass Ball Relay.
Poison.
Potato Race.
Ruth and Jacob.
Steal Sticks.
Still Pond.
Stride Ball.
Three Deep.
Trades and Professions.
60 COURSE IN PHYSICAL EDUCATION
(b) SCHOOLROOM-
Arch Ball. Last One Up.
Around the Room Relay. Leaf by Leaf.
All-up Relay. Little Johnny Stoop.
Bag Pile. Naughts and Crosses.
Balloon Ball. Observation.
Blackboard Relay. Potato Race.
Bird Catcher. Schoolroom Captain Ball.
Catch the Cane. Schoolroom Volley Ball.
Corner Spry. Slap Catch.
Crisscross Goal. Spider Web Race.
Dumbbell Tag. Squirrel and Nut.
Eraser Relay. Target Toss.
Grapevine Race. Thimble Ring.
Guess Who? Tip Tap Toe.
Hand Over Head Bean Bag. Vaulting Seats.
(c) BALL GAMES-
Throw ball for height and distance.
Toss and catch a tennis ball.
Toss up and name the catcher.
Simplified forms of baseball.
Bat, with hand, a volley ball.
(d) TEAM GAMES (low organization)—.
Dodge ball (in a circle); chase ball; volley ball (throw over); end
ball; corner ball; potato race as team game; running and hop-
ping races.
(e) TRACK AND FIELD EVENTS-
Fast running—75 yards.
Endurance running, four to six minutes.
Jumping: Standing broad, running broad, running high.
F. DANCES
These dances are described in the following books:
Children’s Singing Games—Hofer ; Dances of the People—Burchenal ; Folk
Dance Book—Crampton ; Games and Dances—Stecher; Physical Training for Ele-
mentary Schools—Clark. “
Carrousel, The (Swedish) *
Children’s Polka (German) *
Clap Dance (Swedish) *
Danish Dance of Greeting (Dan-
ish) *
Dutch Couples (Holland)
First of May, The (Swedish) *
Grandmother Will Dance (Swiss)
* Victor or Columbia, record.
Gustaf’s Skoal (Swedish) *
Nixie Polka (Swedish)
Fibbon Dance (English)
Shoemaker’s Dance (Danish) *
Trixie POIka,
Villagers, The (French)
Vineyard Dance (French)
FOR THE SCHOOLS OF OREGON 61
FIFTH GRADE
A. GYMNASTIC DRILLS
LESSON I
1. ORDER—At-ten-tion I Good deep breath—in-hale! Eac-hale! In-
hale! Eac-hale! In-hale! Ec-hale! Hands on hips—place! Three steps
forward—march / About—face / Three steps forward—march 1 About—
face! Five steps forward—march 1 Five steps backward—march 1 Po-si-
tion 1
2. HEAD–Arms sideways raise and feet sideways—place! Deep
breathing, head backward—bend! Upward—raise! Head backward—
bend! Upward—raise!
3. LEG AND ARM-Left foot forward place and arms forward—bend!
Heels raise and arms sideways—fling! Heels sink and arms—bend! In
eight counts, ready—go! Feet—changel Same exercise. In eight counts,
ready—go! Feet and arms—po-si-tion |
4. THUNK–Hands on hips and feet sideways—place / Trunk for-
ward—bend! (Straight spine, look up.) Raise! Bend! Raise!
5. PRECIPITANT—Hands on hips—place / With a quarter turn to left,
ready—jump! (Rise on toes, with a spring jump, landing on the toes,
then sink heels.) A quarter turn to the left—jump! A quarter turn to
the right—jump! A quarter turn to the right—jump! Repeat.
6. BREATHING—West Point breathing—one! two I One! two 1 One!
two I
LESSON II
1. ORDER—At-ten-tion! Left—face! Right—face! Right—face!
Left—face! Half left—face 1 (One-eighth of a turn instead of one-quarter
turn.) Half right—face! Half right—face! Half left—face! About—
face! Right about—face!
2. HEAD–Arms sideways—raise! Head to the left—twist! For-
ward—twist! Head to the right—twist! Forward—twist! Repeat left
and right. Arms—po-Si-tion'
3. LEG AND ARM-To stride position—jump! Arms upward bend and
heels—raise! Arms upward stretch and knees—bend! Arms bend and
knees—stretch! Arms down and heels—sink! In eight counts—be-gin!
Repeat. To position—jump!
4. TruMK—Raising arms sideways to stride position—jump! Trunk
to the left—bend! (Keeping arms in straight line.) Raise! Bend! Raise!
Trunk to the right—bendl Raise! Bend! Raise!
5. PRECIPITANT—In place on tiptoes—run! Class—halt!
6. BREATHING—Good deep breath, arms forward upward raise—in-
hale! Sideways downward sink—eac-hale! Again—in-hale! Eac-hale!
Again—in-hale! Ea:-hale!
62 COURSE IN PHYSICAL EDUCATION
LESSON III
1. ORDER—At-ten-tion l (Head up, chest up, waist flat, stand tall.)
Hands on hips—place / Foot placings (weight equal on both feet). Left
foot forward—place / Re-place | Left foot sideways—place / Re-place!
Left foot outward—place / Re-place! Left foot backward—place! Re-
place! Same with the right foot.
2. HEAD AND LEG–Arms sideways—raise! Heels—owt! Bend knees
and head to the left—twist! Knees stretch and head re-turn! In eight
counts, ready—go! Same, only head to the right, ready—go! Arms and
feet—po-si-tion |
3. ARMS-Heels—owt! Trunk forward—bend! Arms forward, up-
ward—raise! and sideways downward—sink! (Watch position of head
and chest.) Again—raise! Sink! Again—raise! Sink! Trunk and feet—
po-si-tion |
4. TRUNK–Hands on hips—place! On left knee—kneel! Trunk to
the left—bend / Raise I Bend! Raise! Knees—change / Trunk to the
right—bend! Raise! Bend! Raise! Po-si-tion |
5. PRECIPITANT—Hands on hips—place 1 Jumping on toes in quick
time—gol Class—halt!
6. BREATHING—Arm raising sideways, with chest raising—in-hale!
Lower—eac-hale! In-hale! Eac-hale! In-hale! Eac-hale!
LESSON IV
1. ORDER—At-ten-tion! Hands on hips—place! Fall-out positions
(acting knee is bent, other leg straight). Left foot forward—fall-owt!
Re-place | Left foot sideways—fall-out! Re-place! Left foot outward—
fall-out! Re-place! Left foot backward—fall-out! Re-place | Same with
the right foot.
2. HEAD–In six counts bend head forward, to the left, backward,
right, forward and position. Ready—go! Same, going to the right. Re-
peat.
3. LEG AND ARM-Arm flinging forward with quick knee bending.
Eight counts, ready—go! Repeat.
4. TEUNK–Hands on hips—place / Kneel on left knee—one I Stand
erect—two 1 Kneel on right knee—three / Stand erect—four! In eight
counts, ready—go!
5. PRECIPITANT—Hands on hips—place I Running in place for sixteen
counts, ready—go!
6. BREATHING—Raise arms sideways with chest raising—in-hale!
Lower—eac-hale! In-hale! Eac-hale! In-hale! Eac-hale!
LESSON V
1. ORDER—At-ten-tionſ (Chest up, head up, waist flat, stand tall.)
Left—face / Right—face! Right—face! Left—face / Half left—face!
Half right—face! Half right—face / Half left—face! Hands on neck
and left foot forward—place! Raise and sink the heels in eight counts—
be-gin! Feet—change / Same exercise—be-gin! Feet and arms—po-si-
tion |
FOR THE SCHOOLS OF OREGON 63
2. HEAD–Hands on hips—place! Head to the left—twist! Head back-
ward—bend! Raise! Forward—twist! Same to the right. Repeat whole
exercise.
3. LEG AND ARM-Arms upward bend and to stride position—jump!
Arms sideways stretch and knees—bend! Arms bend and knees—stretch!
Po-si-tion In eight counts, ready—go!
4. TEUNK—Arms sideways raise and trunk to the left—twist! Trunk
to the right—bendl Raise / Bend! Raise! Trunk forward twist and
arms—low-erl Arms sideways raise and trunk to the right—twist!
Trunk to the left—bend / Raise! Bend! Raise! Trunk forward twist and
arms—low-er
5. PRECIPITANT—Hands on hips and feet—close 1 Jumping on the toes
with alternate foot placing forward and backward, beginning with the
left—one / two 1 three 1 fontr! five 1 sia; 1 seven l eight! Same, beginning with
the right foot.
6. BREATHING—Arms raising forward, upward—in-hale! Sideways,
downward—eac-hale!
LESSON VI
1. ORDER—At-ten-tion 1 Mark time—mark! Six steps forward—
nºarch / Six steps backward—march 1 Three steps forward—march 1
Three steps backward—march 1 Hands on hips and raising knees, in
place—rºm 1 Class—halt! Arms—po-si-tion |
2. HEAD–Head rotation, forward, left, backward, to the right, for-
Ward and erect, six counts; then to the right, six counts, ready—go!
3. LEG-Hands on hips—place! Left leg forward—stretch! Re-place!
Stretch! Re-place! Right leg forward—stretch! Re-place! Stretch! Re-
place! Left leg backward—stretch! Re-place! Stretch! Re-place! Right
leg backward—stretch! Re-place! Stretch! Re-place! Po-si-tion |
4. ARM-Arms upward—bend! Arms upward—stretch! Bend! Arms
forward—stretch! Bend! Arms sideways—stretch! Bend! Arms down-
ward—stretch! Bend! In counts, four counts up, four counts forward,
four counts sideways, four counts downward, ready—go!
5. TRUNK–Arms upward stretch and left foot sideways—fall-out!
Trunk to the left—bend! Raise! Bend! Raise! Feet—changel Trunk
to the right—bend! Raise! Bend! Raise! Feet and arms—po-si-tion |
6. PRECIPITANT—Hands on hips—place! Alternate rows, about—face!
Around the room and back to places on tiptoe—run! Class—halt!
7. BREATHING—West Point breathing. In-hale! Eac-hale! In-hale!
Eac-hale! In-hale! Eac-hale!
{ LESSON VII
1. ORDER—At-ten-tion' (Chest up, head up, waist flat, chin in.) Mark
time—mark! Class—halt! About face and two steps forward—march!
About face and two steps forward—march 1
2. HEAD–Hands on hips—place / Heels—raise! Knees deep—bend!
Head to the left—twist! Forward—twist! Head to the right—twist!
Forward—twist! Repeat head twisting. Knees—stretch! Heels—sink!
Po-si-tion | g g
64 COURSE IN PHYSICAL EDUCATION
3. LEG AND ARM-Arms upward—bend! Sideways—stretch! Left
knee upward—bend! Leg backward—stretch! Knee upward—bend! Foot
downward—place 1 Same with the right leg. Arms—bendl Po-si-tion 1
4. TRUNK–Arms upward stretch and left foot forward—place!
Trunk to the left—bend! . Upward—raise! Trunk to the left—bendſ
Upward—raise! Feet—changel Trunk to the right—bend! Upward—
Taise! Trunk to the right—bend! Upward—raise! Feet and arms po-si-
tion 1 .* -
5. PRECIPITANT—With clapping hands over head to stride position—
jump! Po-Si-tion | In sixteen counts, ready—go! Class—halt!
6. BREATHING—West Point breathing. In-hale! Eac-hale! In-hale!
Eac-hale! In-hale! Eac-hale! I'm-hale! Eac-hale! -
LESSON VIII
1. ORDER—At-ten-tion 1 Mark time—mark! Arms sideways—raiseſ
Alternate toe raising, beginning with the left, sixteen counts, ready—go!
Po-si-tion! Arms sideways—raise! Alternate heel raising, beginning
with the left, sixteen counts, ready—go! Po-si-tion | Same exercise, using
the right. -
2. HEAD–Arms sideways stretch and feet sideways—place! Head
backward—bend! Raise! Bend! Raise! Bend! Raise! Arms and feet
po-Si-tion
3. LEG–Hands on hips and to stride position—jump! Left knee—
bend! Stretch! Right knee—bend Stretch! Alternate sixteen counts—
go! Arms and feet—po-si-tion 1
4. ARM-Arms forward—bend! Arms forward stretch—one! Arms
parting—two I Arms bend—threel (Swimming movement.) To counts
ready—go! Class—halt! Arms—po-si-tion | -
5. TRUNK–Hands on neck and left foot forward—place 1 Trunk for-
ward—bendl Raise! Bend! Raise! Feet—changel Trunk forward—
bend! Raise! Bend! Raise! Arms and feet po-si-tion | -
6. PRECIPITANT—Hands on shoulders—place / Alternate lines, about—
face! Around the room and back to places on tiptoe—run! Class—halt!
Arms—po-si-tion | - *
7. BREATHING—Raise arms sideways upward overhead—in-hale!
Lower arms—eac-hale! Again—in-hale! Ea:-hale! Good deep breath—in-
hale! Eac-hale! - -
B. SUGGESTIVE RELIEF PERIODs
1. Hands on chest place; now stretch the elastic band as far as you
Can, and when it breaks, on signal clap hands.
2. Clap thighs, then clap hands over head. -
3. Stand, stretching arms out at sides, then up over head, breathing
deeply, lower arms and let all the breath out.
4. Jumping to a stride position, stretch arms out at sides.
5. Jump over desk seat and back. -
6. Run around the room on tiptoe and back to seats.
7. Arms forward upward and sideways downward stretch.
8. Raise arms over head and stretch whole body as much as possible;
yawn, putting hand over the mouth.
FOR THE SCHOOLS OF OREGON 65
C. POSTURAL INSTRUCTION
(See “Postural Instruction” under fourth grade.)
D. EFFICIENCY TESTS AND ATHLETIC EVENTS
(See “Games and Dances”—-Stecher.)
E. GAMES
These games are described in the following books:
Recreation Manual for Oregon Schools; Games for the Playground—Ban-
croft ; Games and Dances—Stecher ; Physical Training for Elementary Schools—
Clark.
(a) PLAYGROUND–
Arch Goal Ball. Jumping Rope.
Baste the Bear. Kaleidoscope.
Black Tom. Leader and Footer.
Circle Dodge Ball. Over and Under Relay.
Club Snatch. . Passing Race.
Drive Ball. Poison.
Dumbbell Tag. Quoits.
Fire on the Mountains. Stride Ball.
Hound and Rabbit. Third Slap.
How Many Miles to Babylon? Three Deep.
Japanese Tag. Triple Change.
(b) SCHOOLROOM-
Beanbag Pass. Going to Jerusalem.
Blackboard Relay. Hoop Toss.
Buzz. • Kaleidoscope.
Cat Party. Last Man.
Dumbbell Tag. Over and Under Relay.
(c) BALL GAMES-
Throw baseball for distance.
Throw basketball for distance.
(d) TEAM GAMES-
Chase Ball. End Ball.
Corner Ball. Playground Ball.
Dodge Ball (in a circle). Volley Ball.
(e) TRACK AND FIELD EVENTS-
Baseball throw for accuracy (at a mark).
Basketball throw for distance.
Basketball throw for goal.
Endurance running—6 to 8 minutes.
Fast running—100 yards.
Jumping: Running broad, running high, standing broad.
Pull-up (chinning).
Sit-up.
Repeat those listed in fourth grade.
Sig 3
66 COURSE IN PHYSICAL EDUCATION
F. DANCES
These dances are described in the following books:
Children’s Singing Games—Hofer ; Dances of the People—Burchenal ; Folk
Dance Book—Crampton ; Games and Dances—Stecher ; Physical Training for
Elementary Schools—Clark.
Bleking (Swedish) * Finnish Reel (Finnish) *
Clap Dance (Swedish) * Hop Mother Annika (Swedish) *
Crested Han, The (Swedish) * Sellenger's Round (English) *
Csehbogar (Hungarian) Seven Jumps (Danish)
English Harvester’s Dance Tantoli (Swedish) *
(English)
Review those listed in fourth grade.
* Victor Or Columbia record.
SIXTH GRADE
A. GYMNASTIC DRILLS
LESSON I
1. ORDER—At-ten-tion l (Chest up, head up, waist flat, chin in, stand
tall.) Left—face! Right—face! About—face! Right about—face! Half
left—face! Half right—face!
2. HEAD–Arms sideways raise and head backward—bend! Arms
lower and head—raise! Again—one / two 1 Again—one! two I
3. LEG AND ARM-Arms forward—raise! Arms parting with quick
knee bending (heels off the floor)—one / two 1 One! two l Sixteen counts,
ready—go! Arms—low-er! º
4. TRUNK–Arms forward upward—raise! Trunk forward down-
ward—bend, touching tips of fingers to the floor—ome! two I Again—one /
two / One! two I Arms—low-er!
5. PRECIPITANT—Hands on hips—place! With arms flinging sideways
to stride position—jump! Re-turn! Sixteen counts, ready—go! Arms—
low-er!
6. BREATHING—West Point breathing. In-hale! Eac-hale! In-hale!
Eac-hale! I'm-hale! Eac-hale!
LESSON II
1. ORDER—At-ten-tion l Hands on hips—place / Foot placings in dif-
ſerent directions. Left foot forward—place! Re-turn! Left foot side-
ways—place! Re-turn / Left foot outward—place / Re-twºrn 1 Left foot
backward—place! Re-turn 1 Left foot backward outward—place l Re-
tºrn 1 Left foot crosswise—place / Re-turn! Same with right foot.
Arms—po-si-tion
2. HEAD–Hands on hips and left foot forward—place / Head to the
left—twist! Forward—twist! Head to the right—twist! Forward—
twist! Feet—change! Same head movements. Arms and feet—po-si-tinn
FOR THE SCHOOLS OF OREGON 67
3. LEG AND ARM-Arms forward—bend! Quick knee bending with
arm flinging sideways, in eight counts—onel two 1 three 1 four! five 1 sia: 1
sever.' eight! Repeat. Arms—lov-er!
4. TRUNK–Hands on hips—place! Alternate knee upward bending,
beginning with the left, ready—go! Class—halt! Arms—low-er!
5. PRECIPITANT—Jumping on toes, to counts, each count make a quar-
ter turn left, and clap hands over head, ready—go! Class—halt!
6. BREATHING—Raise arms sideways, turning hands, and backward
bending of head—in-hale! Lower arms and raise head—eac-hale! Again—
in-hale! Eac-hale! Again—in-hale! Eac-hale!
LESSON III
1. ORDER--At-ten-tion | Hands on hips—place! Fall-out positions in
different directions. Left foot forward—fall-out! Re-twºrn 1 Left foot
sideways—fall-out! Re-turn / Left foot outward—fall-out! Re-turn 1
Left foot backward—fall-out! Re-turn! Left foot backward, outward—
fall-owt! Re-turn 1 Same with the right foot. Arms—po-si-tion
2. HEAD–Arms half sideways—bendſ Head backward—bend! Up-
ward—raise / Bend! Raise / Bend! Raise / Arms—po-si–tion |
3. LEG AND ARM-Arms upward—bend! With arms stretching up-
ward, left foot forward—fall-out! Re-turn 1 To eight counts, ready—go!
Same with right foot. Arms—po-si-tion'
4. THUNK–Arms upward bend and feet sideways—place / Touching
floor with finger tips, knees straight, trunk forward—bend! With bend-
ing of the arms, trunk—raise! To position—jump! Take the movement
in four counts—ome 1 two 1 threel four ! Repeat.
5. PRECIPITANT—Hands on shoulders—place! On tiptoe, running in
place, ready—go! Class—halt! Arms—po-si-tion 1
6. BREATHING—Hands on hips and feet sideways—place! Deep
breathing, head backward—bend! Upward—raise! Bend! Raise! Bend!
Raise! Arms and feet—po-si-tion'
LESSON IV
1. ORDER—At-ten-tion | Hands on hips—place! Po-si-tion Hands on
forehead—place / Po-si-tion | Hands on neck—place! Po-si-tion | Arms
upward—bend! Po-si-tion | Arms forward—bend! Po-si-tion | Arms half
forward—bend! Po-si-tion | Arms half sideways—bend! Po-si-tion |
Arms sideways—stretch! Po-si-tion | Arms sideways—raise! Po-si-tion'
Arms sideways—fling! Po-si-tion
2. HEAD–Hands on hips and feet sideways—place! Heels—raise!
Knees deep—bend! Head to the left—twist! Forward—twist! Head to
the right—twist! Forward—twist! Again to the left—twist! Forward—
twist! Again to the right—twist! Forward—twist! Knees—stretch!
Heels—sink! Hands and feet—po-si-tion |
3. LEG AND ARM-Arms sideways stretch and left foot forward—fall-
out! Swimming movements—one / two 1 three / Repeat. Feet and arms—
change! Swimming movements—onel two 1 three! Repeat. Feet and
arms—po-si-tion |
68 COURSE IN PHYSICAL EDUCATION
4. TRUNK–Arms upward stretch and left foot outward—place /
Trunk to the left—twist! Trunk to the left—bend! Upward—raise!
Forward—twist! Feet—change! Trunk to the right—twist! Trunk to the
right—bend! Upward—raise! Forward—twist! Feet and arms—po-si-
tion |
5. PRECIPITANT—Jumping on toes, foot placing sideways and together
and clapping hands over head, when feet are apart; down at sides when
feet are together, eight counts, ready—go!
6. BREATHING—West Point breathing. In-hale! Eac-hale! In—hale!
Eac-hale! Good deep breath—in-hale! Eac-hale!
LESSON V
1. ORDER—At-ten-tion | Hands on hips—place / Po-si-tion | Hands on
forehead—place! Po-Si-tion | Hands on neck—place / Po-si-tion' Hands
on hips—place I Left hand on neck—place / Hands—changel Change 1
Changel Changel Changel Po-si-tion l (Be sure to keep elbows well
back.)
2. HEAD–Arms forward—bend! Head to the left—twist! Head back-
ward—bend! Raise! Bend! Raise! Head forward—twist! Head to the
right—twist! Head backward—bend! Raise! Bend! Raise! Head for-
ward—twist! Arms—po-si-tion |
3. LEG AND ARM-Arms upward—bend! With arm stretching upward,
knees—bend! Po-Si-tion | Eight counts, ready—go! Repeat movement,
but this time stretch arms sideways, ready—go!
4. TRUNK–Arms upward—bend! Upward—stretch! Trunk to the
left—bendſ Raise! Bend! Raise! Trunk to the right—bend! Raise!
Bend! Raise! Arms—po-si-tion |
5. PRECIPITANT—Arms sideways—raise! Running in place, ready—
go! Class—halt! Arms—po-si-tion
6. BREATHING—Arms sideways raise, turning the palms up—in-hale!
Lower arms—ea;-hale! Again—in-hale! Eac-hale! In-hale! Eac-hale !
LESSON VI
1. ORDER—At-ten-tion 1 Alternate rows, about—face! Mark time—
mark! Forward—march 1 Class—halt! Mark time—mark! Backward
anarch 1 Class—halt! Left—face / Right—face / Right—face I Left—face 1
Alternate rows, about—face /
2. HEAD–Arms upward bend and left foot forward—place! Head
backward—bend! Raise! Bend! Raise 1 Feet—changé! Head back-
ward—bendl Raise! Bend! Raise 1 Feet and arms—po-Si-tionſ
3. LEG AND ARM-Arms forward—bend! Arm parting with quick
knee bending, in eight counts—begin! Repeat. Arms—po-Si-tion |
4. TRUNK–Arms forward, upward—raise! Trunk rotation—for-ward'
Left! Back-ward | Right! For-ward! Raise! Repeat. Trunk—for-wardſ
Right! Back-ward: Left! For-ward | Raise! Repeat. Arms—po-si-tion'
5. PRECIPITANT—Hands on hips—place / Alternate rows, about—face!
Around the room and back to places, ready—run! Class—halt! Arms—
po-si-tion
FOR THE SCHOOLS OF OREGON 69
6. BREATHING—Arms forward raise and left foot forward—place /
Arms parting, rising on toes—in-hale! Arms forward, lower heels—ea:-
hale! Again—in-hale! Eac-hale! Good deep breath—in-hale! Eac-hale!
LESSON VII
1. ORDER—At-ten-tion 1 Mark time—mark! Class—halt! Hands on
hips—place! Touching left toe forward, eight counts—be-gin / Same with
the right—be-gin / Touching left toe backward, eight counts—be-gin!
Same with the right—be-gin! Touching left toe to the side, eight counts—
be-gin! Same with the right—begin I Arms—po-si-tion 1
2. HEAD AND TRUNK–Hands on hips—place 1 Trunk forward—bend!
(Head up, straight spine.) Head to the left—twist! Forward—twist!
Head to the right—twist! Forward—twist! Again to left, and right.
Trunk upward—raise! Arms—po-si-tion |
3. LEG AND ARM-Arms sideways—raise! Hands—twºrn 1 Arms up-
ward raise and knees—bend! Arms to side and knees—stretch! In eight
counts—be-gin! Repeat.
4. PRECIPITANT—Hands on hips—place I Left leg sideways—raise!
Jumping on toes with alternate leg flinging sideways, ready—go! Class—
halt! Arms—po-si-tion *
5. BREATHING—Hands on chest—place! Deep breathing with back-
ward bending of head—in-hale! Raise head—eac-hale! In-hale; Eac-hale!
In-hale! Eac-hale!
LESSON VIII
1. ORDER—At-ten-tion 1 Mark time—mark / Class—halt! Mark time—
mark! Four steps forward—march 1 Mark time—mark! Four steps back-
ward—march 1 Left—face / Four steps to left—march 1 Four steps to
left—marchl Four steps to right—marchl Right—face!
2. HEAD–Arms half sideways—bendl Head backward—bend! Raise!
Head forward—bend! Raise! Head to left—bend! Raise / Head to
right—bendl Raise!
3. LEG, ARM AND TRUNK–Arms upward bend and left foot sideways—
fall-out! Arms sideways—stretch! Trunk to the left—bend! (Keep arms
in straight line.) Raise! Bend! Raise! Arms—bend! Po-si–tion | Same
to the right!
4. PRECIPITANT—Arms sideways—raise! Left leg sideways—raise!
Jumping on toes, with alternate leg flinging sideways, ready—go! Class—
halt! Arms—po-si-tionſ
5. BREATHING—Deep breathing, with arm circumduction. In-hale!
Ea:-hale! In-hale! Eac-hale! In-hale! Ea;-hale!
B. SUGGESTIVE RELIEF PERIODS
1. Put pencils down and rest head on the desk, relax as much as pos-
sible.
2. Arms stretched overhead; open and close hands, stretching fingers
as much as possible. Take the same with arms forward, then sideways,
then downward.
70 COURSE IN PHYSICAL EDUCATION
3. Stand, hands on hips, swing left leg forward and back, then the
right leg forward and back.
4. Stand, raise arms over head and stretch whole body as much as
possible.
5. Stand and stretch hands, high over head, rise on toes; try to touch
ceiling.
6. Stand, stretch both arms to right side and twist trunk to left, then
change.
7. Stand, hands on hips, with knees upward bending; running in place.
8. Stand; good deep breathing, raise arms forward, upward, over
head; in-hale! Lower arms sideways downward—eac-hale!
C. POSTURAL INSTRUCTION
(See “Postural Instruction” under fourth grade.)
D. THE ATHLETIC BADGE TEST (Developmental Tests)
OUTLINE OF CONTENTS
Explanation.
The Tests.
Organizing the Tests.
General Rules.
IBadges.
T)ir ections.
1. EXPLANATION.—The athletic badge test is competition, not
against individual rivals, but against standards. It is a test of develop-
ment, and physical efficiency.
i
Any list of individual athletic events might be selected and standard-
ized as a developmental test, but the athletic badge test represents a very
simple list of important events selected and standardized by experts. It
should be used as a simple test and any broader range of activities or-
ganized under all-round athletics.
The badge test has the following advantages:
(1) It is so simple that it may be conducted anywhere.
(2) It represents three levels of achievement which every boy or girl
Ought to be able to reach between eleven and fifteen years of age.
(3) It sets standards which stimulate ambition.
(4) It gives boys and girls in small isolated schools the opportunity
to compete against the standards of their class.
(5) It give adults a simple standard for comparing pupils, hence it is
sometimes referred to as an efficiency test.
2. TESTS-The tests are arranged in three degrees of difficulty, as,
first test, second test, third test, which pupils should be able to equal at
approximately twelve, thirteen, and fourteen or fifteen years of age;
however, the tests are not arbitrarily limited to these ages.
FOR THE SCHOOLS OF OREGON 71
a. ATHLETIC BADGE CONTEST FOR BOYS
Iſirst Test—
Pull-up (Chinning) 4 times
Standing broad jump . 5 ft. 9 in.
60-yards dash
8% seconds
Second Test—
Pull-up (Chinning) -------------------..
6 times
Standing broad jump -------.
6 ft. 6 in.
60-yards dash
8 seconds
Or 100 yards
Third Test—
Pull-up (chinning)
14 seconds
9 times
Running high jump
4 ft. 4 in.
220-yard run
b. ATHLETIC BADGE TEST FOR GIRLS
I'irst Test—
All-up Indian club race
Or POtato race
28 Seconds
30 seconds
42 seconds
Basket ball goal throwing
Balancing
2 goals, 6 trials
24 ft., 2 trials
Second Test—
All-up Indian club race 28 seconds
or Potato race ------------------------------------------------------------- 39 º:
Basket ball goal throwing .................-------------------- 3 goals, 6 hº
Balancing (bean bag or book on head) ----------------- 24 ft., 2 tria.
Third Test— -
Running and catching ----------------------------------------------------- 20 seconds
Throwing for distance— 42 ft
Basket ball --------------------------------------------------------------------------- 44 ft.
Volley ball
Volley ball serving
3. ORGANIZING ATHLETIC BADGE TESTS_The test is an incen-
tive to practice or train, hence it should be managed to give as broad
physical training values as possible. To this end the following points
should be observed: -
a. The training for the tests should be an organized part of routine
athletics.
b. The test should be given twice each school year toward the close
of the first and second terms and a special test given at the beginning of
the first term for pupils who can give evidence of having trained through
the summer months. - *
c. All three events in each test should be given each season, thus
giving the incentives for a more or less all-round training.
d. Preliminary tests should be made by the class teacher. Official
tests can be made by the class teacher, but where possible they should
be made, or checked by, an outside official. The running events can be
timed by an ordinary watch, but if possible, a stop watch should be used.
ſ
2
COURSE IN PHYSICAL EDUCATION
4. GENERAL RULES-
a. There are no height, weight or age limits in the athletic badge
tests. - -
b. It is necessary to qualify in all three events in any class in
Order to win a badge. -
c. In the boys’ events there shall be but one trial in chinning, one
in the dashes and three in the jumps.
d. In the girls' events there shall be but one trial in each event
unless otherwise indicated in connection with the standards
under the “Events” above.
e. No pupil shall receive more than one badge during any one year.
f. Pupils shall not be entitled to more than one first, second or
third test badge. -
g. If a pupil has already qualified for a third test or a second test
badge, he may qualify for and receive a badge for the lower
test, provided a full year has elapsed. - -
5. BADGES-The name athletic badge test implies a badge, and the
hope of its possession is one of the incentives in struggling to pass the
test. It is a symbol of standard achievement and adds greatly to the sense
of achievement. Pupils should be allowed to pay for their own badges
when they have won the right to wear them.
Presentation: Badges should be presented when won, officially and
with dignity, at some regular school or civic function. * -
Ordering badges: Standard badges can be purchased from the Play-
ground and Recreation Association of America, 1 Madison avenue, New
York City. -
… In order to purchase these badges, blank certificates must be secured
from the association, filled out according to directions, and sent in with
the money for the number and kind of badges desired.
6. DIRECTIONS FOR EVENTS_
A. PULL-UP (chinning) —
a. Equipment—A horizontal bar.
b. Rules—The overhand grasp (i. e., back of hand toward
face), thumbs under bar, hands shoulder width apart. The
feet must clear the ground. Each contestant hangs from the
bar with arms and legs straight, feet together. He must pull
himself up so his chin, is over the bar. He must lower him-
self after each pull-up until his arms are straight. Only a
“dead” pull-up without snap, swing or kick, shall score.
Score according to score card. - * *
c. Hints on Development of Ability—Practice hanging and ex-
ercise in hanging position on bar, rings, horizontal ladder,
etc.; climb rope. -
B. STANDING BROAD JUMP-The feet of the competitor, may be
placed in any position, but shall leave the ground once only, in
making an attempt to jump. When the feet are lifted from the
ground twice, or two Springs are made in making the attempt,
FOR THE SCHOOLS OF OREGON 73
it shall count as a trial jump without result. A competitor may
rock back and forward, lifting heels and toes alternately from
the ground, but may not lift either foot clear of the ground,
nor slide either foot along the ground in any direction. In all
other respects the rules governing the running broad jump
govern the standing broad jump as well.
C. THE DASH –
a. Equipment—A stop watch; if necessary, an ordinary watch
with a second hand can be used. A light string for the fin-
ishing tape. Required distances marked: 100 yards for
seventh and eighth grades; 60 yards for fifth and sixth
grades.
b. Rules—One trial only is given. Contestant must have prac-
ticed at least a month before final record is taken. Starting
commands: Get on your mark; get set; GO! with a quick
downward wave of a handkerchief or flag as a signal to the
timers on “GO!”
No spiked shoes shall be worn. Two boys shall run at a
time; the record of each to be taken by the watch. Timer
shall take the time from the signal to start, to the breasting
of the tape. Score according to score card.
c. Hints on Performance—Get a good start. Start with a good
stride. Keep the head straight and eyes on the finish. Run
with feet and legs straight to front. Swaying from side to
side is lost motion. Breast the tape, and finish five yards
beyond the tape.
d. Hirºts on the Development of Ability—Practice the start sev-
eral times daily to develop a quick start. Run half the dis-
tance several times one day a week. Slowly jog a quarter
to half a mile once a week. Run the distance in best time
once a week. Practice the crouch position as follows: Hands
on the starting line, front foot about six inches behind the
line, rear foot placed so the knee is opposite the front ankle.
At the signal “On your mark,” take the crouch position,
knee on ground; “Get set,” raise the knee slightly and shift
the weight to hands and front foot; start at “GO!” Take
seven or eight strides to straighten up.
D. RUNNING HIGH JUMP-
a. Equipment—High jump standards graded to inches above
2 ft. 2 in., a crossbar, a soft landing pit. A string weighted
at each end with a small bag of sand may be used instead of
a crossbar.
b. Rules—Two trials for each height shall be allowed. The bar
shall be placed at 2 ft. 2 in. and raised one inch after each
contestant has had his trials. The last height cleared by each
contestant shall be his record. Score according to score card.
c. Hints on Performance—Take a sufficient run and get “take
off” well back from the bar. Pace or measure your run.
Adopt a style of jumping and “stick” to it until thoroughly
tried out.
74
COURSE IN PHYSICAL EDUCATION
d. Hints on the Development of Ability—Kick high with left
and right foot alternately; attempt to kick an object higher
than the head. Jump and reach, attempting to increase the
jump each day. Practice the standing high jump, also the
stand jump, striking the chest with the knees.
E. ALL-UP INDIAN CLUB RACE—Draw two tangent circles, each
three feet in diameter. In one of the circles place three (one-
pound model BS) Indian clubs. At a point 30 feet distant from
a line passed through the center of the circles, and parallel to
it, draw a line to be used as a starting line. On the signal the
girl runs from the starting line, transfers the three clubs, one
after the other, to the vacant circle so that they remain stand-
ing, and runs back to the starting line. The girl makes three
such trips, finishing at the starting line. The girl is permitted
to use but one hand in transferring the clubs. The surface
within the circles should be smooth and level. A wide board
may be used when the test is made out of doors. To qualify in
this event for first test badge, a girl must make the three trips
to the circles in 30 seconds. To qualify in this event for a second
test badge, a girl must make the three trips to the circles in 28
seconds.
. POTATO RACE—On a direct line draw four circles, each 12 inches
in diameter and 5 yards apart from center to center. Five yards
back of the center of the first circle and at right angles to
the direct line, draw a line to be used as a starting line. This
is also the finish line. On the first circle place a basket or
other receptacle not over 2 feet in height and with an opening
not exceeding 1 foot in diameter. On the signal, the girl runs
from the starting line, takes one potato from the basket and
places it in the first vacant circle (the one nearest the basket),
runs back to the basket, passes between it and the starting
line, takes the second potato from the basket, places it in the
second vacant circle, returns to the basket, passes between it
and the starting line, takes the third potato from the basket,
places it in the third circle and runs back to the starting line.
From the starting line she runs to the first circle, picks up
the potato and replaces it in the basket, passes between the
basket and the starting line, runs to the second circle, picks
up the potato, replaces it in the basket, passes between the
basket and the starting line, runs to the third circle, picks up
the potato, replaces it in the basket, and runs across the finish
line. If a potato is dropped anywhere but in the circle where
it should be placed, or in the basket, it must be picked up and
properly placed before another is touched. To qualify in this
event for a first test badge, a girl must cross the finish line
within 42 seconds from the time the signal to start is given.
To qualify in this event for a second test badge, a girl must
cross the finish line within 39 seconds from the time the signal
to start is given.
FOR THE SCHOOLS OF OREGON 75
G. BASKET BALL GOAL THROWING—The regular basket ball goal
may be used or a ring 18 inches in diameter (inside). It should
be placed 10 feet above ground and the inside rim should ex-
tend 6 inches-from the surface to which it is attached. From
a point directly under the center of the goal, draw a semicircle
with a radius of 15 feet, for a throwing line. The girl may stand
at any point outside of, but touching the throwing line. The
basket ball used shall be of standard size and weight. The goal
may be made either by a clear throw or by bouncing against the
backboard. To qualify in this event for a first test badge, a
girl must make two goals in six trials. To qualify in this event
for a second test badge, a girl must make three goals in six
trials. -
H. BALANCING—A standard balance beam, 12 feet long and 2
inches wide, may be used, or a 2x4 inch plank, set on the 2-inch
side. The length shall be 12 feet. There is no time limit in this
event, but there should be an endeavor to meet the requirements
promptly, without haste, and with perfect poise. In the first
test the girl starts from the center of beam, walks forward to
the end, without turning, walks backward to center; turns and
walks forward to other end; turns and walks forward to start-
ing point. In the second test the girl starts from center of beam
with a bean bag or book balanced on her head and walks for-
ward to the end; turns and walks forward the entire length of
the balance beam; without turning, walks backward to starting
point. Two trials are allowed in each test.
I. RUNNING AND CATCHING—At a distance of 30 feet from the
starting line and parallel to it, stretch a cord 10 feet from the
ground. On the signal the girl runs from the starting line,
tosses a basket ball or a volley ball over the cord, catches it,
and runs back to the starting line. Three such trips are made,
finishing at the starting line. In case of failure to catch the
ball, it must be secured, tossed over the cord (either direction)
and caught before continuing the run. The starting line and
the cord should both be well away from any wall, backstop, or
other object, so that neither the contestant nor the ball shall
touch any obstruction during the run. To qualify for a badge
in this event, the three trips must be made in 20 seconds.
J. THROWING FOR DISTANCE—A circle 6 feet in diameter shall be
marked on the floor or ground. In throwing, contestants shall
not touch outside the circle with any part of the body until after
the ball has struck the ground. If any part of the body touches
outside the circle, the distance made shall not be recorded, but
the throw shall count as one trial. Three trials are allowed and
the best throw shall be taken as the record. The throw is to be
made with one hand, and the distance required to qualify is 42
feet with a basket ball or 44 feet with a volley ball. If this test
is made out of doors, it should be done on a day when the wind
does not blow.
76
course. IN PHYSICAL EDUCATION
K.
VoLLEY BALL SERVING—A volley ball net or piece of cord shall
be stretched at a center height of 8 feet across the playing
space. Twenty-four feet distant a line shall be drawn on the
floor or ground, parallel to the net. The contestant, with volley
ball in hand, shall stand facing the net and toeing the line with
either foot. The ball is tossed up with one hand, as in tennis,
and struck with the other hand over the net so that it shall fall
within a square 10x10 feet. This square shall be marked on the
floor or ground 10 feet from the net and at right angles to it.
Five trials are allowed to make three aces. If the contestant
steps forward over the line before the ball strikes the ground,
no score is allowed, but it counts as one trial. .
(These tests have been approved by committees of experts
for the Playground and Recreation Association of America, 1
Madison avenue, New York City.)
See also Efficiency Tests and Athletic
Dances,” by Stecher.
E. GAMES
(a) PLAYGROUND–
Barley Break.
Body Guard.
Bombardment. tº
Center Club Bowls.
Double Dodge Ball.
Duck on a Rock.
Every Man in His Own Den.
Fist Ball.
Foot and a Half.
Football Tag. -
Ham, Ham, Chicken, Ham,
Bacon.
Hand Football.
Hop Scotch.
Indian Club Race.
Jumping Relay Race.
(b) SCHOOLROOM-
Beast, Bird or Fish.
Blackboard Relay Race.
Desk Relay. -
Find the Ring.
Hands Up, Hands Down.
(c) BALL GAMES-
Basket Ball Far Throw.
Hurl Ball Far Throw.
Overtake.
These games are described in the following books:
Recreation Manual for Oregon Schools; Games for the Playground—Ban-
croft; Games and Dances—Stecher; Physical Training for Elementary Schools—
Clark. ^ - - - -
Last Couple Out.
Line Ball.
Line ZigZag.
Old Woman from the Wood.
Overtake. -
Partner Tag.
Prisoner’s Base.
Rabbit Race.
Red Lion.
Relievo.
Round Ball.
Stake Guard.
Stick-I-Spy.
Sun Dial.
Third Main.
Iondon. s
Old Woman from the Wood.
Round Ball.
Schoolroom Dodge Ball.
Spin the Platter.
Pass Ball.
Pass Ball Variation.
Tower Ball. -
Events in “Games and
FOR THE SCHOOLS OF OREGON 77
(d) TEAM GAMES-
Corner Ball. Goal Throw.
Dodge Ball (in a circle). Pass Ball Relay with Encircling.
Double Dodge Ball. Playground Ball.
End Ball. Volley Ball.
(e) TRACK AND FIELD EVENTS-
Baseball throw for accuracy (at a mark).
Basket ball far throw—overhead throw.
Basket ball round arm, far throw.
Chinning.
Fast running—50 yards.
Jumping—Running broad, running high, standing broad.
Knee raising.
*-ā-
See also those listed in fifth grade.
F. DANCES
These dances are described in the following books:
Children’s Singing Games—Hofer ; Dances of the People—Burchenal ; Folk
Dance Book—Crampton ; Games and Dances—Stecher ; Physical Training for
Elementary Schools—Clark.
Ace of Diamonds, The (Danish) * Seven Junaps (German)
Bluff Ring Hal (English May- St. Patrick’s Day (Irish) *
pole Dance) Sweet Rate (English) *
Irish Jig (Irish) Tarantella. (Italian) *
Lottie Is Dead (Swedish) Three Dance (Danish)
Mountain March, The (Norwe- We Won’t Go Home Till Morn-
gian) * ing (English)
Reap the Flax (Swedish) *
Płeview those listed in fifth grade.
* Victor Or Columbia, record.
SEVENTH GRADE
A. GYMNASTIC DRILLS
LESSON I
1. ORDER—At-ten-tion l (Chest up, head up, waist flat, chin in, stand
tall.) Left—face! Right—facel About—face / Right about—face! Half
left—face! Half right—face! Mark time—mark! Class—halt! Mark
time—mark! Forward—march / To the rear—march I To the rear—halt!
2. HEAD–Hands on hips—place / Heels—raise! Knees—bend! Alter-
nate head twisting, beginning to the left, in counts—be-gin! Class—halt!
3. LEG–Hands on hips—place! To stride position—jump! Left
knee—bend! Stretch! Right knee—bend! Stretch! In counts—be-gin!
Class—halt! Hands—po-si-tionſ
4. ARM-Arms upward—bend! Left arm upward and right arm
downward—stretch! Arms—bend! Right arm upward and left arm
downward—stretch! Arms—bend! Alternate in rhythm—be-gin! Class—
halt! Arms—po-si-tion I
78 COURSE IN PHYSICAL EDUCATION
5. TRUNK–Arms upward stretch and feet sideways—place! Trunk
forward—bend! Arm parting to counts, ready—go! Class—halt! Trunk
—raise I Feet and arms—po-si-tion. Repeat.
6. PRECIPITANT—Hands on hips—place! Running in place on tiptoes,
ready—gol Class—halt! Hands—po-si-tion |
7. BREATHING—Arms forward upward raise—in-hale ! Arms side-
ways downward—eac-hale! Repeat. Again. (This time a good deep
breath.)
LESSON II
1. ORDER—At-ten-tion | About—face! One step forward—march 1
About—face! One step forward—march 1 Left—face / Two steps to the
left—march / Two steps to the right—march 1 Right—face! Arms side-
ways raise, mark time—mark 1 Class—halt! Arms—lower!
2. HEAD–Raise arms forward upward and feet sideways—place /
Arm parting with backward bending of head—one! Head raise and arms
together—two 1 Slowly, with deep breathing in counts—be-gin! Class—
halt! Arms and feet—po-si-tionſ
3. LEG AND ARM-Arms forward bend and left foot forward—place!
Arms sideways fling and heels—raise! Arms bend and heels—sink!
Arms and foot—po-si-tion 1 Same exercise, placing right foot forward—
be-gin! Alternate left and right, ready—go! Class—halt!
4. TRUNK–Hands on hips—place! Left knee upward—bend! Low-er!
Right knee upward—bend! Low-er! Alternate left and right, ready—go!
5. PRECIPITANT—Hands on hips—place / Left foot forward—raise!
Ro-place, at the same time right foot backward—raise! Continue in
counts, ready—go! (Rocking step.) Class—halt! Hands—po-si-tion |
6. BREATHING—Arms forward—bend! Deep breathing—in-hale! Ea:-
hale! I'm-hale! Eac-hale! I'm-hale! Eac-hale!
LESSON III
1. ORDER—At-ten-tion I Dress—line ! Good deep breath—in-hale! Ea:-
hale! Hands on hips—place I Left leg forward—stretch! (Point the
toes.) Low-er! Right leg forward—stretch! Low-er! Left leg back-
ward—stretch! Low-er! Right leg backward—stretch! Low-er! In
counts—be-gin! Class—halt! Left—face! Left leg sideways—stretch!
Low-er! Right leg sideways—stretch! Low-er! In counts—be-gin! Class
—halt! Right—face! Hands—po-si-tion
2. HFAD–Arms upward bend and left foot sideways—place! Arms
slowly sideways stretch and head backward—bend! Arms bend and head
—raise! Repeat.
3. LEG–Hands on hips—place I Left, knee upward—bend! Leg for-
ward—stretch! Knee-–bend! Leg backward—stretch! Knee upward—
bend! Foot downward—place 1 Same with the right leg. Alternate in
counts—be-gin! Hands—po-si-tion |
4. ARM-Arms upward—bend! Arms upward—stretch! Bend! Arms
sideways—stretch! Bend! Arms forward—stretchT Bend! Arms down-
Ward—stretch! Bend! Left arm upward and right arm sideways—
FOR THE SCHOOLS OF OREGON 79
stretch! Arms—change! Changel Changel Bend! Left arm forward and
right arm downward—stretch! Arms—change! Changel Changel Bend!
Arms—po-si-tion 1 (In changing arms, come to bend position each time
before stretching the arms.)
5. TRUNK–Kneel on left knee and hands on hips—place! Trunk
backward—bend / Raise! Bend! Raise! Knees—change! Trunk back-
ward—bend! Raise! Bend! Raise! Po-si-tion |
6. PRECIPITANT—Arms sideways—raise! Running in place, ready—
go! Class—halt! Arms—po-si-tion |
7. BREATHING—Hands on chest—place / In-hale! Eac-hale! In-hale!
Eac-hale! In-hale! Eac-hale!
LESSON IV
1. ORDER——At-ten-tion | Good standing position (chest up, head up,
waist flat, chin in, stand tall). Alternate rows, about—face! Arms in
running position—place / Around the room and back to places on tiptoes
-—run! Class—halt! Alternate rows, about—face / Arms—po-si-tion 1
Arms sideways—raise 1 Arm rotation in counts—be-gin / Class—halt!
Arms—po-si-tion
2. HEAD–Arms half sideways—bend! Arms sideways stretch and
head backward—bend! Arms bend and head—raise! Arms sideways
stretch and head forward—bend! Arms bend and head—raise! Arms
Sideways stretch and head to the left—twist! Arms bend and head for-
ward—twist! Arms sideways stretch and head to the right—twist! Arms
bend and head forward—twist! Arms—po-si-tion |
3. LEG-Hands on hips—place! To stride position—jump! Left
knee—bend! Stretch! Right knee—bend! Stretch! In counts—be-gin!
Class—halt! Feet and arms—po-si-tion |
4. ARM-Arms half sideways bend and feet sideways—place! Trunk
forward—bend! Arm extension in counts—be-gin! Class—halt! Arms
and feet—po-si-tion'
5. TRUNK–Hands on neck—place! Knees deep—bend! Kneeling po-
sition—take 1 Trunk to the left—twist! Forward—twist! Trunk to the
right—twist! Forward—twist! Again left and right. Hands and feet—
po-si-tion |
6. PRECIPITANT—Hands on neck—place! Foot placing forward, side-
ways and backward in Series, with heel raising, ready—go! Class—halt!
IIands—po-si-tion |
7. BREATHING—Arms sideways—raise! Stretch arms out as far as
possible—in-hale! Relax arms—eac-hale! Again. Repeat. Arms—po-si-
tion |
LESSON V
1. ORDER—At-ten-tion 1 Mark time—mark! On toes in place—march!
Normal—march / Class—halt! About—face! Repeat the marching in
place. Left—face! Repeat the marching in place. Left–face!
2. HEAD, LEG AND ARM-Hands on hips and feet sideways—placeſ
Heels—raise! Arms sideways stretch and knees deep—bend! Head to the
left—twist! Forward—twist! To the right—twist! Forward—twist!
80 COURSE IN PHYSICAL EDUCATION
Alternate head twisting in counts—be-gin! Class—halt! Hands on hips
and knees—stretch! Heels—low-er! Repeat whole exercise. Hands and
feet—po-si-tion |
3. TRUNK–Arms upward stretch and feet sideways—place / Trunk
bending forward and downward touching fingers to floor, ready—go!
Class—halt! Arms and feet—po-si-tion |
4. PRECIPITANT—Arms sideways—raise! Rocking step forward and
backward, left foot forward, right foot backward, ready—go! Class—
halt! Feet—changel Same exercise, ready—go! Class—halt! Arms—po-
si-tion |
5. BREATHING—Arms forward—raise! Arm parting with turning the
hand—in-hale! Arms together—eac-hale! In-hale! Eac-hale! In-hale! Eac-
hale!
IESSON VI
1. ORDER—At-ten-tion | Arms sideways raise with quick heel raising,
in counts—be-gin / Class—halt! Arms upward—bend! Arms forward—
bend! Hands on neck—place / Po-si-tion | Arm movements in counts—
be-gin! Class—halt!
2. HEAD–-Arms sideways—raise / Head backward and bend left leg
backward—stretch! Head upward raise and leg—po-si-tion | Same with
the right. Alternate in counts, ready—go! Class—halt! Arms—po-si-
tion |
3. ARM-Arms upward—bend / Arm stretching upward, sideways,
forward and downward in series—be-gin! Class—halt! Arms—po-si-
tion
4. LEG AND TRUNK–Hands on hips and left foot outward—fall-out!
Trunk to the left—twist! Trunk to the left—bend! Trunk upward—
Taise! Trunk forward—twist! Feet—changel Trunk movements to the
right. Repeat left and right, Hands and foot—po-si-tion |
5. PRECIPITANT—Jumping in place with a quarter turn on every
fourth count, and sideways flinging of arms, ready—go / Class—halt!
6. BREATHING—West Point breathing: In-hale! Eac-hale! In-hale!
Eac-hale! I'm-hale! Ea;-hale!
LESSON VII
1. ORDER—At-ten-tion 1 Mark time—mark! Forward—march / Back-
ward—march / Forward—march / To the rear—march 1 To the rear—
march/ To the rear—march / To the rear—halt!
2. HEAD–Arms upward bend and to stride position—jump! Head to
the left—twist! Head backward—bend! Head—raise! Head forward—
twist! Head to right—twist! Head backward—bend! Head—raise!
Head forward—twist! In counts—be-gin! Class—halt! Arms and feet—
po-si-tion |
3. LEG AND ARM-Arms forward—bend! Arms sideways fling and
left foot forward—fall-out! Arms bend and foot—po-si-tion | Arms side-
ways fling and right foot forward—fall-out! Arms bend and foot—po-si-
tion | In counts—be-gin / Class—halt! Arms—po-si-tion
FOR THE SCHOOLS OF OREGON 81
4. TRUNK–Kneeling position—take 1 Trunk rotation forward, to the
left, backward, to the right, forward and up—be-gin! Trunk rotation for-
ward, to the right, backward, to the left, forward and up—be-gin! (Re-
lax both arms and trunk.) Standing position—takeſ
5. PRECIPITANT—Arms forward—bend! Alternate rows, about—face!
Around the room and back to places on tiptoes—run / Class—halt! Arms
—po-si-tionſ
6. BREATHING—Hands on chest—place! I'm-hale! Eac-hale! Im-hale!
Eac-hale! I'm-hale! Eac-hale!
LESSON VIII
1. ORDER—At-ten-tion 1 Mark time—mark! Forward—march 1 Back-
ward—march 1 Forward-–march 1 To the rear—march / To the rear—
march/ To the rear—march / To the rear—march / To the rear—halt!
2. HEAD–Hands on hips and deep knee—bendl Head rotation, for-
ward, to the left, backward, to the right, forward and up—be-gin! Head
rotation, forward, to the right, backward, to the left, forward and up—
be-gin! Alternate in counts—be-gin! Class—halt! Knees stretch and
hands—po-Si-tion |
3. LEG-Hands on hips—place I Left knee upward—bend! Outward—
move / Forward—move! Foot—po-si-tion | Same with the right—be-gin!
Alternate in counts—be-gin! Hands—po-si-tionſ
4. ARM AND TRUNK–Stride kneeling position—take! Arms upward—
bend! Trunk backward bend and arms upward—stretch / Arm parting in
counts—onel two 1 three 1 four! five! Siac! sevenſ eight! Trunk raise and
arms—bend! Arms and feet—po-si-tion | Repeat.
5. PRECIPITANT—Hands on neck—place / In place on tiptoes—rwn!
Class—halt! Hands—po-si-tionſ
6. BREATHING—Raising arms sideways inhale, lower arms exhale, let-
ting the breath out with a whistle—in-hale! Eac-hale! In-hale! Eac-hale!
In-hale! Eac-hale !
B. SUGGESTIVE RELIEF PERIODS
1. Stand erect with arms stretched forward, then stretch arms to
fullest extent, then relax. Repeat several times.
2. Take a kneeling position, put hands on hips, then bend head back
as far as possible.
3. Stretch arms sideways, then take arm rotation.
4. Stand, take six walking steps forward, turn around and take six
walking steps back to seat.
5. Stand, clap hands first in front of body, then back of body.
6. Lean forward, put head down on desk, on arms and close eyes,
and rest.
7. Stand, take ten hopping steps forward on right foot, turn around,
take ten hopping steps on left foot back to seat.
8. With hands on shoulders, stretch as far as possible, taking deep
breaths.
82 COURSE IN PHYSICAL EDUCATION
C. POSTURAL INSTRUCTION
(See “Postural Instruction” under fourth grade.)
D. ATHLETIC BADGE TESTS
(See the Athletic Badge Test for sixth grade. See also Efficiency Tests and
Athletic Events in “PlayS and Games”—Stecher.)
E. GAMES
These games are described in the following books:
Recreation Manual for Oregon Schools; Games for the Playground—Bancroft;
Physical Training for Elementary Schools—Clark; Games and Dances—Stecher.
(a) PLAYGROUND-
Black and White.
Blackboard Relay.
Bombardment.
Circle Pins.
Corner Ball.
Dumb Crambo.
Fence Tag.
Forcing the City Gates.
Fox and Geese.
Handball Drill.
Hand Football.
Keep Moving.
Last Man.
London Loo.
(b) SCHOOLROOM-
Arms, Legs and Trunk.
“B” Game.
Bend and Stretch Relay.
Blackboard Relay.
Buzz.
Charades.
Cross Questions.
Dead Ball.
Dumb Crambo.
Eloating Feather.
Mount Ball.
Odd Man’s Cap.
Oyster Shell.
Pass and Toss Relay (single line).
Poison.
Prisoner’s Base.
Rolling Target.
Run Dodgeball.
Saddle the Nag.
Slipper Slap.
Third Man.
Wand Tug of War.
Whip Tag.
Zigzag Overhead Toss.
Hen Roost.
How Many Angles?
Keep Moving.
Last Man.
Minister’s Cat, The.
Nimble Squirrel.
Overtake.
Sketches.
Up Jenkins.
What Am I Thinking of?
(c) BALL GAMES-
Baseball throw for accuracy.
Baseball throw for distance.
Basket ball throw for distance.
Battle ball.
Bombardment.
Handball.
Rickball.
Passball.
Tower ball.
FOR THE SCHOOLS OF OREGON 83
(d) TEAM GAMES-
Baseball. Indoor Baseball.
Captain ball. Line Club Bowls (double).
Corner ball. Soccer Football.
Dodge ball in Three Fields. Swatball.
Emperor ball. Volley ball.
(e) TRACK AND FIELD EVENTS-
Basket ball far throw (overhead).
Chinning.
Fast running—150 yards.
Endurance running—eight to ten minutes.
Jumping—Hop, step and jump; running broad, running high,
standing broad.
F. DANCES
These dances are described in the following books:
Children’s Singing Games—Hofer ; Dances of the People—Burchenal; Folk
Tance Book—Crampton ; Games and Dances—Stecher; Physical Training for
Flementary Schools—Clark.
Ace of Diamonds (Danish) * Larkspur—Mazurka.
Class Day Schottische May Day (German)
Crested Han, The (Danish) Pop Goes the Weasel (American
Czardas (Hungarian) * Country Dance)
Gathering Peascods (English) * Rill, The
Highland Schottische (Scotch) * Sailor’s Hornpipe, The (English) *
Irish Lilt (Irish) * Swedish Weaving Dance (Swed-
Jumping Jack ish)
* Victor Or Columbia, record.
EIGHTH GRADE
A. GYMNASTIC DRILLS
LESSON I
1. ORDER—At-ten-tion | Left—face! Right—face / About—face!
Right about—face! Mark time—mark! Class—halt! Arms upward—
bental! Heels—raise! Arm stretching upward and knee bending, in counts
—be-gin! Class—halt!
2. HEAD–Arms obliquely sideways upward—raise! Head forward—
bend! Raise! Head backward—bend! Raise! In counts—be-gin! Class
halt! Arms—po-si-tion
3. LEG-Hands on hips—place / Left knee upward—bend! Forward—
stretch! Bend! Foot—re-place! Right knee upward—bend! Forward—
stretch! Bend! Foot—re-place! Alternate in counts—be-gim! Class—
halt! Hands—po-Si-tionſ
4. ARM-Arms upward—bend! Left arm upward and right arm
downward—stretch! Arms—changel Arms—bend! In rhythm—be-gin!
84 COURSE IN PHYSICAL EDUCATION
5. TRUNK–Rows by twos—count-off! Number twos support number
ones. (As the trunk bends backward, place open right hand at upper part
of trunk.) Number ones take the following exercise: Hands on neck—
place / Trunk backward—bend! Beginning with the left foot, alternate
knee upward bending in counts—be-gin! Class—halt! Trunk—raise!
Hands—po-Si-tion l Number twos take the same exercise, supported by
number ones.
6. PRECIPITANT—Left—face! Arms sideways—raise 1 Left leg side-
ways—raise! Low-erl Right leg sideways—raise! Low-er! Sideways
flinging of legs in counts—be-gin! Class—halt! Arms—po-si-tion | Right
face!
7. BREATHING—Arms forward bend and left foot forward—place 1
Arms stretching slowly sideways and heels raise—in-hale! Arms bend and
heels sink—eac-hale! I'm-hale! Eac-hale! Feet—change! In-hale! Ea:-hale!
In-hale! Eac-hale! Feet and arms—po-si-tion |
LESSON II
1. ORDER—At-ten-tion | Hands on hips—place! Heels—raise! Knees—
bend! Knees—stretch! Heels—sink! In counts—be-gin! Class—halt!
Hands—po-si-tion |
2. HEAD–Arms sideways upward—raise! Arms sideways sink and
head backward—bend! Arms overhead and head—raise! Slowly, in
counts—be-gin! Class—halt! Arms—-po-Si-tion 1
3. LEG-Hands on hips—place 1 Left leg forward—stretch! Side-
ways—stretch! Backward—stretch! Foot—re-place! Same with the
right. Alternate, in counts—be-gin! Class—halt! Hands—po-si-tion |
4. ARM-Arms circumduction, ready—go! Class—halt!
5. TRUNK–Arms upward bend and trunk to the left—twist! Arm
stretching, four times upward, four times downward, four times forward
and four times sideways, ready—go! Class—halt! Trunk and arms—po-
si-tion 1 Arms upward bend and trunk to the right—twist! The same arm
exercise, ready—go! Class—halt! Trunk and arms—po-si-tion
6. PRECIPITANT—Arms upward—bend! In place on tiptoes—runſ
Class—halt! Arms—po-si-tion |
7. BREATHING—West Point breathing. Im-hale! Eac-hale! I'm-hale!
Eac-hale! I'm-hale! Eac-hale!
LESSON III
1. ORDER—At-ten-tion! Left—face! Right—face! About—face!
About—face! Mark time—mark! Forward—march / To the rear—march!
To the rear—march / To the rear—march / To the rear—halt!
2. HEAD–Head backward bend and hands—twºrn 1 Head raise and
hands—po-si-tion 1 Slowly in counts—be-gin! Class—halt!
3. LEG-Hands on hips—place / Heels—raise I Knees deep—bend!
Knees—stretch! Heels—sink! In counts—be-gin! Class—halt! Hands—
po-si-tionſ
FOR THE SCHOOLS OF OREGON 85
4. ARM-Arms upward—bend! Arm stretching, four times upward,
four times downward, four times forward, four times sideways, ready—
go! Class—halt! Arms—po-si-tion
5. TRUNK–Wood chopping exercise. Left foot is placed obliquely
forward two foot lengths, fists are closed and raised to right shoulder.
Count one, the trunk is bent forward from the hips, the knees remain
straight, arms are flung forward and downward; on count two, the trunk
is raised and arms are brought back to shoulder. Take exercise four times
to the left; then four times to the right, ready—go! Class—halt! Po-si-
tion |
6. PRECIPITANT—Arms sideways—raise! Running in place on tiptoes,
ready—go! Class—halt! Arms—po-si-tion |
7. BREATHING—West Point breathing. In-hale! Eac-hale! In-hale!
Iºac-hale! In-hale! Eac-hale!
LESSON IV
1. ORDER—At-ten-tion | Left—face! In rows, dress—line! Front! By
twos—count-off! By threes—count-off! By fours—count-off! Dress—
line ! Front! Right—face! Cover—your line! (Have it straight from
front to rear.)
2. HEAD–Arms sideways—raise! Palms—twºrn 1 Arms upward raise
and head backward—bend! Arms sideways lower and head—raise!
Slowly in counts—be-gin! Class—halt! Arms—po-si-tion!
3. LEG AND ARM-Arms forward—bend! Left foot forward fall-out
and arms sideways—fling ! Arms bend and foot—re-place! Same with
the right foot. Alternate in counts, ready—go! Class—halt! Arms—po-
si-tion
4. THUNK–Arms upward stretch and left foot forward—place! Trunk
backward—bend.' Upward—raise! Backward—bend! Upward—raise!
I'eet—changel Trunk backward—bend! Upward—raise! Backward—
bend! Upward—raise! Feet and arms—po-si-tion
5. PRECIPITANT—Jumping to a stride position and raising arms side-
ways, ready—go! Class—halt!
6. BREATHING—Hands on ribs—place! Good deep breath—in-hale!
Ea!-hale! In-hale! Ea:-hale! In-hale! Eac-hale!
LESSON V
1. ORDER—At-ten-tion! Left—face! In rows, dress—line! Front!
By twos—count-off! Four steps to the left—march! Six steps to the
right—march / Two steps to the left—march 1 Right—face! Four steps
forward—march / Six steps backward—march 1 Two steps forward—
ºnarch 1
2. HEAD–Hands on hips place and left foot forward—fall-out! Head
to the left—twist! Forward—twist! To the right—twist! Forward—
twist! Repeat. Feet—change! Head to the right—twist! Forward—
twº st! Forward—twist! To the left—twist! Forward—twist! Hands
and feet—po-si-tion 1
3. LEG–Hands on hips—place! Left leg forward—raise! Foot—flew 1
(Bring foot as far forward as possible.) Foot—ex-tend! (Stretch the
86 COURSE IN PHYSICAL EDUCATION
&
foot as far as possible.) Flea, 1 Ex-tend! Flea, 1 Ex-tend! Foot—re-place!
tight leg forward—raise! Same foot exercise. Foot—re-place! Hands—
po-si-tion |
4. ARM-Arms circumduction, in counts—be-gin /
5. TRUNK–Left—face / Arms sideways raise and left foot sideways—
fall-out! Trunk to the left—bend! (Keep arms in straight line.) Raise!
Bend! Raise! Feet—changel Trunk to the right—bend! Raise! Bend!
Raise! Feet and arms—po-si-tion' Right—face 1
6. PRECIPITANT—Alternate rows about—face! Arms upward—bend!
Mark time—mark! Around the room and back to places—march 1 Class—
halt! Arms—po-si-tion 1 Alternate rows about—face 1
7. BREATHING—Raise arms sideways upward overhead—in-hale!
Lower arms—eac-hale! (Let breath out with a whistle.) Again. Repeat.
LESSON VI
1. ORDER—At-ten-tion | Hands on hips—place / Feet—close I Feet—
O-pen I Feet sideways—place / Re-place | To stride position—jump! To
position—jump! Left foot forward—place / Heels—raise! Heels—sink!
Foot—re-place | Right foot backward—place / Knees—bend! Knees—
stretch! Foot—re-place!
2. HEAD–Head rotation in six counts—be-gim! Again, going in oppo-
site direction—be-gin!
3. LEG-Hands on neck—place / In four counts stretch left leg for-
ward, to the side, backward and position—be-gin! Same to the right. Re-
peat both left and right.
4. ARM AND TRUNK–-Arms sideways raise and left foot sideways—
fall-Owt! Trunk to the left bend and to the right—twist! (Touching left
hand to floor in front of left foot, keep arms in straight line.) Trunk raise
and forward—twist! Arms and feet—po-si-tion | In counts—be-gin!
Ciass—halt! Same with the right foot.
5. PRECIPITANT—Arms upward—bend! Hopping eight times on the
left foot, eight times on the right, four on the left, four on the right;
twice on the left, twice on the right; alternate left and right eight times—
be-gin!
6. BREATHING—Hands on neck—place 1 Slowly straighten arms side-
ways—in-hale! Hands replace—eac-hale! In-hale! Eac-hale ! In-hale! Ea:-
hale!
LESSON VII
1. ORDER—At-ten-tion | Arms upward—bend! Left arm upward and
right arm sideways—stretch! Arms—change! Change! Change!
Changel Changel Po-si-tion | Arms upward—bend! Left arm upward
and right arm downward—stretch! Arms—changel Change! Change!
Change! Changel Po-si-tion 1 Mark time—mark / Class—halt! Two
steps forward—march 1 Two steps backward—march 1
2. HEAD–Arms sideways—raise! With hand rotation forward, head
forward—bend! Head raise and hands—twºrm 1 In counts—be-gin I Class—
halt! With hand rotation backward, head backward—bend / Head raise
and hands—twºrn 1 In counts—be-gin! Class—halt! Arms—po-si-tion'
FOR THE SCHOOLS OF OREGON 87
3. LEG, ARM AND TRUNK–Arms forward stretch and feet sideways—
place! Trunk forward—bend! Arm flinging sideways in counts—be-gin!
Class—halt! Trunk—raise! Feet and arms—po-si-tion | Repeat exercise.
4. PRECIPITANT—Hands on hips—place 1 Starting with the left foot,
upward bending of knee, running in place, ready—go! Class—halt!
Hands—po-si-tion |
5. BREATHING—Arm raising forward upward—in-hale! Lower arms
sideways downward—eac-hale! In-hale! Eac-hale! In-hale! Eac-hale!
LESSON VIII
1. ORDER—At-ten-tion 1 Mark time—mark! Forward—march 1 Back-
ward—march / Forward—march / Backward—march 1 Forward—march 1
To the rear—march / To the rear—march / To the rear—march / To the
rear—halt!
2. HEAD–With turning palms outward, head backward—bend Hands
turn and head—raise! (Take good breaths.) Slowly in counts—be-gin!
Class—halt!
3. LEG–Hands on neck—place! Left knee upward—bend! Knee
backward—stretch! Knee upward—bend! Foot downward—place! Same
with the right. Alternate in counts—be-girl Class—halt! Hands—po-si-
tion |
4. ARM AND TRUNK–Arms upward bend and feet sideways—place!
Trunk forward—bend! Upward—raise! Arms upward—stretch! Arms—
bendl In counts—be-gin! Class—halt! Arms and feet—po-si-tion |
5. PRECIPITANT—Alternate rows about—face / Arms upward—bend!
Around the room and back to place, on tiptoes—run / Class—halt! Arms
—po-si-tion 1 Alternate rows, about—face!
6. BREATHING—West Point breathing. In-hale! Eac-hale! Im-hale!
Ea;-hale! In-hale! Eac-hale!
B. SUGGESTIVE RELIEF PERIODS
1. Stand; with arms stretched sideways, run in place.
2. Stand; bend knees deeply, touch finger tips to floor; stretch knees
and bring arms to side horizontal; raise arms overhead and rise on toes;
lower arms at side and lower heels. Take exercise several times.
3. Stand; to stride position jump, then bend body forward (slightly);
Swing arms forward upward, then return. Take exercise vigorously.
4. Stand; hands on hips—place! To stride position jump and arms
sideways—stretch! Po-si-tion | Take this exercise in rhythm.
5. Stand; raise arms sideways and knees bend. Take this in quick
rhythm.
6. Stand; arms upward—bend! High knee upward bending, alternate
left and right.
7. Stand; with arms first forward, sideways, upward and downward,
take the exercise of closing and opening the hands, stretching the arms
and fingers as far as possible.
8. Stand; take West Point breathing.
COURSE IN PHYSICAL EDUCATION
C. POSTURAL INSTRUCTION
(See “Postural Instruction” under fourth grade.)
D. ATHLETIC BADGE TESTS
(See Athletic Badge Test for sixth grade. See also Efficiency Tests and Athletic
Events in “Games and Dances”—Stocher.)
E. GAMES
These games are described in the following books:
Recreation Manual for Oregon Schools ; Games for the Playground—Bancroft ;
F'hysical Training for Elementary Schools—Clark; Games and Dances—Stecher.
(a) PLAYGROUND–
All Run.
Ball Stand.
Catch and Pull Tug of War.
Chinese Chicken.
Chinese Wall.
Circle Club Bowls.
Circle Race.
Circle Relay.
Circle Zigzag.
Double Relay Race.
Duck on the Rock.
(b) SCHOOLROOM-
Author’s Initials.
Button, Button, Who Has
the Button?.
Buzz.
Charades.
Crambo.
Cross Questions.
Double Relay Race.
Earth, Air and Water.
(c) BALI, GAMES-
Battle ball.
Boundball.
Boundary ball.
Curtain ball.
Handball.
(d) TEAM GAMES-
Dodgeball.
Endball.
Fieldball.
Goalball. *
Every Man in His Own Den.
Japanese Crab Roll.
Line Club Bowls (single).
Line ZigZag.
Master of the Ring.
Maze Tag.
Overtake.
Pass and Toss Relay (double line).
Pig in a Hole.
Pinball.
Poison Snake.
Hen Roost.
Minister’s Cat, The.
Overtake.
Prince of Paris.
Rope and Ring.
Simple Experiments.
Sketches.
What Am I Thinking of?
Kickball (in a circle).
Roundball.
Squareball.
Stoveball.
Tether ball.
Nine Court Basket ball.
Soccer Football.
Volley ball.
Wicket ball.
FOR THE SCHOOLS OF OREGON 89
(e) TRACK AND FIELD EVENTS-
Basket ball overhead far throw.
Basket ball round arm far throw.
Chinning (boys).
Knee raising (girls).
Playground baseball far throw.
Rope climbing. ,->
Running broad jump.
Running high jump.
Running hop, step and jump.
Standing broad jump.
Triple standing broad jump.
75-yard dash.
100-yard dash.
F. DANCES
These dances are described in the following books:
Children’s Singing Games—Hofer ; Dances of the People—Burchenal ; , Folk
Dance Book—Crampton ; Games and Dances—Stecher; Physical Training for
Elementary Schools—Clark.
Alumni Three Step d Nobleman, The
* Black Nag, The (English) * Oxdansen (Swedish) *
Bluff King Hal (English) * Ritka (Hungarian) *
Csardas I (Hungarian) Rufty Tufty (English) *
Czebogar (Bohemian) Santiago (Spanish Couple Dance)
Frolic Of the Brownies Sir Roger de Coverley (Old Eng-
Harvest Frolic (Russian) Jish)
Highland Fling (Scotch) * ſº Virginia. Reel
Laudnum Bunches (English) *
Review those listed in seventh grade.
* Victor or Columbia, record.
90 COURSE IN PHYSICAL EDUCATION
SECTION V
PHYSICAL EDUCATION FOR HIGH
SCHOOLS
ACTIVITIES FOR GIRLS
Games and Sports
When rightly conducted are an educative force bringing organic vigor,
endurance, vitality; encouraging healthful living; training in unselfish-
ness, respect for law and the rules of the game, sportsmanship and loy-
alty. The teams should learn to be above tricky plays; to give the oppo-
nents a fair chance—to play a square game—to accept all decisions of
officials promptly and with good spirit, to win without boasting, to lose
without sulking. These things do not come of themselves or out of the
nature of the sports and games but by constant, untiring effort on the
part of students, teachers, coaches and referees. If the athletics are left
in the hands of the students entirely or are directed by unscientific,
uninterested leaders, they are generally physically injurious and morally
degrading.
Competition may be intergroup, interclass, individual or interschool.
The test of the value of an organized competition is the number taking
part in proportion to the enrollment of the school. In interclass basket
ball, for instance, if the classes are large enough have first, second and
third teams. Each first plays with each other first team, the team win-
ning the greatest number of games being the champion. Run a tourna-
ment for second and third teams the same way.
Eligibility
a. A physician’s certificate of physical fitness.
b. Must have been in school one month.
c. Good grades in scholarship and posture.
d. Must not take part in other game or athletic competitions not
under the auspices of the school.
Athletic Associations
An athletic association aids very much in making the girls feel respon-
sible for the conduct and sportmanship of the games and sports. The girls
should elect their own officers with the woman physical educator or the
teacher in charge of athletics as advisory member. If the influence of
the athletic association is to be constructively good rather than destruc-
tively bad, the advisor must be vitally interested, keep a sympathetically
guiding hand on all the activities and definitely and continuously strive
to develop high standards of clean play and sportmanship.
List of Games and Athletics
Games for the gymnastic periods with too short a time and too large
a number to play the highly organized games (see Bibliography, Ban-
croft): Relay races (especially arch goalball, run and catch, strideball),
endball, batball, volley ball, dodgeball, events in the efficiency test.
FOR THE SCHOOLS OF OREGON 91
Games for the gymnastic period when there is time, or to be offered
as sports during the spring in place of the indoor gymnastic periods, or
as after school athletics: Basket ball, indoor baseball, swimming, volley
ball, hockey, archery, tennis.
Field events: Short dashes, low hurdles, obstacle races, relay races,
basket ball throw for distance, baseball pitching for distance, events in
the efficiency test.
T'ests for General Efficiency
The following events for developing and testing all-round efficiency
and stimulating interest are offered. The following principles are con-
sidered: To reach every girl, the poor athlete as well as the “star”; to
enable every girl, weak or strong, to do something for her team or class.
Events based on the natural activities—running, jumping, climbing,
throwing.
Events testing and training for general efficiency and proficiency—
skill, endurance and strength.
Events linked with and training for sports and athletics—basket ball,
baseball, field events, etc.
Group competition of this sort is more valuable than individual for
its wide Social effect, because every one physically able competes, and
because it stimulates the undeveloped and lazy girl to improve for the
sake of her group—public opinion is brought to bear upon her.
To prevent girls from overdoing or from running up a large number
of points on one event, maximums have been set.
THE TEST
£FFICIENCY-
Posture.
Weight in relation to height.
PROFICIENCY-
Basket ball goal throwing.
Basket ball throw for distance.
Baseball pitching.
Somersault.
Leg raising.
Running and catching race.
Rope climbing.
POSTURE (see posture test, pages 5, 6).
Score for passing all three tests, 20 points.
Score for passing first two tests, 10 points.
Score for passing first test, 5 points.
HEIGHT, WEIGHT-
Being the proper weight for your height gives you a good resistance
to disease, endurance under strain, as well as an air of well-being and
. looks. The proper weight should be entered on the squad leader’s
Cà l'Ol.
9
2
COURSE IN PHYSICAL EDUCATION
Score:
Maximum—20 points for proper weight or over.
Scale—1 point off for every pound underweight.
Minimum—1 point for 20 pounds underweight.
Points, weight:
20 points for proper weight.
19 points for 1 pound underweight.
18 points for two pounds underweight.
And so on.
1 point for 20 pounds underweight.
BASKET BALL THROW FOR GOAL–
Time limit, 45 seconds.
Rules: Throw the first basket ball from the foul line, recover the
ball and throw again from spot where ball is caught, provided you do not
shoot within the arc drawn four feet from the basket.
If ball goes out of bounds, bring it in and shoot from boundary line
where ball went out. Throw as many goals as possible in the 45 seconds.
Score:
Minimum—5 points for 4 goals.
Scale—1 point for each additional goal.
Maximum—15 points for 14 goals.
BASKET BALL THROW FOR DISTANCE—
Rules: Standing in a 6-foot circle, left foot advanced, weight on right
leg, right knee bent, ball resting on hand and forearm, the player Sud-
denly swings around, pivoting on the left foot, throwing the weight for-
ward, and slings the ball forward and upward with all her force. The
distance covered by the ball depends on the angle at which the ball is
thrown and the speed with which the girl swings around. To step or fall
forward out of the circle constitutes a foul. The ball must land in the 10-
foot lane to score.
Score:
Minimum—5 points for 25 feet.
Scale—2 points for each additional 5 feet.
Maximum—15 points for 50 feet.
BASEBALL PITCHING—
Rules: Hole in canvas curtain 15 inches by 2% feet, and 21 inches
from floor, representing the space over the plate, between the average
girl’s knee and shoulder, in which a ball must be placed to be called a
Strike. Distance from curtain, 25 feet.
Ball—12-inch indoor baseball.
Player has 5 balls to pitch into the space.
Pitch overhand.
Score:
Minimum—3 points, 1 ball.
Scale—3 points for each additional ball.
Maximum--15 points for 5 balls.
FOR THE SCHOOLS OF OREGON 93
SOMERSAULT OR ROLL–
1. Plain forward. From a squat position place both hands on mat
close to toes. Lean forward, throwing the weight on hands and drawing
the head in. At the same time push vigoruosly with both feet and turn
the body completely over, rolling from the shoulders to the lower back.
2. Forward with ankle grasp. Same as (1) except as the body rolls
over grasp the ankles with the hands, let go and come to erect standing
position.
3. Forward and backward roll. Plain forward roll. Come to standing
position with feet crossed, uncross the feet by making a half turn and -
do backward roll. Backward roll. From squat position, fall backward,
giving impetus to the roll by throwing the feet backward over the head
and rolling over to erect standing position.
Scoring—5 points for each roll.
DEEP KNEE BENDING—
Rules: With the hands on the hips, bend the knees to a deep squat
position, sitting on the heels, keeping the chest up and the back erect.
Repeat this ten times, if possible. Any wabbling or loss of balance will
disqualify the performer from scoring even though she has done several
correctly.
Score:
Minimum—5 points for 5 bends.
Scale—1 point for each additional bend.
Maximum—15 points for 15 bends.
LEG RAISING—
From hanging position on bar, palms forward and more than shoulder
breadth apart, raise legs to horizontal position and lower without letting
the legs drop, keeping knees straight. Do not let the body swing. Do not
let the legs swing back beyond the perpendicular.
Score:
Minimum—5 points for 3 lifts.
Scale—1 point more for each additional lift.
Maximum—15 points for 13 lifts.
RUNNING AND CATCHING RACE—
Cord 10 feet from the floor. Starting line 20 feet from cord.
Rules: On the signal the girls run from the starting line, toss a
basketball over the cord, catch it, and run back to the starting line. Three
such trips are made, finishing at the starting line. In case of failure to
catch the ball, it must be secured, tossed over the cord (either direction)
and caught before continuing the race.
Score:
Minimum—5 points for 25 seconds.
Scale—1 point added for each second below the standard.
Maximum—15 points for 15 seconds.
ROPE CLIMBING—
Climbing single rope to touch with one hand one of the scoring marks.
Score: 5 points to first mark, 10 feet; 10 points to second mark, 14
feet; 15 points to ceiling, 18 feet.
94 COURSE IN PHYSICAL EDUCATION
CONDUCTING THE TEST-
No standards developed by working with certain groups of girls will
fit all groups. It will be found that they will have to be altered to meet
conditions.
Practice in the events can constitute a part of the gymnastic period
by dividing the class in as many groups as there are events and having
them change so that they practice one, two or three a day, as time allows.
If there is not space for running and catching and the distance throws,
have them on alternate days. Arrange the events to Suit your space and
time. Have score cards and squad leaders who are responsible for their
groups. Scores can be taken at any time and the girl allowed the highest
score she has ever made or scoring can be done in the last week or two
weeks.
Posture: Scored at regular posture test.
Height, weight: Each girl can weigh herself. Height-weight cards
may be obtained from Mary Hemenway Alumnae Association of the De-
partment of Hygiene, Wellesley College, Wellesley, Massachusetts. Price,
5 cents a copy.
Basket ball throw for goal: With a point directly below the basket
as a center, draw a semicircle 4 feet in diameter. Ball must be thrown
from outside this line.
Baseball pitching: The curtain may be made of any heavy cloth. It
should hang perpendicular and if against a wall should be from 6 to 10
inches from it to prevent the balls from bouncing out.
Leg raising: This should be led up to by the abdominal exercises in
the day’s orders. It is particularly valuable for girls, as their abdominal
muscles are apt to be weak. It is almost necessary to hold the girl by the
hips to prevent swinging. A curtain rod can be fitted into a doorway for
this.
Scoring: Intersquad or interclass competition may be used. If inter-
class add all the scores of all in the class and divide by the number.
BASKET BALL–
Do not run basket ball to the exclusion of every other sport.
Play the game according to the official basket ball rules for girls” and
not by rules of your own. These standard rules are the result of the ex-
perience of the best-trained physical educators and coaches in the country
and are developed with consideration both for the girl as a girl and the
Sport as a sport.
Do not allow the girls to play without a medical examination.
Do not allow the girls to play during menstruation.
Have women coaches who will coach a clean game.
Have women referees.
The feeling of most people who have been long in the work is to go
into interschool competition carefully and sparingly if at all. If you have
interschool competition, play only with schools which are working for
high and clean standards. It is generally better not to charge for the
* Official Basket Ball Guide for Women—Spalding's Athletic Library.
FOR THE SCHOOLS OF OREGON 95
games, as you can then control your audience. Also it is generally better
to have the boys’ and girls' games at separate times. Avoid publicity and
long trips.
Awards
Awards that have no intrinsic value—such as letters, banners, sleeve
bands, ribbons, chevrons, and so forth—are better than those of money
value, such as basket balls, tennis racquets, swimming suits, and so forth.
The former are symbolic and stimulate good sportmanship, while the
latter stimulate playing for the prize rather than for “the sport for sport’s
sake,” and serve often as an entering wedge for “commercializing” sports.
PRACTICAL WORK FOR THE FIRST YEAR +
LESSON I
1. One, two or three steps forward, backward or sideways—march/
Left or right—face! Two! (For left face turn 90 degrees to the left on left
heel and right toe. On count two bring right foot to left quickly. Be sure
to hold first position while waiting for two. For the right, turn on right
heel and left toe. Always end with feet together.)
2. Stone Crusher. With feet apart and hands clenched, quick knee
bending with downward stroke of hands—begin! Stop! Po-si-tion'
3. Feet sideways—place! With hands on lower ribs—breathe in?
Breathe owt! Again—ome 1 two 1
4. Hands on hips sideways—place / Forward bending to touch floor
outside of left foot with right hand—one ! Trunk raising with hands on
hips—two I Forward bend to touch floor outside of right foot with left
hand—three! Trunk raising with hands on hips—four!
5. Steamboat. With feet apart and arms raised sideways to shoulder
level, bend from left to right, letting alternate knee bend and keeping
arms straight across like walking beam on steamboat. Arms sideways—
raise! and feet sideways—place! To the left—begin! Stop! Po-si-tion |
6. Left knee upward bending, grasping knee to chest—begin! Stop!
Right—begin! Stop!
7. Jumping Jack. Jumping on toes with feet placing sideways and
hand clapping overhead—begin! Class—halt!
* NOTE–If, due to inadequate space, it is impossible for the class to take the
lying position for the abdominal exercises, the following exercises may be Sub-
Stituted :
Alternate knee upward bending with opposite arm flinging forward.
Arm bending with knee bending upward.
Hand clapping overhead alternating with hand clapping under raised knee.
Arm flinging sideways with alternate knee bending.
Neck straight, alternate leg flinging forward.
Arm flinging sideward with alternate leg flinging forward.
Bend straight, arm stretching diagonally upward with alternate leg fling-
ing forward.
Prone falling.
96 COURSE IN PHYSICAL EDUCATION
LESSON II
1. Hand clapping overhead with heel raising—begin! Stop!
2. Hoisting Sail. With feet apart and one hand raised, bring hand
down quickly with knee bending. Straighten knees and raise other hand,
ready to pull—begin! Stop! Po-si-tion
3. The Drum. Arm bending and stretching upward (counts one!
two 1), slap thighs, knees and ankles (counts three four ! five!). Fast
rhythm, with pause between counts two and three. Begin! One! two 1
Threel four! five! Stop! Po-si-tion 1
4. Hands over the right shoulder and feet sideways—place! Chopping
wood—begin! Stop! Same to right (see first year, lesson IV).
5. Lying down—One I two 1 Alternate knee bending and stretching
downward. (Feet on the floor.) Left—one! two 1 Right—threel four!
Later try bending one knee while other is extending—one / two 1
6. With hands on abdomen, take a deep breath and lift hands as far
as possible—onel two Standing—onel two 1
7. Arms—bend! Jumping on toes with arm stretching sideways and
feet placed sideways—begin! Class—halt! Po-si-tion
LESSON III
1. Facings—two counts rhythm left—face! (Done in two counts
rhythm, on one signal.) (Hold first position a long time and then moving
quickly.)
2. Knee bending with arm raising sideways—begin! Stop!
3. Deep breathing with palm turning outward—one! two 1
4. Feet sideways—place I With knees slightly bent, bend forward touch-
ing right fist to floor with left fist at hip. Pull right fist up to right hip,
raising the body. Then immediately extend left fist to floor, leaving right
fist on hip. (Pull up hard.) Furling sail—begin! Stop! Position 1
5. Batting. Feet apart. Twist around to right or left as though
Swinging back with bat. Then swing for the ball, carrying through to
opposite side—begin! Stop! Position 1
6. Hands on hips—-place! Left knee upward bending—begin / Stop!
Right—begin! Stop! Position 1
7. Hands on hips—place! Jumping on toes with feet placing sideways
and crossing of feet. Begin! Class—halt! Po-si-tion
LESSON IV
1. Arms bend and left foot sideways—place! Po-si-tion | Same to
right—onel two 1 Again, left—onel two 1 Right—three! four!
2. Arms—bend! Stooping to touch floor (back erect)—one! two 1
Arms stretching downward—three 1 four! In rhythm—begin! Stop! Po-
si-tion |
3. Arms flinging forward, sideways and upward with deep breath-
ing—One! two! threel Forward bending of trunk with arm flinging for-
Ward down—eac-haling. Hold position—four! five! Sia: 1
FOR THE SCHOOLS OF OREGON 97
4. Hands on hips and feet sideways—place! Alternate side bending
of trunk and knee bending to touch floor—one! two 1 three 1 four ! Po-si-
tion
5. Arms sideways raise and feet sideways—place / Alternate side
bending of trunk and knee bending to touch floor—one! two! three 1 four!
Po-si–tion |
6. Lying down—onel two 1 Alternate knee bending—one! Stretching
upward—two 1 Slowly lowering—threel Repeat six times, standing up—
o?ve! two 1
7. Hands on hips—place! Jumping on toes with alternate foot placing
forward and backward (feet passing each other every count.)
LESSON V
1. Placing hands on neck with heel raising—One! two 1 In rhythm—
begin! Stop!
2. Hands on hips and feet sideways—place! Left knee bending—onel
two l Right knee bending—threel four ! In slow rhythm—begin! Stop!
Po-si-tion |
3. Arms—bend/ Arm stretching sideways with deep breathing—one /
two 1 Repeat five times. Po-si-tion
4. Hands on hips and feet sideways—place / Forward bending of
trunk (45 degrees only)—onel two 1 Repeat six to eight times. Po-si-tion
5. Sitting—One! two 1 Hands on neck—place / Screwing to right
(very quickly, return movement easy)—begin! Stop! Unscrewing—begin!
Stop! Po-si-tion :
6. Lying down. Arm bending with both knees bending upward and
arm stretching overhead with knees stretching downward to position—
begin! Stop! Standing—One! two 1
7. Count one. Rise on toes. Count two. Bend knees and quickly jump
flinging arms forward upward landing on toes with bent knees. Count
three. Stretch knees. Count four. Po-si-tion' Standing jump forward—
ovel two 1 three 1 four!
LESSON VI
1. One step forward march and left—face 1 (Complete march step
and then face in usual way.) One step sideways—march 1 and right—
face! (Combine steps and facings to practice all directions.)
2. Arm flinging forward with knee bending—begin! Stop!
3. Hands on top of head—place / Stretch up and push against hands—
07te! two l Repeat several times—po-si-tion |
4. Arms bend and feet sideways—place / Forward bending of trunk
to touch both hands on floor in front—ome 1 two 1 Po-si–tion |
5. Hands on hips—place! Left leg flinging sideways—begin! Stop!
Right—begin! Stop! Po-si-tjon |
6. Arms—bend! Arm stretching sideways with alternate knee bend-
ing upward—begin! Class—halt! Po-si-tion |
7. Hands on hips—place! Left leg forward—raise! Alternate step
forward to backward hopping on left swinging right backward. Later
start with right leg forward—begin / Class—halt! Po-si-tion |
Sig. 4.
98 COURSE IN PHYSICAL EDUCATION
LESSON VII
1. Placing hands on hips with left foot placing forward—one / two I
Same to right—three 1 four!
2. Arms—bend! Arm stretching diagonally upward with knee bend-
ing—begin! Stop! Po-Si-tion
3. Hands on hips—place / Side bending of trunk to left. Sliding left
hand down leg and flinging other arm overhead—onel two I To the
right—three 1 four! In rhythm—begin! Stop! Po-si-tionſ
4. Diving. (1) Arm raising sideways upward. (2) Forward bending
with heel raising to touch floor with finger tips. (3) Trunk raising with
arm raising overhead and sinking of heels. (4) Arm flinging sideways
downward—begin! Stop!
5. Feet sideways—place I Side bending of trunk to left. Sliding left
hand down leg and flinging other arm overhead—oneſ two I To right—
three 1 four! In rhythm—begin! Stop! Po-si-tionſ
6. Hands on hips—place / Left leg flinging forward—begin! Stop!
Right—begin / Stop! Po-si-tion
7. Hands on hips—place! Jumping on toes with crossing of feet at
each jump : First left in front and then right in front—begin I Class—
halt! Po-Si-tion |
LESSON VIII
1. Hands on hips—place I Feet—close 1 Feet—open / Heels—raise!
Heels—sink! Again. One! two 1 three 1 four ! Po-si-tion
2. Hand clapping overhead with knee bending—begin / Stop!
3. Arms—bend! Slow arm stretching diagonally upward with deep
breathing—One 1 two 1 Po-si-tion |
4. Hand on neck—place! Stooping—One! two 1 Arm stretching up-
ward—three 1 four! In rhythm—begin! Stop! Po-si-tion |
5. Hands on hips—place! Alternate leg flinging sideways starting
left—begin / Stop! Po-si-tion
6. Lying down—one / two 1 Hands on hips—place | Bicycle—knee
bending upward and stretching forward as though pedaling on a bicycle.
As one bends the other is extending in the air. With feet on the floor,
knees flexed, hands on abdomen. Breathe to lift hands on relax abdomen
wall. Standing—one 1 two 1
7. Hands on hips—place 1 Left leg sideways—raise! Cut step side-
ways—begin! Class—halt! Po-si–tion |
PRACTICAL WORK FOR THE SECOND YEAR
LESSON I
1. One step forward—march / One step backward—march 1 One side
step to the left—march / Same to right—march 1 Repeat with two steps
and three steps (always with feet together).
2. Raising the Flag. Stand with feet apart and legs slightly bent,
right arm extended straight upward and left resting on thigh. Pull down-
FOR THE SCHOOLS OF OREGON 99
ward with right arm and reach up with left. Then pull down with left,
etc. Begin! Stop! Po-si-tion
3. Palm turning outward with deep breathing—One / two I
4. Arm flinging sideways with left knee bending upward. Begin!
Stop! Same to right—begin / Stop! Then alternating left and right.
5. Pitcher’s Throw. Face side of room. (1) Raise closed hands to
right shoulder. (2) Make throwing motion with right arm and stepping
forward on left foot. (3) Bring left foot back to right. Try for both
right and left hands.
6. Teamsters Warming Up. Jump with feet apart and fold arms
a Cross chest close to body. Then cross legs and fling arms sideways—
begin! Class—halt! Po-si-tion |
LESSON II
1. Arms—bend! Arm stretching sideways with heel raising—begin!
Stop! Po-si-tion
2. Back Stroke. (Bend left knee outward so that sole of foot is
against right knee and bend both arms—hands at shoulders—elbows out
to the side)—one ! (Stretch leg sideways and stretch arms sideways and
a little upward)—two 1 Bring leg down forcibly, at the same time bring
arms close to sides of body—three! In rhythm—begin! Stop!
3. Feet sideways—place 1 Hand clapping behind left knee. Then over-
head. Right knee and overhead—one! two 1 three 1 four! In rhythm—be-
gim! Stop! Po-si-tion |
4. Lying down—one / two 1 Hands on hips—place! Alternate knee
bending upward stretching upward and slowly lowering—one / two 1 three /
5. Abdominal Breathing. Flex knees—place hands on lower ribs and
breathe, pushing ribs apart.
6. Striking Anvil. Arms sideways raise and feet sideways—place!
Keeping elbows straight swing right arm in front to strike left palm.
Reach over as far as possible to the left—begin! Stop! To the right—
{egin! Stop! Po-si-tion |
7. Jumping on toes with feet placing sideways and arm flinging side-
ways upward—begin / Class—halt!
LESSON III
1. Facings in two counts rhythm. Left—face! Right—face! Facings
on one signal in two movements, slow rhythm but quick movement.
2. Hand clapping overhead with knee bending—begin! Stop!
3. Place hands on lower ribs—breathe in trying to push ribs wide
apart—onel two 1 etc. Po-si-tion 1
4. Arms bend and feet sideways—place / Forward bend to touch floor
with both hands outside left or right foot. One! two 1 three 1 four ! In
rhythm——begin! Stop! Po-si-tion
5. Hands on hips—place / Alternate leg flinging forward starting
left—begin! Stop! Po-si-tion | *
100 COURSE IN PHYSICAL EDUCATION
6. Sitting—one! two 1 Hands on neck—place! Trunk twist to left—
one / two 1 To the right—three 1 four ! Repeat six to eight times. Ready—
sland!
7. Hands on hips—place! Junmping on toes with feet placing side-
ways and together, forward and backward and together—begin! Class—
halt! Po-si-tion |
LESSON IV
1. Hands on neck and left foot sideways—place / Po-si-tion | Same
to the right—one / two 1 Left—one 1 two 1 Right—three 1 foºtr I
2. Arms—bend! Arms stretching sideways with knee bending (heels
ofſ) —begin! Stop! Po-si-tion |
3. Camp Breathing. Arm raising forward—one / Arm flinging side-
ways—two 1 Arm raising upward—threel (Breathe in on these three
counts.) Then arm flinging downward and backward with forward bend-
ing of trunk—ea-haling. Back is flat, arms extended behind. Hold this
position for three counts—four ! five! sia: 1
4. Hands on hips and left foot sideways—place / Forward bending
to touch floor with both hands in front—begin! Stop! Po-si–tion
5. "Hands on hips—place! Alternate leg flinging sideways—begin!
Stop! Po-si-tion 1
6. Lying down—Ome 1 two 1 Hands on hips—place / Alternate knee
bending upward stretching and slowly lowering—one / two 1 three 1 (Try
both legs.) Ready to stand—one / two 1
7. Jump in Place. Count one. Rise on toes. Count two. Bend knees
and quickly jump flinging arms forward upward landing on toes with bent
knees. Count three. Stretch knees. Count four. Position. Standing jump
forward—one / two 1 three! four!
LESSON V
1. Arms forward bend and left foot outward—place! Heel raising
with arm flinging sideways—one 1 two 1 Po-si-tion' To the right—one /
two l three! fowr!
2. Stooping—one! two 1 Arm flinging sideways—three 1 four! In
rhythm—begin / Stop! Po-si-tion |
3. Arms—bend! Slow arm stretching sideways with deep breathing—
ome 1 two 1 Po-si-tion |
4. Hands on neck and feet sideways—place! Forward bending of
trunk—One! two 1 Po-Si-tion |
5. Arms sideways raise and feet sideways—place! Alternate side and
knee bending to touch floor—one / two 1 three 1 four ! Po-si-tionſ
6. Arms bending with alternate knee upward bending—begin! Class
—halt!
7. Hands on hips—place J Left leg forward—raise! Cut step forward
and backward hopping on left and swinging right backward. Then hop-
ping on right and swinging left forward—begin! Class—halt! Right leg
forward—raise! etc. &
FOR THE SCHOOLS OF OREGON 101
LESSON VI
1. Feet sideways—place! Arm flinging sideways upward with heel
raising—began / Stop! Po-Si-tion |
2. Hands on hips with side lunge left—one / two l Right—three 1 four!
3. Hands on hips—place! Backward moving of head (chin in) with
deep breathing—onel (slowly)—two 1 Po-Si-tion |
4. Arms bend and feet sideways—place! Forward bending to touch
floor outside left foot with right hand, left arm stretching upward—onel
two 1 To right side—three 1 four ! Po-si-tion &
5. Wigwag. Alternate leg flinging sideways with opposite arm fling-
ing sideways—upward begin / Left leg and right arm—begin! Stop!
6. Prone Falling. Stoop with palms on floor back slightly inclined
forward—one! Shoot legs out behind so that weight is resting on toes and
palms—two I (Keep knees straight and chest high.) Jump back to stoop-
ing position—three / Po-si-tion | Four!
7. Jumping on toes with crossing of feet and arms—begin! Class—
halt!
LESSON VII
1. Hands on neck and left foot sideways—place! Heel raising—one /
two 1 Po-si-tion | Same to right—onel two 1 three 1 four !
2. Hands on hips—place! Heel raising and knee bending—one / two 1
three! four ! In even rhythm—begin! Stop! Po-si-tion
3. Low arm circling with backward movement of head and deep
breathing—One! two 1 etc.
4. Hands on hips and left foot sideways—place! Forward downward
bonding of trunk—onel two 1 Po-si-tion | Same to right—one / two! three /
four! Try in rhythm.
5. Arms bend and side lunge left—one! Forward bending to touch
right hand to floor outside left foot—two 1 Return to side lunge position—
three! To right—one / two 1 three 1 four ! *&
6. Lying down—one! two 1 Hands on hips—place! With one-half the
class holding the ankles of others. Trunk raising—ome 1 two 1 then change
positions of partners and repeat. Standing—One! two 1
7. Hands on hips—place / Cut step sideways—begin! Class—halt!
Po-Si-tion 1 See lesson VIII, first year.
LESSON VIII
1. Hands on hips—place! Alternate toe touching sideways left—oneſ
two l Right—threel four! (In toe touching the stationary knee bends:
and the moving leg is extended rusting on toe weight is on stationary
side.) Po-Si-tion
2. Arms sideways—raise! Stooping—one! two! Po-si-tion 1 Again—
o?vel two 1 three! four!
3. Place hands on neck with backward movement of head and deep
breathing—onel two 1
102 COURSE IN PHYSICAL EDUCATION
4. Arms—bend! Forward bending of trunk—onel two 1 Arm stretch-
ing upward—threel four! Repeat six to eight times. Po-si-tion!
5. Sitting—ome 1 two 1 Hands on neck—place! Trunk twist to the
left—ome 1 two 1 Arm flinging sideways—threel four ! To the right—one !
two 1 three 1 four!
6. Lying, hands on hips—place / Alternate leg raising and slow low-
ering—One / two 1 (Repeat as many times as desirable.) Standing—onel
two 1
7. Hands on hips—place! Jumping on toes with feet placing sideways
and alternate leg flinging forward with hand clapping under knee (keep
knee straight) —begin! Class—halt! Po-Si-tion 1
ACTIVITIES FOR BOYS
Objects
1. To offer to all boys alike the advantages of competitive games
and athletics.
2. To offer the opportunity for training in those types of activities
that will carry over into later life outside the school, and to provide for
a wiser use of the boy’s leisure time.
3. To teach the love of the game for the game's sake; and as a result
of the extensive physical activities, the development of organic vigor,
sportsmanship, fair play, loyalty and a soundness of character character-
istic of those who have really learned to play.
4. To describe some type of physical education that may be employed
in any school, no matter what the situation may be.
General Statements
In conducting games program, great care should be taken to make the
playing periods short, with frequent rests between.
If the most is to be derived from a program of this sort, the activities
raust actually be taught. It is folly to expect boys to rush out on the
play field and play intelligently if they are not properly supervised.
Invariably such a practice results in horseplay and other forms of
rowdyism.
Do not make the mistake of allowing one game to be played all the
time to the exclusion of others.
If a game is worth playing it is worth playing well. Teach the fun-
damentals and be sure that the rules are known and understood.
The play field should be the laboratory for ethical practices. Teach
cleanliness, fair play and sportsmanship. Games and athletics for all
mean just that. Every boy pronounced physically fit in the medical
examination should be included regardless of ability.
The play field and equipment should be available at all times for use.
This includes the period after school and on Saturday.
FOR THE SCHOOLS OF OREGON - 103
Rule Books
Rules, methods of field and court construction, and all other points
of information are prepared in commercial form, and may be purchased
for a small price at any sporting goods store.
GAMES THAT CARRY OVER INTO LIFE OUTSIDE THE SCHOOL
Sports for All
TENNIS.–Tennis is an ideal game for Spring, summer and fall.
HANDBALL–Handball is a game that combines speed, skill and agility,
and is one that may be played in all seasons, both indoor and out. The
side of a building, or an especially constructed wall, may serve as the
end wall, and while it not absolutely necessary that there be side walls,
the game is considerably improved by them. The floor should be con-
structed with a smooth, hard surface. A tennis ball may be used, or a
regular handball purchased at a Sporting goods house.
VoILEY BALL–Volley ball is an excellent team game that provides a
moderate amount of exercise. The game offers an excellent opportunity
for the development of team play and skill in handling the ball. While
it is possible to accommodate more players on a side, six is the greatest
number that should be used.
WRESTLING—Wrestling requires a great amount of speed, strength
and endurance, and it is doubtful if strenuous competition should be
indulged in by high school boys. It is possible and desirable, however, to
teach the fundamentals of the sport to a great extent. Instruction in the
various holds and breaks, with very little outside competition, should be
the practice.
SOCCER (modified)—The game should be played on a field shorter
rather than longer than the average requirement.
Have forward and halfback lines only. Fullbacks and goal keepers
are omitted because ordinarily they do not get in action enough to keep
warm. None of the players is allowed to use his hands. Halfbacks play
about twenty yards behind the forwards and take part in both offense
and defense. l
The game may be played with anywhere from five to ten on a side.
Usually about two-thirds of the players should be on the forward line. '
The rules are identical with the regular Soccer rules, omitting clauses
pertaining to off-side, goal keeper and penalty area. If the referee,
during the first three days, takes time to call strictly the personal and
technical fouls, he will do much to get the game started correctly.
THE VIGOROUS TEAM GAMES
Games for Fall
TOUCH FOOTBALL–Touch football is a modification of the regular
football game. It is played with not more than eleven boys on a side,
104 s COURSE IN PHYSICAL EDUCATION
and is similar in every respect to the regular football game (see rules)
except in the following instances:
1. Every boy is eligible to receive a forward pass.
2. There is no tackling or throwing an opponent to the ground.
The boy running with the ball is considered “down” when
touched with BOTH hands by an opponent.
3. No attempt to kick a goal is made after a touchdown.
4. No coaching is necessary. The boys are to work out their own
system of signals and strategy.
5. No padded suits or headgear are necessary.
6. The penalty for tackling, tripping, spiking, interference or
unnecessary roughness is fifteen yards from the spot where the
foul is committed.
The chief strategy of the game consists of forward passing. Line plays
are seldom successful. End runs, however, are sometimes very successful,
especially if a team has a fast runner.
Length of periods should be twelve minutes, with a two-minute inter-
val between the first and second and the third and fourth; and a ten-
minute rest between the halves.
BASKET BALL–Basket ball is a game that requires very careful Super-
vision when played by high school boys. The intensity with which it is
played and the very exacting nature of the game calls for more energy
and stamina than the average high school boy possesses. Consequently
it may be a very dangerous game from the standpoint of injury to the
boy. Twenty-minute halves, such as the official rule book calls for,
should never he attempted in high schools. The game should be broken up
into ten-minute quarters, with a two-minute rest between the first and
second, and third and fourth periods, and ten minutes between halves.
Care should be taken to see that the rules of the game are known
and lived up to. (Consult rule book.)
Games for Winter
Winter activities may be the same as those for fall.
Games for Spring
BASEBALL–Baseball played with a soft playground ball is best for
general physical work. This game requires no equipment save the balls
and a bat. The game is played on a diamond somewhat smaller than that
of the regular baseball game. For rules consult the official playground
ball guide.
TRACK AND FIELD GAMES FOR ALL–Track and field games provide one.
of the best ways of interesting the entire student body in some type of
physical activity. This subject is discussed at length below under “Com
petitive Athletics for All.” -
RELAYS-By the usual relays the maximum amount of recreation in
the minimum length of time may be obtained. They are very active, and
should not, therefore, be overdone. Six relays will provide enough recrea-
tion for one period. -
FOR THE SCHOOLS OF OREGON 105
The following relays may be run off with any number of boys by
observing the points enumerated below:
1. Divide the group into teams of equal numbers.
2. Draw a starting line; also a line 25 yards from it.
3. In each relay the boy runs in his turn from the starting line
to the 25-yard line and back to the start, touching off the next
boy, and assuming a position at the end of his line. (See dia-
gram.)
4. Each boy must run to the right of his line when touching off his
teammate.
5. When the last boy to run crosses the finish line, he throws his
hands above his head to signify that his team has finished.
The team finishing first wins. -
6. An accurate record of the winners should be kept.
A number of interesting relays have been described in the Practical
Recreation Manual for Oregon Schools, to which the teacher is referred.
MEDICINE BALL OR BASKET BALL RELAY-The teams are now lined up
between the starting mark and the 25-yard line, with the first man stand-
ing on and facing the starting mark. The line spreads out, each boy bend-
ing over with his feet wide apart.
A medicine ball or a basket ball is placed on the ground at the head
of each line. At the word “GO!” the ball is rolled back between the legs
until it reaches the last boy who picks it up and runs to the 25-yard line,
türns and runs to the head of his line, and placing himself in front, passes
the ball between his own legs. This process is repeated until the last
boy to run places the ball on the starting mark and throws his hands over
his head to signify that his team is finished.
Care must be taken to see that each boy comes to the starting mark
before he passes the ball back.
The team will win whose players keep the ball moving between their
legs by successive taps rather than by catching and throwing it.
In the following relays the 25-yard line is moved up to within 8 yards
of the starting line:
FROG HOP RELAY--The teams are lined up behind the starting mark.
At the word “GO!” the first boy places his hands on the ground and
travels forward by successive hops to the 8-yard line, turns and hops back
to the start. The instant he crosses the line the second boy starts.
SHORT MAN RELAY-At the word “GO!” the boy at the head of the line
assumes a full Squat position and walks forward with his trunk erect and
maintaining his balance at all times.
HOPPING RELAY-The boy assumes a full squat position with his hands
extended forward and parallel to the ground. At the starting signal he
hops forward on both feet, keeping his balance.
BASKET BALL GOAL RELAYS-Two teams line up as in the running
relay describied above, the end line of a basketball court being the start-
ing line. At the starting signal the first boy dribbles down the court to
the opposite goal, throws a basket, and dribbles back to the starting mark,
Where he passes the ball to the next boy, who repeats the performance.
* boy must throw a goal before he is permitted to start on his return
ap. -
106 COURSE IN PHYSICAL EDUCATION
COMPETITIVE ATHLETICS FOR ALL
Competitive athletics is discussed under two heads—
1. Competitive games for all.
2. Competitive track and field athletics for all.
Competitive Games
Several systems of conducting competitive games within a school have
been devised. They are as follows:
1. Contests between classes (freshmen, sophomores, etc.).
2. Contests between chosen sides composed of all classes.
3. Impromptu sides.
A contest between classes in many cases is scarcely fair since the
freshmen, who are usually smalier and younger than upper classmen, are
required to compete on an equal basis with those older and larger than
themselves. This constitutes a great handicap.
To overcome this disadvantage of weight, height and maturity, it is
only just that the lightest and youngest team should receive a point handi-
cap, which may be determined on a weight basis. Using basket ball as
an example, it would be well to give two points for every pound under
weight. -
Example:
Average weight of team A 125 pounds
Average weight of team B - 130 pounds
*=s*
Difference in weights .................................. 5 pounds
At the rate of two points per pound, team A would receive ten points
handicap. Thus, at the beginning of the game, team A would have ten
points and team B none.
A contest between chosen sides composed of all the classes seems to
be the best and fairest method of conducting games within a school.
This plan requires a captain for each team who may be appointed or
elected by the students. Using basket ball as an example, the captain
Would choose his side from members of all classes, being compelled to
choose at least one man from each of the four classes. There would be
as many captains, of course, as there are possible teams in the school.
In this manner the teams would be practically of the same weight
and maturity. If there happens to be a marked difference in weight,
the same system of handicapping as explained above may be used.
One extremely obese boy will swell the weight average of a team,
for it must be remembered that every boy is to be chosen regardless of
ability. In a case of this kind it will be necessary to use good judgment
in handicapping, for the fat boy is very likely to be of little use to a team.
Thus two teams would compete practically on the same basis regardless of
weight.
The impromptu method of choosing sides in competitive athletics is of
little value and should be discouraged. This is true because:
1. There is no definite purpose for organization, except for the
time being.
FOR THE SCHOOLS OF OREGON 107
2. The team disbands as soon as the game is over, and no definite
practice periods are held.
3. There is no opportunity for the perfection of play. It is simply
five men playing as individuals instead of as a team.
In all cases competitive games should be properly supervised and offi-
ciated. The officials handling games are in a very large measure re-
sponsible for their success or failure. -
Rules should be observed in letter and spirit, except as pertaining to
length of periods, ground rules, etc. These are matters to be decided
upon before play starts.
Each team should be required to put in definite practice periods under
competent supervision.
Competitive Track and Field Athletics for All
This division provides for two possibilities:
1. Competition within the school.
2. Competition with outside schools conducted by means of a
standard scoring system, aided by radio, telephone, telegraph
or mail service.
Competition. Within the School
Competition within the school may be carried on in exactly the same
way as described above under “contests between chosen sides composed
of all the classes.” - -
The method of scoring and conducting the meet is described below, it
being the same as the method described for competition with outside
Schools.
Competition. With Outside Schools
1. Meets may be held between classes or “sides” within the school,
or with schools in other towns. -
2. Every boy pronounced physically fit in the medical examination
is to compete for his school or “side,” and is able to score points, no matter
how inefficient he may be.
3. Every boy’s score counts on the total or average number of points
for his “side” or school. -
4. It is not necessary for one school to travel to the other one. The
events are to be conducted on the home school’s athletic field, and the re-
sults sent to the rival school by radio, telegraph, telephone or mail.
5. The meet may be completed in one afternoon, or it may be run
for two or three afternoons, depending upon the number of events decided
upon before the meet starts. In no case should more than four events
be completed in one afternoon.
6. It is necessary to determine beforehand all points necessary to
the administration of the meet. This should be done as follows:
a. 'Get in communication with the representative of the school
with which the meet is to be held.
b. Determine the number and kind of events to be contested.
108 . COURSE IN PHYSICAL EDUCATION
c. Decide upon the scoring system. (Two possibilities, described
below.)
d. If the meet is to be contested in more than four events, it
should be continued over two or three afternoons, according
to the number of events. In this case, decide upon the events
and upon the afternoons they will be contested.
e. All agreements should be made in writing and should be filed
for ready reference. -
f. Decide upon the means and time of notification of the results.
(Whether radio, telephone, etc.)
The Scoring System.
The system of scoring presents two possibilities:
1. Where the results are determined by the TOTAL score of each
school.
This system is not the best. It requires that there be an equal number
of boys competing for both schools. This would make it impossible to
include all, because no two schools contain exactly the same number of
boys, thus making it necessary to pick those who are to compete. This
element is to be avoided if at all possible. - -
2. Where the results are determined by the AVERAGE score of each
school.
This is the system that should be used. It makes it possible for a
small school to compete with a relatively large one, using every boy in
each school.
To find the average score, divide the total number of points by the
number competing. (See example on scoring sheet below.)
The school with the highest average wins.
The Record Sheet
The following record sheet should be standardized and used in all
competition:
EXAMPLE

(Extend to the number of events used.)
220-yard dash IHigh jump 70-yard Irurdles
Name + Etc.
Time Points Height Points Time Points
Total .
points
Grand total-...--- * - - - - - - - - - - - - - - - - -
Average points for School------------------------
Scoring Table
The scoring table is similar to the one used for the physical efficiency test, except that the stand
The table contains a list of the events an
ards are much
lower, and it does not provide for a minimum performance. No matter how inefficient the boy is, he may score points
for his school or “side.”
d the point equivalent for each performance. The points earned are
determined by comparing the performance of the boy with the standards on the scoring table. The points earned
should be entered on the record sheet.
EXTENSIVE PHYSICAL EDUCATION SCORING TABLE
50-yard dash
75-yard dash
100-yard dash
220-yard dash
70-yd. low hurdles
Stand broad jump
Run broad jump --
Stand hop, step
and jump
Time Points Time Points Time Points Time Points Time Points | Distance | Points | Distance JPoints | Distance Points
Sec. Sec. Sec. Sec. Sec. Ft. I?". Ft. Im. Ft. I??,
9 1 14 1. 16 1 33 1 17 1 5 1 8 1. 15 1.
8% 2 134% 2 15% 2 32% 2 16 % 2 5 2 2 8 4 2 15 4 2
8% 3 13% 3 15% 3 32% 3 16% 3 5 4 3 8 8 3 15 8 3
8% 4 13% 4 15% 4 32 4 16% 4 5 6 4 9 4 16 4
8% 5 13% 5 15%; 5 31. 5 16%; 5 5 8 5 9 4 5 I 6 4 5
8 6 13 6 15 . 6 31% 6 16 6 5 10 6 9 8 6 16 8 6
7% 8 124% 7 14 # 7 31% 7 15% 8 6 7 10 7 17 7
7 % 10 12% 8 14% 8 31% 8 15%; 10 6 2 8 10 4 8 17 4 8
7 % 12 12% 9 14% 9 31 9 15% 12 6 4 9 10 8 9 17 8 9
7% 14 12% 10 14% 10 30.4% 10 15% 14 6 6 10 11 10 18 10
7 17 12 11 14 11 30 % 11 15 16 6 8 11 11 4 11 j 8 4 11
6 % 21 11.4% 12 13% 12 30% 12 14.4% 18 6 10 12 11 8 12 18 8 12
6 % 24 11% 13 13.3% 14 30%; 13 14.8% 20 7 13 12 13 19 13
6% 27 11 % 14 13% 16 0 14 14% 22 7 2 14 12 3 14 19 3 14
6% 30 11% 15 13%; 18 29 % 15 14%; 24 7 4 15 12 6 15 19 6 15
6 33 11 16 13 20 29 % 16 14 27 7 6 16 12 9 16 19 9 16
5 % 3 d 10% 17 12 % 22 29% 17 13.4% 30 7 8 17 13 17 20 17
5%; 39 10 % 18 12% 24 29% 18 13% 33 7 10 18 13 3 18 20 3 18
10% 20 12 % 26 29 19 13% 36 8 19 13 6 19 20 6 19
10% 22 12% 28 28% 2 () 1334; 39 8 1 20 13 9 20 20 9 20
10 24 2 30 28% 21 13 42 8 2 21 14 21 21 21
9 % 26 11 % 33 28% 22 12% 45 8 3 22 14 2 22 21 3 22
9 % 28 1.1% 36 28% 23 12% 48 8 4 23 14 4 23 21 6 23
9% 30 11% 39 28 24 12% 51 8 5 24 14 6 24 21 9 24
9 /5 33 11%; 42 27.4% 25 12% 54 8 6 25 14 8 25 22 25
9 36 11 45 27 % 26 12 57 8 7. 26 14 10 26. 22 3 26
84% 39 10 % 48 27 % 27 8 8 27 15 27 22 6 27
#

EXTENSIVE PHYSICAL EDUCATION SCORING TABLE–Continued
50-yard dash 75-yard dash 100-yard dash 220-yard dash 70-yd, Iow hurdles Stand broad jump IRun broad jump sº lºw
Time Points Time Points Time |Points Time Polnts Time Points Distance | Points Distance | Points Distance | Points
Sec. Sec. Sec. Sec. Sec. F't. I'm, Ft. I’m.. F't. Iºn.
8% 42 10% 51. 27% 28 8 9 28 15 2 28 22 28
8% 45 10% 54 27 29 8 10 29 15 4 29 23 29
8% 48 10 %; 57 26% 30 8 11 3 () 15 6 30 23 2 30
8 51 10 60 26% 31. 9 32 15 8 31. 23 4 31
26% 32 9 1. 34 15 10 32 23 6 32
26% 33 9 2 36 16 33 23 8 33
26 34 9 3 38 16 2 34 23 10 34
25% 36 | 9 4 40 | 6 4 35 24 36
25% 38 9 5 42 16 6 36 24 2 38
25% 40 9 6 45 16 8 38 24 4 40
25% 42 9 7 48 16 10 40 24 6 42
25 44 9 S 51 17 42 24 8 44
24% 46 9 9 53 17 2 44 24 10 46
24% 48 9 10 56 17 4 46 25 48
24 % 50 9 11 59 17 6 48 25 2 50
24%; 52 10 62 17 8 50 25 4 53
24 54 17 10 53 25 6 56
23.4% 56 18 56 25 8 59
23.8% 58 18 2 59 25 10 62
23% 60 18 4 62 26 65
23% 63 18 6 65
23 66 18 8 68
18 10 71
19 73
*.º High jump JPOle vault Paseball throw Paseball throw (accuracy) Chinning bar Push-ups
Distance Points FIeight Points Height IPoints | Distance | Points First Second Third Total points Times Points Times Points
Ft. In Ft. I’m.. Ft. Im. Feet
21 1. * 3 4% 5 1. + 1 35 14 ||Possible 30 points in 3 throws #3 44, #3 %
21 4 2 3 1. 5 2 2 135 1. 3 1. 3 1
21 8 3 3 1 2 5 4 3 140 2 Total points made equal the 4 2 4 2
22 4 3 2 3 5 6 4 145 3 Same Of poirits made On the 5 3 5 3
22 4 5 3 3 4 5 8 5 150 4 three throws. 6 4 6 4
22 8 6 3 4 5 5 10 6 155 5 7 5 7 5
23 7 3 5 6 6 7 160 6 If the target is not struck in 8 6 8 6
23 4 8 3 6 7 6 2 8 1.65 7 three throws give 34 point 9 7 9 7
23 8 9 3 7 8 6 4 9 170 8 for trying. 10 8 10
º



FOR THE SCHOOLS OF OREGON
111
*AA0I9q I0 Iºp UIQ !
- ……..…*…***…*..***.**
T-i H
r-i rº-
Cºd CO -> CŞı “H ec CO c + c, do “H \c &c tº- CO of c r- H CSI dº ºf Act ºp tº- OO Co c ++ r- CSI cº ºr lº &c t-
T-
r- ?-
CO CS C H r- CNI dº “H Lºo &c tº- CO CS C – H CŞı co ºf \ſº ºc
T-1 r-
dº dº º co ºf ‘eh ‘eh ‘H “H “H ºr “H “H “H “H “H \o lo lo lo y º Aº lo
T9
89
r—
cººl ºf ec CO c & “H ºc CO C
T-
Co ºc Cº. Ǻ ºc Cº. dº Sc CŞ CYº QC cº. cº & C Cº,
~H CO *H CO *H CO ~H CO

The example shows the scoring sheet after the performances and point equivalents have been entered. The total
and average scores are also shown.
EXAMPLE
100-yard dash High jump Run, broad jump 220-yard dash Total
Time Points PHeight Points - Distance IPoints Time Points Points
Sec. Ft. Im. Ft. I'm. . Sec.
Briggs, Joe 13.2 | 16 3 1 || 10 7 || 30 14 38
Cameron, Wm. 14 11 3 4 5 11 4 11 28 1. 23 50
Dawson, Chas. 12.1 | 28 3 5 6 12 2 14 27 32 -80
EHolm, Geo. 11.4 || 33 4 2 18 14 6 24 25 3 47 102
P:Celly, Hal 14 11 3 6 7 12 13 26 2 38 69
Myers, Elmer 16 1 3 2 3 9 4 28 24 32
Grand total, 371
Average score for school 6.1%

FOR THE SCHOOLS OF OREGON 113
DESCRIPTION OF EVENTS AND METHOD OF HANDLING
DASHES-All dashes are started from the regular crouching start. All
parts of the body must be behind the line when the signal is given.
The time is taken from the starting signal until the boy breasts the
tape at the finish line.
70-YARD HURDLES-Five hurdles 30 inches high, 10 yards from the
starting mark to the first hurdle; 10 yards between hurdles; 20 yards
from last hurdle to finish line.
Run the same as the sprints. Four hurdles must be standing at the
finish in order to qualify.
THE BROAD JUMP-Should be arranged so that the jump is made into
a soft pit. No part of the foot may be in front of the take-off board if the
jump is to count. Each boy gets three jumps, the best jump to count.
The jump is measured by holding the tape measure on the inside edge
of the take-off, and measuring to the nearest point in the pit where the
ground was broken by the heel or any other part of the body.
HOP, STEP AND JUMP-Similar to the broad jumps. After the forward
motion is started it must be continuous.
HIGH JUMP AND POLE VAULT—These events are conducted in the cus-
tomary manner, both arranged so that the boy lands in a soft pit. Three
trials at a height.
BASEBALL THROW FOR DISTANCE—Must be made from any point behind
a line marked plainly on the ground. No limit to the distance of the run
made behind the line. The distance is measured from the line to the
point nearest it where the ball struck the ground. Three throws, best
throw to count.
BASEBALL THROW FOR ACCURACY-Described above under “Physical
Efficiency Test.” The same in this case, except there is no minimum
requirement.
CHINNING THE BAR–The bar should be higher than any of the boys
can reach. The body must be pulled up until the chin is over the bar,
and when let down must have the arms straight. No rests may be taken
with the chin over the bar.
PUSH-UPS–The push-ups are made on the end of parallel bars shoulder
width apart and erected at least 5 feet above ground. The weight must
be supported entirely by the arms. On the let down, the arms must be
entirely bent. On the push-up, the body must be erect and the arms
Straight.
Sig. 5.
114 COURSE IN PHYSICAL EDUCATION
TOURNAMENTS
The use of tournaments is one of the very best methods of stimu-
lating an interest in games and athletics. They may be conducted between
classes, clubs, members of the same class, or other schools.
Not every game lends itself to the tournament idea. Those best adapted
for it are:
1. Tennis.
Handball.
Golf.
Basket ball.
Volley ball.
. Baseball.
In order that the type of tournament best adapted to the situation
may be selected, the following things should be considered:
1. The number of boys to be accommodated.
2. The length of time the tournament may run.
3. Equipment available for use.
:
Round Robin Tournament
Where there is a long time for the tournament to run, and plenty of
available equipment and space, the fairest and most desirable type to
use is the round robin. In this type every boy or every other team, and the
standing is figured on the percentage basis. The method of drawing
a round robin and figuring the percentage is shown below:
GIANTS
CUBS WHITE SOX CARDINALS BROWNS
GIANTS GIANTS GIANTS GIANTS GIANTS
Date ---------------- Date ---------------- Date ---------------- Date ----------------
ALL GAMES
Won by ---------- Won by ---------- Won by ---------. Won by ----------
Score -------------- Score -------------- Score -------------- Score --------------
CUIES CUBS CUES CUBS CUBS
Date ---------------- Date ---------------- IDate ---------------- Date ----------------
BEGIN
Won by ---------- Won by ---------- Won by ---------- Won by .---------
Score -------------- Score -------------- Score -------------- Score --------------
WHITE SOX WHITE SOX WHITE SOX WHITE SOX WHITE SOX
Date ---------------- Date ---------------- AT Date ---------------- Date ---------------
Won by ---------- Won by ---------. Won by ---------- Won by ---------.
Score -------------- Score -------------- Score -------------- Score --------------
CARDINALS CARDINALS CARDINALS CARDINALS CARDINALS
Date --------------- Date ---------------- Date ---------------- Date ----------------
4 P. M.
Won by ---------- Won by ---------- Won by ---------- Won by ----------
Score -------------- Score -------------- Score -------------- Score --------------
BROWNS BROWNS , BROWNS |BPOWNS BROWNS
Date ---------------- Date ---------------- Date ---------------- Date ----------------
SHARP
Won by ---------- Won by ---------- Won by ---------- Won by ---------.
Score -------------- Score -------------- Score -------------- Score --------------
The above schedule shows every team playing every other team.
This plan makes it possible to obtain all information concerning a team by locating the name in the top row and reading down.
#

116 COURSE IN PHYSICAL EDUCATION
EXAMPLE
The GIANTS played the BROWNS on May 3, and won by the score
of 8 to 3. The date, along with the score, is entered in both the GIANTS
and BROWNS column. This must be done in every case, because the
game between the GIANTS and the BROWNS, as shown in the GIANTS
column, is the same game as the one between the BROWNS and GIANTS
as shown in the BROWNS column.
METHOD OF FIGURING TEAM STANDING—
WOn Lost Percentage
f Giants | 18 2 900
Cubs 10 10 500
White Sox i 9 11 450
Cardinals V. * * 7 13 350
BrOWns t 14 6 700
To find the percentage, divide the number of games won by the num-
ber of games played.
ExAMPLE–Cardinals played 20 and lost 7.
t 20) 7.000 (350
60
1 00
1 00
O00
000
The team with the highest percentage, figured on the basis of 1,000,
wins the tournament.
Straight Elimination Tournament
When the time is short and equipment scarce, the best but most unfair
plan is the straight elimination. This play may be worked to a better
advantage by dividing the teams into two leagues, and after the winner
in each division has been determined, have them play a match for the
championship.
EXAMPLE
Seventeen teams or individuals entered in a tournament.
Two leagues, A and B. League A has eight teams, league B nine.
Draw for places in the first round in each league. Since league B
“has nine teams, it will be necessary for one of them to draw a “bye” in
eight of the three rounds.
The same plan may be worked for any number of teams. The number
of “byes” will be determined by the number of teams entered.
FOR THE SCHOOLS OF OREGON 117
SECTION VI
BIBLIOGRAPHY
Suggested list of books as aid to teachers of physical education:
Bancroft, Jessie— Games for Playground, Home, School and Gymnasium ; pub-
lished by the Macmillan Co., New York.
Bancroft & Pulvermacher—Handbook of Athletic Games ; Macmillan Co.
Beard, Lina—On the Trail ; Scribner & Sons, New York,
Clark, jº-physical Training for Elementary Schools; Sanborn & Co., New
OI’K.
Crampton & Wallaston—Song Play Book; A. S. Barnes Co., New York,
Curtis, Henry S.—Education Through Play ; Macmillan Co., New York.
Curtis, Henry S.—Play and Recreation for the Open Country; Ginn & Co.
Curtis, Henry S.—Recreation for Teachers; Macmillan Co., New York.
Ferris, Josephine H.--Girls’ Clubs, Organization and Management; E. P. Dutton
Co., New York,
Gaynor & Riley—Songs of Child World, Nos. I and II; Church.
Geister, Edna-Icebreakers and the Icebreaker Herself; The Woman’s Press, 600
Lexington Ave., New York. *
Geister, Edna–It Is to Laugh ; The Woman’s Press.
Hoag, Ernest—Health Index of School Children ; Whitaker & Ray-Wiggin Co.,
San Francisco, California.
EIoag, Ernest—Health Studies; D. C. Heath & Co., Boston, Mass.
Hoag, Ernest—Health Work in Schools; Houghton Mifflin Co., New York.
Iłofer, Mari—Children’s Old and New Singing Games; A. Flanagan Co., Chicago.
Johnson, G. E.-Education Through Plays and Games; Ginn & Co., Chicago.
Lamkin, Nina—Passing of Kings (a pageant) ; T. S. Denison & Co., Chicago.
Lee, Joseph—Play in Recreation ; The Macmillan Co., New York.
Lincoln, Jennette—The Festival Book ; A. S. Barnes & Co., New York.
lynch, Major—First Aid to the Injured; Blaikston’s Sons, Philadelphia.
MacKay, Constance D.—May Day Programs; Playground & Recreation Associa-
tion of America, 1 Madison Ave., New York.
MacKay, Constance D.—Patriotic Plays and Pageants; H. Holt & Co., New York.
Moxey, Mary—Leadership of Girls' Activities; The Methodist Book Concern, New
York.
Palmer, Luella—Play Life in the First Eight Years; Ginn & Co., Chicago.
Foulsson, Emilie—Finger Plays; Lothrop.
Poulsson, Emilie—Holiday Song Book; Milton Bradley Co.
Recreation Manual for Oregon Schools.
Schatz, William—Club Swinging ; American Physical Education Association,
Springfield, Mass.
Spalding, A. G.-Spalding's Rule Books on All Athletic Games; A. G. Spalding &
Bros., Portland, Oregon.
Stecher, William A.—The Theory and Practice of Educational Gymnastics; John
Joseph McVey, Philadelphia, Pa.
The Progressive Music Series, Books I and II; Silver, Burdett & Co.
Tolman, William H.-Hygiene for the Worker; American Book Co., New York.
Winship, A. E.-Danger Signals for Teachers; Forbes & Co., Chicago.
Camp Fire Manual.
Girl Scout Manual.
Boy Scout Manual.
Mind and Body—Magazine published monthly, New TJim, Minnesota.
The Playground—Magazine published monthly; Playground and Recreation ASSO-
ciation of America.
i 18 COURSE IN PHYSICAL EDUCATION
FOLK DANCE BOOKS
Berquist—Swedish Folk Dances.
Burchenal, Elizabeth—American Country Dances; Schirmer & Co., New York.
Furchenal, Elizabeth—Dances of the People; Schirmer & Co., New York.
Burcheºl.Elizabeth—Folk Dances and Singing Games; Schirmer & Co., New
OTK.
Burchenal, Elizabeth—Folk Dances of Denmark; Schirmer & Co., New York.
Burchenal, Elizabeth—Folk Dances of Finland; Schirmer & Co., New York.
Crampton, C. Ward—The Folk Dance Book; A. S. Barnes & Co., New York.
Crampton, C. Ward—The Second Folk Dance Book ; A. S. Barnes & Co., New York.
Crowford, Caroline—Folk Dances and Games; A. S. Barnes & Co., New York.
Gilbert, Melvin B.-School Dances, Schirmer & Co., New York.
Hofer, Mari—Popular Folk Games and Dances ; A. Flanagan & Co., Chicago.
Ilincoln, J. C.—The Festival Book ; A. S. Barnes & Co., New York.
Moses, Irene E. Phillip—Rhythmatic Action Plays and Dances, Milton Bradley Co.
Shafter, Mary—-Dramatic Dances for Small Children ; A. S. Barnes Co., New York.
Sharp, Cecil—Country Dance Books, 4 volumes; H. W. Gray, 2 West 45th St.,
New York.
Sperling, Harry—The Playground Book ; A. S. Barnes & Co., New York.
Stecher, Wm. A.—Games and Dances (third edition) ; John Joseph McVey, Phila-
delphia.
A LIST OF SELECTED FOLK DANCES
NOTE–Initials following name of dance indicate the folk dance book in Which
the dance is to be found.
* Carrousel—FD—SG ; FDB.
* Reap the Flax—FD&SG ; FDE.
* Norwegian Mountain March—FDB ;
ED&SG; PB.
The Riil I—FIDE ; SFD.
* Old Dan Tucker—ACD.
* Highland Schottische—FDB.
* Minuet—Gilbert.
Trallen—FDB.
* Pop Goes the Weasel—A.C.D.
* May Pole Dance—FD&SG.
* Seven Junnps—D of the P.
* Oxen Dance—FD&SG ; FDP.
* Girl I Left Behind Me—Gil.
* Cshebogar—PB.
* Irish Jig–FD&SG.
Tretur—D Of the P.
* Ribbon Dance—D of the P.
* Virginia, Reel—ACD.
* Gustav’s Skoal—2IFIDE.
JLaudinum Bunches—FD&SG ; FDE.
* The Old Mole—CDB III.
*
* Sailor’s Hornpipe—2.É'DB.
* Fryksdalpolska—2IFDB.
Portland Fancy—ACD.
* Gotlands Quadrille—D of the P.
Chase the Squirrel—CDB III.
* Row Well, Ye Mariners—CDB III.
* Sweet Eate—CDB III.
* Irish Lilt—FDB.
College Hornpipe—ACD.
Bobbing Joe—Morris Dance—D of P.
Shepherd’s Holiday—CDB III.
Winifred’s Pºnot—CDE III.
* Firetur (four dance)—D of the P.
Stuyvesant Dance—FD.B.
* Lady in the Dark—CDB III.
* Dal Dans—2Cl FDIE.
* Trekarlspolska—SFD.
* Highland Fling—FD&SG.
* Money Musk—ACD.
* Swedish Mountain Polka—FD&SG.
* Irish Six Hand Reel—D Of the P.
* Indicates that the dance is to be had on a Victrola, or Columbia, record.
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