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Physical Education 
 
 by 
 
 Herbert W. Park 
 
 Supervisor of Physical Education 
 
 Public Schools 
 Greensboro, N. C. 
 1923 
 
 Y* 
 
DEDICATION 
 
 To the Children of Greensboro 
 
 If this hook will add a little joy and laughter to the 
 daily routine of the regular class work , if in the after 
 school hours it will teach them to play to win with all 
 their might, hut with this cultivate a sense of honor, it 
 has then served its purpose. 
 
PHYSICAL TRAINING 
 
 Through wisely directed play and exercise to develop a 100% American 
 
 A Moral Code for Children in Ten Laws 
 Aims: Patriotism, Health, Self-Control 
 
 1st. 7 he Law of Health: The Good American Tries to Gain and to 
 Keep Perfect Health. 
 
 2nd. 7 he Law of Self-Control: The Good American Controls Himself. 
 
 3rd. The Law of Self-Reliance: The Good American is Self-Reliant. 
 
 4th. The Law of Reliability: The Good American is Reliable. 
 
 5th. The Law of Clean Play: The Good American Plays Fair. 
 
 6th. The Law of Duty: The«Good American Does His Duty. 
 
 7th. The Law of Good Workmanship: The Good American Tries to 
 do the Right Thing in the Right Way. 
 
 8th. The Law of Team-Work: The Good American Works in Friendly 
 Co-operation with His Fellow Workers. 
 
 9th. The Law of Kindness: The Good American is Kind. 
 
 10th. The Law of Loyalty: The Good American is Loyal. 
 
 3 
 
PROGRAM FOR GRADES 1 AND 2 
 
 Each class shall include in its program a minimum of 170 minutes 
 weekly, divided approximately into the following periods: 
 
 Fifty minutes weekly for relief periods (ten minutes daily), twenty 
 minutes a week for a supervisor’s period, and one hundred minutes a 
 week (twenty minutes daily) for organized recess periods. In the 
 organized recess period vary the lessons with the story plays, rhythmic 
 work, and games outlined. 
 
 TO THE TEACHER 
 
 1. Although children tend to enter into all activities spontaneously, 
 
 they need adult leadership, and if they have not this adult lead¬ 
 ership, the play and the education involved in play break down. 
 
 2. You as a teacher should feel the responsibility of this leadership. 
 
 3. The success of all depends on the attitude of the one in charge. 
 
 Enthusiastic and prompt leadership is the main thing. 
 
 4. Play, if wisely conducted, produces health habits—physical, men¬ 
 
 tal and moral, according to the leadership. 
 
 5. Teach one game at a time and teach it thoroughly. 
 
 6. Know the rules yourself and teach them to your class. 
 
 7. Never let the class rule the period. Plan periods, set rules, and 
 
 abide by them. 
 
 8. All children should play. Be firm and resourceful and play your¬ 
 
 self. 
 
 9. Do not treat children as though they were fragile. 
 
 10. When Supervisor or Assistant is giving work in your room, note 
 
 work done, especially methods of presenting work, and rhythm. 
 The demonstration is for your benefit. Be prepared to demon¬ 
 strate class work for Supervisor or Assistants at any time. 
 
 11. The Physical Training Program is for every one in so far as he 
 
 or she is physically fit and capable of doing so. 
 
 12. A thorough physical examination will discover pupils who should 
 
 be excused from certain exercises and point out others who may 
 take special exercises. 
 
 RELIEF PERIODS 
 
 Make these periods attractive and interesting. Keep the class alert. 
 Teachers need relief as well as the children. Give the room a gen¬ 
 eral airing during this period. .Monitors or class health officers may 
 be appointed to help the teacher in these duties. Remove litter that 
 may have appeared and put room in order. 
 
 4 
 
lake class out of doors providing conditions are favorable You 
 and the class will get out oi this period as much as you put in it. 
 
 Suggestions for Relief Periods 
 
 1. Skipping. 
 
 2. Fire engine. 
 
 3. Do this, do that, and such games. 
 
 4. Jump brook. 
 
 5. High touch. 
 
 6. Ladder climbing. 
 
 7. Snowballing. 
 
 8. Follow the leader. 
 
 9. Flopping. 
 
 10. Changing seats. 
 
 11. Form circle quickly (any short game). 
 
 12. Stretching (as when tired). 
 
 13. Fleads on desk and rest. 
 
 14. Short run out of doors. 
 
 15. Adaptation of parts of story plays. 
 
 16. Hurdling seats. 
 
 17. L'se of tumbling rug for somersaults. 
 
 ! a Simple. 
 b Soldier boy. 
 
 c. Clapping of hands on certain count. 
 
 d. Counter marching in aisles. 
 
 e. With various arm movements and placings. 
 
 19. Give plenty of deep breathing. 
 
 Correct Sitting Position 
 
 Feet flat on the floor under the desk, sitting well back in the seat 
 with whole spine supported by back of chair. Clasp hands on top of 
 desk. 
 
 Ready to Stand 
 
 Class—ready to stand! in two counts. On one slide to right (left) 
 of seat with right (left) foot in aisle (outside of iron brace of desk), 
 gripping each side of the top of desk; on two with slight push from desk 
 stand in the middle of aisle at attention. 
 
 Standing Position 
 
 Fleels together, toes slightly turned out, weight resting equally on 
 ball of feet and heels, arms down with hands close to thighs, chest 
 broad, chin in, and as tall as possible. 
 
Breathing 
 
 West Point. As standing position, rotate the arms from the 
 shoulder until the palms face outward, with deep breathing. Return to 
 standing position and exhale. 
 
 At Ease (Standing) 
 
 1 eet apart with weight equally distributed on both feet, hands 
 grasped behind back. 
 
 At Ease (Sitting) 
 
 Sit in a rest position. 
 
 Attention 
 
 To obtain attention of the class command, Class, Attention! (as 
 standing position). 
 
 Correct Walking 
 
 Urge the straight forward position of the feet in walking (Indian 
 fashion). 
 
 Correct Standing Position 
 Correct Weight Carrying 
 
 6 
 
 Correct Walking Position 
 
STORY PLAYS 
 
 ^ oung children are appealed to best through their imaginations 
 and they are happiest in pretending and in imitating the every dav 
 activities of life. 
 
 Story plays take the place ot formal gymnastics and the move¬ 
 ments, which are imitative of well-known activities, are done by sug¬ 
 gestion from the teacher. This is the age of individual and imitative 
 play. No stress must be laid upon uniformity among the children. 
 Let each child carry on his own plan. 
 
 SUMMARY OF MATERIAL FOR GRADES 1 AND 2 
 
 First Semester: 10 Story Plays, 8 Rhythmic Plays, 15 Games 
 Teach only one story play for a lesson. 
 
 SEPTEMBER 
 Building a Bonfire 
 
 1. Wind blows leaves from trees. Arms overhead fall slowly to side 
 
 with fingers fluttering. 
 
 2. .Rake up leaves. 
 
 3. Take armfuls and put in cart. 
 
 4. Run with it to bonfire. Running around room. Hands behind 
 
 back as if dragging cart. Empty cart on desk. 
 
 5. Blow fire to make it go. Fire is on desk or seat. Stoop, take deep 
 
 breath, and blow across desk or seat. 
 
 6. All skip around fire. Two rows around one row of desks. 
 
 7. Breathe in fresh air. 
 
 Nutting 
 
 1. Children run to woods. Two rows around one row. 
 
 2. Climb the trees. Hand over hand and take high step. 
 
 3. Shake the trees to make nuts fall. 
 
 4. Come down the trees. 
 
 5. Gather nuts. 
 
 6. Break a few nuts with heel. Eat the meat. 
 
 7. Carry a big bag filled with nuts home. I wo rows around one row. 
 
 Soldiers 
 
 1. Marching with guns. Boys whistling and the leader of each row 
 
 drumming. Captain stands on a chair in front ot room, and as 
 each one goes by they salute him. 
 
 2. Target practice. Load gun. First shoot from standing position, 
 
 then kneeling on one knee. 
 
 7 
 
3. Hoist the American flag. Reach high overhead with one hand, and 
 
 as it is pulled down reach up with other, bending knees with 
 each pull. 
 
 4. All give flag salute. Bring the right hand on the first word “1” 
 
 straight up so that the forefinger touches the right eye-brow, 
 thumb held along underside the forefinger and elbow is brought 
 half way up to shoulder level. On the last word “all” the hand 
 is lowered. “I pledge allegiance to my flag and the republic 
 for which it stands, one nation indivisible, with liberty and 
 justice for all.” 
 
 5. Blow bugle. Take deep breath and give a bugle call. 
 
 OCTOBER 
 
 Playground 
 
 1. Run across street to playground. 
 
 2. Going down the “slippery slide”. 
 
 3. The merry-go-round (giant stride). 
 
 4. The see-saw! 
 
 5. The sandbox. 
 
 6. Run home. 
 
 7. Breathing. 
 
 Automobile 
 
 1. Stooping, crank automobile, first one hand and then the other. 
 
 2. Run around room steering and blowing horn. 
 
 3. Flat tires, so have to pump them. 
 
 4. Tired from bending, so stretch arms up high. 
 
 5. Ride home. 
 
 6. Breathe in fresh air. 
 
 NOVEMBER 
 Thanksgiving Pies 
 
 1. Shake flour, both hands hold sieve. Shake from side to side over 
 
 desk. 
 
 2. Stir up everything as if bowl were on desk. 
 
 3. Roll out crust. 
 
 4. Put in oven. 4'ake three pies, one at a time, and put in opposite 
 
 desks. 
 
 5. Run out doors while pies are baking. 
 
 6. Take pies out of oven. 
 
 7. Smell of pies, they are so good. 
 
 8 
 
I NDIANS 
 
 1. Follow trail. Walk around room with very light step, looking 
 
 ahead with hand shading eyes, bending down to hide behind the 
 bushes, etc. 
 
 2. Paddle canoe, sitting on desks, paddling on right side, then on left. 
 
 3. Shoot with bow and arrow. Raise bow to position, draw, shoot. 
 
 4. Chop wood for camp fire. Swing ax over right shoulder,’ then over 
 
 left. 
 
 5. Fire dance. 
 
 6. Smell, to be sure fire is all out before leaving camp. 
 
 DECEMBER 
 
 ✓ 
 
 Going for the Christmas Tree 
 
 1. Put on hats and coats. 
 
 2. Walk to woods dragging sleds behind. 
 
 3. (.hop down trees. (Swinging ax over right shoulder, then over 
 
 left.) 
 
 4. Load on sleds. Stoop down and lift trees. 
 
 5. Drag sleds home. Hands behind as if holding the rope. 
 
 6. Dance around Christmas tree. 
 
 7. Deep breathing. Smell the evergreen. 
 
 The Toyshop 
 
 The entire group is supposed to have been on a shopping expedition 
 on which toys were purchased. Each one is to imitate the sound or 
 act out a toy, and continue until the toy is guessed. 
 
 JANUARY 
 The Snowstorm 
 
 1. The snow falling. One row at a time runs around the room like 
 
 snow flakes, twirling in the corners of the room. 
 
 2. The wind blowing. Let children whistle like the wind. 
 
 3. Children go out to play. Put on coats, caps and boots. 
 
 4. Wade through snow. Pull knees high. 
 
 5. Step on a fence and jump in snow r drift. 
 
 6. Make a snow man. Stoop down, gather up and roll to front of 
 
 room. Then roll back. When complete, have a child come 
 forw/ard for the snow^ man. 
 
 7. Make snowballs. 
 
 8. Throw at man. 
 
 9. Breathing to get warm. 
 
 9 
 
I he Eskimo 
 
 1. Driving Eskimo dogs. Two rows around one row of seats. 
 
 2. Sea gulls flying. Raise the arms at side to shoulder level. Take 
 
 short running steps; the wings soar and skim over the water. 
 
 3. Build an Eskimo hut. Cut block of ice, pack it layer by layer. 
 
 4. Run around hut. 
 
 5. Bears. Each row walks around room and down to seats. (Bend 
 
 the elbows and let hands droop in front like paws.) 
 
 6. Ready for rest. Breathing. 
 
 SUMMARY OF MATERIAL FOR GRADES 1 AND 2 
 
 Second Semester: 10 Story Plays. 8 Rhythmic Plays. 15 Games. 
 
 FEBRUARY 
 
 George Washington’s Cherry Tree 
 
 1. * Run out to field with hatchets over shoulders. 
 
 2. Cut down cherry tree. 
 
 3. Pile up small branches neatly. 
 
 4. Chase cap which the wind has blown off. (Running.) 
 
 5. Arms tired. Stretch arms up with breathing in and bend with 
 
 breathing out. 
 
 COW BOY 
 
 1. Twirl lasso (alternate left and right). 
 
 2. Ponies gallop. 
 
 3. Shoot balls. 
 
 4. Balance on pony. 
 
 5. Gallop home, and at signal from the teacher all stop while still 
 
 galloping pick up a handkerchief and wave it in air until seats 
 are reached. 
 
 6. Rest at evening, breathing. 
 
 MARCH 
 Rainy Day 
 
 1. Skip out to play. 
 
 2. Look up at clouds. 
 
 3. Blow clouds away. 
 
 4. Lightning. 
 
 5. Swaying of trees. Each row imitate different trees. 
 
 6. Jump over mud-puddle. 
 
 7. Blow clouds away. 
 
 10 
 
I IOUSECLEAN ING 
 
 1. Open windows. 
 
 2. Roll up rugs. 
 
 3. T ake out of doors over shoulder. 
 
 4. Beat them. Shake them. 
 
 5. Sweep house. Dust. 
 
 6. Take in rugs. 
 
 7. Get dust out of lungs. Breathing. 
 
 APRIL 
 
 Spring 
 
 1. Run to the woods. Once around row' of seats. 
 
 2. Smell violets that are hidden in the leaves. Take a deep breath. 
 
 3. Flying with iairies to wake up the flowers. Run once around row 
 
 ot seats, waving arms like wings. 
 
 4. Growing of flowers. Crouch down on floor with head low and arms 
 
 folded in close to sides. Rise very slowly. First the arms 
 (leaves) stretch up. 4 hen slowly stand up. The head (flower) 
 comes up very high at the last. 
 
 5. Take deep breaths to smell the flowers. 
 
 6. Run home. 
 
 Base Ball Game 
 
 1. Teacher throws ball and children jump into air to catch it. Repeat, 
 
 children jumping and reaching to side as well as up to catch it. 
 A child may be chosen to act as pitcher. 
 
 2. Every time they catch it they throw it back to the pitcher. 
 
 3. Pitcher throws the ball and children bat it, having two strikes and 
 
 several fouls before they hit it for a run. 
 
 4. Make a home run by each two rows running around one row of 
 
 desks. 
 
 5. Throw caps in air because game is won. 
 
 6. Side wins, so breathe deeply and cheer, rah, rah, rah, while waving 
 
 caps. 
 
 MAY 
 
 Ways of Crossing a Stream 
 
 1. By wading. Lift knees high. 
 
 2. Swimming. Raise arms shoulder high. Part arms sideways and 
 
 step forward. 
 
 3. Rowing. Sitting sideward, bend forward, work arms as rowing. 
 
 4. Stepping on stones. 
 
 5. Jumping. Draw two lines on floor as for brook. Children must 
 
 jump clear of brook and not wet feet. 
 
 6. Resting. 
 
 II 
 
Making Ice Cream 
 
 1. Stir ice cream before freezing. Stir in large bowl on top of desk. 
 
 2. Pour mixture into freezer on floor and carry down stairs. Careful, 
 
 high steps in place. 
 
 3. Raise hammer over shoulder and pound ice into small pieces with 
 
 hammer. 
 
 4. Pack around freezer. Take handfuls from box on floor and place 
 
 in freezer on desk. 
 
 5. Hands cold, so must shake them. 
 
 6. Freeze ice cream. Turn large handle with one hand then the other. 
 
 7. Eat ice cream. 
 
 8. Breathing. 
 
 OPTIONAL STORY PLAYS 
 
 Note .—In the above material two Story Plays a month is the mini¬ 
 mum to cover. Should extra material be desired, the teacher may 
 choose from the optional list. 
 
 Cat and Mice 
 
 1. Mice run to pantry. One row at a time. Run very softly so cat 
 
 won’t hear. 
 
 2. Smelling cheese on top shelf. On tiptoe stretch arms upward and 
 
 smell for cheese. Breathe in and out with deep breaths. 
 
 3. Cat stretches himself on waking (stretch). 
 
 4. Cat tries to look on top shelf and lowest shelf. Heels raise. Knees 
 
 bend. 
 
 5. Mice jump over a large bowl of milk on shelf. Draw circle on 
 
 floor. Children run around room and jump over circle. 
 
 6. Breathing. Glad to get home. 
 
 Building a House 
 
 1. Run across field. Each two rows run around one row of desks. 
 
 2. Digging cellar. 
 
 (a) Break up ground with pick-axe. One foot forward, swing pick¬ 
 axe high over one shoulder and then to ground. 
 
 (b) Shovel dirt. Throw over R (L) shoulder. 
 
 3. Climb out of cellar. Hands on hips, lift knees high, six or eight 
 
 steps. 
 
 4. Climb ladder. 
 
 5. Painting house. Stoop, dip brush in pail, reach high up and make 
 
 strokes from side to side in front of body, stooping as they near 
 end. Dip brush in pail, etc. 
 
 6. Run home. Jump across brook. 
 
 7. Breathing. Smell dinner cooking. 
 
 12 
 
In the Tobacco Fields 
 
 T Go to the fields. Two rows around one row of desks. 
 
 2. Set out tobacco plants. Make hole in the ground, put in plants, 
 
 and place dirt around them. 
 
 3. Stretch upward as plant grows. 
 
 4. Pull off leaves and pack in basket. 
 
 5. Place baskets v on the wagon. 
 
 6. Drive to tobacco barn. 
 
 7. Reach high to hang tobacco on racks. 
 
 8. Smell tobacco. 
 
 Washing 
 
 1. Wash clothes. Seats raised. Stand between seat and desk, facing 
 
 front of room. Use back of seat in front of each child as wash¬ 
 board. Lean well over and scrub hard. 
 
 2. Put clothes through wringer. Stand in aisle, facing side of room. 
 
 Left hand guides clothes while right hand turns handle. 
 
 3. Run with basket to clothes line. Basket held high over head. Each 
 
 two rows run around one row of desks. 
 
 4. Shake out clothes and hang them on line. Shake clothes with both 
 
 hands and then reach up on tiptoes to hang clothes on line. 
 
 5. Run out to play while clothes dry. Each two rows run around one 
 
 row of desks. 
 
 6. Breathing. 
 
 Birthday Party 
 
 1. Go to party. 
 
 2. Reach high to ring door bell. 
 
 3. Peanut hunt. Children walk around rows, stop to pick up peanuts 
 
 when teacher gives signal. 
 
 4. Pulling molasses candy. Pull hard, spreading hands wide apart. 
 
 5. Blow out candles on birthday cake. 
 
 6. Play game. Choose a simple game. 
 
 7. Run home. 
 
 8. Breathing. 
 
 Circus 
 
 1. The elephants. Tossing trunk over head by throwing clasped hands 
 
 upward. Same over right and left shoulder. 
 
 2. Chariot race. All face side of room. Even rows stand in seats 
 
 with arms stretched out driving. Odd rows take hands across 
 and gallop in place. 
 
 3. Tight rope walking. Walk on crack ol floor with aims out¬ 
 
 stretched. 
 
 4 Clowns jumping through hoop. Facing side ol room, grasping 
 back of chair and edge of desk, jump over chair landing on toes. 
 
 5. Parade. Each row represent some feature of the circus. 
 
 6. Breathing. 
 
 13 
 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
RHYTHMIC PLAYS 
 
 Rhythmic plays and dances have a value from the standpoint of 
 general exercise and are especially important in the training of co-ordi¬ 
 nation, balance, lightness and ease of movement. In the wholesome, 
 joyous activity of these plays many find their longing of rhythmic 
 expression satisfied. 
 
 Do not pick out the best pupil to demonstrate to the class. Use a 
 row of children, half, or all the class. Teach one story play or dance 
 at a time. 
 
 Only simple folk dances and singing games should be used. No solo 
 work should be encouraged. 
 
 19 
 

 
 20 
 
RHYTHMIC PLAYS—GRADE 1 
 
 SEPTEMBER 
 Farmer in the Dele 
 
 See Bancroft, Book of Games, p. 265. 
 
 OCTOBER 
 
 Sing a Song of Sixpence. Victrola record 18076 
 
 Words: 
 
 1. Sing a song of sixpence, a pocket full of rye, 
 
 2. Four and twenty blackbirds baked in a pie; 
 
 3. When the pie was opened the birds began to sing. 
 
 4. Wasn’t that a dainty dish to set before a king? 
 
 5. The king was in the counting house, counting out his money. 
 
 6. The queen was in the parlor eating bread and honey. 
 
 7. The maid was in the garden hanging up the clothes, 
 
 8. When along came a blackbird and snipped off her nose. 
 
 Formation: Single circle, with six children (blackbirds) in center. 
 Fine 1. 8 walking steps to right. 
 
 Fine 2. 8 walking steps to center around the 6 blackbirds, who stoop 
 
 and form a pie. 
 
 Fine 3. 8 walking steps back to place, and blackbirds fly around 
 
 inside the circle. 
 
 Fine 4. 8 walking steps to left. 
 
 Fine 5. Motion of counting out money. 
 
 Fine 6. Motion of eating bread and honey. 
 
 Fine 7. Motion of hanging out clothes. 
 
 Fine 8. Each blackbird snips off the nose of one player who becomes 
 a blackbird in the center. 
 
 NOVEMBER 
 The Shoemaker’s Dance 
 
 See Burchenal, Folk Dances and Singing Games. Victrola record 17084. 
 
DECEMBER 
 
 Did You Ever See a Lassie? Victrola record 17568 
 
 
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 The children march around the room in a circle while singing the 
 first two lines of song. Stop facing center. On first "Do this way and 
 that,” one child who stands in the center imitates some activity. Dur¬ 
 ing the last two lines of song all children imitate leader. 
 
 Did you ever see a lassie, a lassie, a lassie, 
 
 Did you ever see a lassie do this way and that? 
 
 Do this way and that way*, do this way and that way, 
 
 Did you ever see a lassie do this way and that? 
 
 Activities suggested. Bowing, alternating to right and left; swing¬ 
 ing folded arms in front of the body as if rocking a doll; throwing a 
 stone; hopping; rocking-horse, one foot a short step forward, hands 
 holding reins, sway forward and back, changing the weight from one 
 foot to the other, etc.; encourage original suggestions from the children. 
 Note: “Laddie” is sung if a boy is leader. 
 
 JANUARY 
 
 Chimes of Dunkirk. Victrola record 17327 
 
 Formation: In a circle around room, partners facing each other, hands 
 on hips. 
 
 Measures 1-2. Stamp R, L, R. 
 
 Measures 3-4. Clap three times. 
 
 Measures 5-8. Partners take hands and turn each other once around 
 with running steps in place. 
 
 Measures 1-8. Repeat. If desired, at end of turn, partners may 
 change, going forward one. 
 
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FEBRUARY 
 
 Hickory, Dickory, Dock 
 
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 1. “Hickory, Dickory, Dock.” (Tick, tock.) 
 
 Wave both hands right, left, right, while singing. 
 
 Stamp feet twice at close of first line. 
 
 2. “The mouse ran up the clock.” (Tick, tock.) 
 
 Three running steps forward. 
 
 3. “The clock struck—One!” 
 
 Pause listening until “One!” Then clap hands sharply. 
 
 4. “The mouse ran down.” 
 
 Three running steps back to place. 
 
 “Hickory, Dickory, Dock.” (Tick, tock.) 
 
 Same as (1). 
 
 MARCH 
 
 How Do You Do, My Partner? Victrola record 17568 
 Double circle, facing partner. 
 
 Measures 1, 2. Outside child bows to partner. (Hands on skirts and 
 feet together. Words: “How do you do, my partner?”) 
 Measures 3, 4. Inside child bows. (“How do you do, today? ) 
 Measures 5, 6. Partners grasp right hands, bending to left. (“Will 
 you dance in the circle?”) 
 
 Measures 7, 8. Partners grasp left hands, at same time dropping 
 right. (“I will show you the way.”) 
 
 Measures 1-8. Keep left hands joined. Beginning with right foot, 
 three walking steps and point forward. Repeat thiee times, 
 turning partner around, making a complete ciicle. 
 
 23 
 
APRIL 
 The Swing 
 
 
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 Words : 
 
 How do you like to go up in a swing, 
 
 Up in the air so blue? 
 
 Oh, 1 do think it the pleasantest thing 
 Ever a child can do (hop through!) 
 
 Formation: Circle. In groups of three, two with hands joined, repre¬ 
 sent the swing, and a third represents the child swinging. 
 
 Step: Place the right foot forward, sway forward, raise heel: lift left 
 foot from the floor and swing the arms down and back. Repeat 
 through the verse. On the last word, the child who is swinging 
 drops hands, runs under the raised arms of the two remaining 
 in the group, goes to the next group, and swings there. 
 
 MAY 
 
 Feet to Music 
 
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 Feet to music (1), tap, tap, tap. 
 
 Hands with pleasure (2), clap, clap, clap. 
 Eyes (3) to see, look now to see 
 Who’s the one to dance with me? 
 
 Chorus: 
 
 Repeat, singing la, la, la, etc. 
 
 24 
 
Notes: 
 
 All standing in aisles. 
 
 1. Tap toes alternately 4 times. 
 
 2. Clap hands over head 4 times. 
 
 3. First and second row bow to each other, and so on across the 
 room. 
 
 Chorus: Boys, hands on hips; girls, hold skirts out at sides; step to 
 L on L toe and bring R foot over beside L (count 1), bend and 
 straighten knees (count 2), repeat to R. The step is done once to L 
 and once to R in each measure. Begin teaching it with words, “Step 
 and bend.” Bow at end. 
 
 OPTIONAL 
 
 Round, Round the Village 
 
 Bancroft. Book of Games, p. 290. Victrola record 17104. 
 
 Looby Loo 
 
 See Bancroft, Book of Games, pp. 280-281. Victrola record 17567. 
 
 
 25 
 
RHYTHMIC PLAYS—GRADE 2 
 
 SEPTEMBER 
 My Pigeon House 
 
 
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 Words: 
 
 E My pigeon house I open wide 
 And let the pigeons free. 
 
 2. 1 hey fly over hillside and everywhere 
 And light on the tallest tree. 
 
 3. But when they return to their cozy, cozy nest 
 I close the door and say goodnight. 
 
 4. Coo, coo, coo, coo, coo, coo, coo. 
 
 Schoolroom—In seats. 
 
 Line 1. Children form house with hands and gradually open door 
 wide. 
 
 Line 2. Move arms up and down with flying motion. 
 
 Line 3. Close door of house. 
 
 Line 4. Heads on hands with eyes closed. 
 
 Active game—Formation : 
 
 One row form pigeon house in circle. One row be pigeons inside. 
 
 Line 1. The circle let the pigeons out. 
 
 Line 2. The pigeons fly around room and get up on a seat. 
 
 Line 3. Pigeons return to the house and stoop down and the house 
 closes up. 
 
 Line 4. The pigeons coo inside the house. 
 
 26 
 
OCTOBER 
 
 Danish Dance of Greeting 
 
 See Burchenal, Folk Dances and Singing Games, p. 4 . Victrola record 
 17158. 
 
 NOVEMBER 
 Muffin Man 
 
 Bancroft, Book of Games, p. 283. Victrola record 17568. 
 
 DECEMBER 
 
 1 See You 
 
 Burchenal, Folk Dances and Singing Games, p. 16. Victrola record 
 17158. 
 
 JANUARY 
 
 See First Year Music, by Hollis Dann, p. 76. 
 
 Baa, Baa, Black Sheep. Victrola record 17937 
 
 Formation: A single circle with hands joined. One player, standing 
 in the center, is the little boy who stands in the lane. 
 
 1. Boy sings: “Baa, baa, black sheep, have you any wool?” 
 
 Sheep make eight hops in circle to right. 
 
 2. Sheep sing: “Yes, sir, yes, sir.” 
 
 Hands at waist, nodding heads twice emphatically. 
 
 3. “Three bags full.” 
 
 Stretch right hand forward with three fingers extended. On 
 word “full”, extend arms as though surrounding a large bag. 
 
 4. “One for my master.” 
 
 Turn to right, making a sweeping bow. 
 
 5. “One for my dame.” 
 
 Same to the left. 
 
 6. “But none for the little boy.” 
 
 Child in center pretends to cry as sheep, with hands at waist, 
 shake head four times. 
 
 7. “That cries in the lane.” 
 
 Turn about to right with three little running steps and on iourth 
 count stamp foot, pointing to the child in center. 
 
 FEBRUARY 
 
 Soldier Boy. Victrola record 17568 
 
 Soldier-by, Soldier-boy, where are you going 
 Bearing so proudly the red, white and bluer 
 I’m going where country and duty are calling. 
 If you’ll be a soldier-boy you may go, too. 
 
 27 
 
1. Soldier caps—hands placed on heads with finger tips meeting in a 
 
 point overhead. 
 
 2. Knapsacks—arms folded behind. 
 
 3. Horns—hands held to the mouths as if grasping trumpets. 
 
 4. Charging with guns—aiming with left arm extended, and right arm 
 
 back for pulling the trigger. 
 
 5. Waving flags. 
 
 6. Drumming—snare and bass drums. 
 
 7. Fifes—hands held at side of mouth as in reality. 
 
 8. Running—double-quick march. 
 
 9. Saluting leader or American flag—each one as he passes by. 
 
 10. High stepping war horse—knees raised high in marching. 
 
 MARCH 
 Ma's Little Pig 
 
 See Burchenal, Folk Dances and Singing Games, p. 22. 
 17510. 
 
 APRIL 
 
 In Summer 
 
 See Burchenal, Dances of the People, p. 76. 
 
 Yictrola record 
 
 MAY 
 
 Coming Thru the Rye 
 
 Double circle formation, partners facing line of direction. Inside hands 
 joined, boys outer hand at hips and girl holding skirt daintily. 
 
 Step 1: 
 
 A. Step and bend sideways away from partner. Step and bend side¬ 
 
 ways toward partner. Walk forward three steps, bringing heels 
 together with a click on the fourth count. (Step and bend- 
 step to right side, bring left toe behind right heel, bend and 
 stretch knees.) Partners facing, hands joined and arms raised 
 sideways at shoulder height. 
 
 B. Step and bend sideways in line of progression. Repeat, returning 
 
 Four hops in line of progression. 
 
 Step 2: 
 
 Facing partner as above, right hands joined high at arms’ length. 
 
 A. Eight walking steps around partner and back to place (bend to 
 
 the left). 
 
 B. Change hands. Six walking steps around partner and back to 
 
 place. (Bending to right.) (It is necessary to take slightly 
 larger steps than for A.) Make a bow of the remaining two counts. 
 
 28 
 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 . 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

GAMES 1—2 
 
 Let the school playground be the natural play center for the children 
 
 of that district. 
 
 GENERAL INSTRUCTIONS 
 
 1. Teach one game at a time and teach it thoroughly. 
 
 2. Know the rules yourself and teach them to your class. 
 
 3. All children should play. 
 
 4. Be firm and resourceful and play yourself. 
 
 5. See that the selfish pupils do not have the lion’s share of the play. 
 
 6. Do not treat the children as though they were fragile. 
 
 7. Return to popular games from time to time. 
 
 8. Play for the sake of playing and not for the sake of winning. 
 
 9. For scheduled recess periods each class should be assigned to its 
 
 own section of the playground. 
 
 33 
 
GAMES 
 
 SEPTEMBER 
 Run for Your Supper 
 
 Players in a circle. One player chosen by teacher goes around 
 inside, holds out his hand between two players and says, '‘Run for 
 your supper.” The two run around opposite ways outside; the one 
 who first returns to the vacant place wins, and may start the next run¬ 
 ners. The game may be varied by skipping, walking, galloping, flying, 
 etc., instead of running. 
 
 1 Saw 
 
 Tell the players of some action you have seen, then imitate it; tell 
 them they are to imitate it, too. Examples: mowing grass; picking 
 apples and placing them in a basket; chopping wood; a tall man walk¬ 
 ing (on toes); a lame duck (hopping on one foot); a pendulum swing¬ 
 ing (resting on hands on desks), etc. When they get the idea, ask who 
 has seen an action they would like to imitate, and have players lead, 
 each showing one action. Encourage a variety of actions and those 
 that are vigorous enough for good exercise. Some can be done with 
 pupils standing by their seats; others involve walking or running and 
 the line must move forward and pass around a course to the starting 
 point. 
 
 Cat and Mice 
 
 The players form a circle with 6 (mice) children in center and one 
 player (the old cat) outside the circle. The old cat comes creeping up 
 to the circle and is allowed to enter. The mice cannot go outside the 
 circle and as the cat catches them, they take their place with the other 
 players in the circle. The last mouse caught becomes the old cat for 
 the next game. 
 
 Tag 
 
 Hand tag or touch tag. 
 
 o o 
 
 Squirrel and Nut 
 
 All children but one sit at their desks with heads down as though 
 sleeping, each one with a hand outstretched. The odd player, who has 
 a nut and is the squirrel, runs on tiptoe up and down the aisles, drops 
 the nut into one of the waiting hands. The player who gets the nut 
 at once gets up from his seat and chases the squirrel, who is safe only 
 when he reaches his seat. Should the squirrel be caught before he 
 reaches his seat, he must be the squirrel the second time. Otherwise 
 the player who received the nut becomes the squirrel. All other players 
 may wake up and watch the chase. 
 
 34 
 
Circle Ball 
 
 Playeis in a circle, standing about three leet apart. Have them pass 
 a ball or bean bag around the circle. When they are good at regular 
 passing, have them pass irregularly or across in any direction. Some¬ 
 times, but not always, have those who miss go out of the game. 
 Encourage alertness and quickness to see the ball and catch it. 
 
 OCTOBER 
 Eollow the Leader 
 
 In the simplest form of the play the players stand in place and take 
 such exercises as can be done in place; in another form they march in 
 single file behind the leader and imitate whatever he does. The practice 
 in the simpler plays of this kind should prepare the players to do this 
 well. Do not use same leader at all times. 
 
 Elowers and the Wind 
 
 I he players are divided into two equal groups, each group having a 
 home marked off at opposite ends of the playground, with a long neu¬ 
 tral space between. One group represents a flower, deciding among 
 themselves which flower they shall represent, as daisies, lilies, lilacs, etc. 
 They then walk over near the home line of the wind. The group rep¬ 
 resenting the wind stand in a row on their line, ready to run, and guess 
 what the flower chosen may be. As soon as the right flower is named, 
 the entire group owning it must turn and run home, wind chasing 
 them. Any player caught by the wind before reaching home becomes 
 his prisoner and joins him. The remaining flowers repeat their play, 
 taking a different name each time. This continues until each flower has 
 been caught. 
 
 Hide the Bracelet 
 
 One player is sent from the room. While absent, one of the pupils 
 hides the bracelet, or some small object which has been shown to the 
 absent one. When hidden, the absent player is recalled and hunts foi 
 the object. While he is doing this, the others clap or sing softly when 
 he is away—louder as he nears the object. 
 
 Circle Pass Ball 
 
 Form two circles of equal number. One ball lor each ciicle. On 
 signal the captain passes the ball to the right and it passes around 
 circle. The first captain to get the ball back and holds it in the an 
 wins. 
 
 35 
 
Huntsman 
 
 Choose a leader; have this leader march around in any way he 
 chooses, having all the players fall in line. When the leader sees that 
 all are in line, led away from their seats, he calls “Bang!” then all 
 scamper for their own seats. The first one to be seated in his own seat 
 can be leader next time. Each leader starts the game by saying, “Who 
 would like to go with me to hunt ducks?” (or bears, rabbits, etc.). 
 
 NOVEMBER 
 Twelve O’Clock 
 
 One player is the fox and the others sheep. The fox may catch the 
 sheep only at midnight. The game starts with the fox standing in a 
 den marked in one corner of the playground, and the sheep in a sheep- 
 fold marked in the diagonally opposite corner. The fox leaves his 
 den and wanders about the meadow' (playground), whereupon the sheep 
 also come forth and scatter around, approaching as close to the fox 
 as they dare. They keep asking him, “What time is it?” and he 
 answers with any hour he chooses. Should he say, “four o’clock” or 
 “twelve thirty o’clock.” etc., they are safe; but should he say “twelve 
 o’clock—time to eat supper,” they must run for the sheepfold as fast 
 as possible, the fox chasing them. Any sheep caught changes places 
 with the fox, and the game is repeated. When played in a classroom 
 only a few children should be selected for sheep. 
 
 Touch Race 
 
 From a given point or line the pupils may run to a fence, wall, 
 trees or the school building and after touching it, return to starting 
 point. The first one crossing the line is the winner. The w'hole class 
 may participate or it may be divided up into groups of fours, eights, 
 etc. This game may be varied by having the pupils turn around to 
 left after striking the building w'ith the left hand, turning to the right 
 after striking it w'ith the right hand, striking three times w'ith the hand, 
 etc. 
 
 Squirrels in the Frees 
 
 I he players stand in groups of three, with hands in each other’s, 
 forming hollow' tree. In each tree is a player representing a squirrel, 
 and there is also one odd squirrel without a tree. The teacher or leader 
 claps her hands, when all of the players run for other trees, and the 
 odd squirrel tries to secure a tree, the one who is left out being the odd 
 squirrel next time. 
 
 36 
 
Ieacher Ball 
 
 A leader is chosen lor each group of 10 or 12 players, the players in 
 a line and leader ten feet away in front. The leader tosses the ball or 
 bean bag to the players in turn, beginning at the head. Any player 
 
 missing goes to the foot. If the leader misses he goes to the foot and 
 the head becomes leader. 
 
 DECEMBER 
 
 Bicycle Race 
 
 Pupils stand in aisles, place hands on desks on either side, and 
 lifting feet from floor make the feet go as though riding a bicycle. See 
 who can go the longest without touching floor. If feet touch floor or 
 rider stops peddling, take seat. 
 
 Fire Engine 
 
 ( 1) Number rows. The teacher claps her hands a certain number 
 of times (fire alarm). I he row of corresponding number gallops once 
 around room and back to place. Occasionally have the fire break out 
 at night when firemen are sleeping. 
 
 (2) If game is to be played on the playground, number the rows 
 before the class leaves the room. When alarm sounds the number indi¬ 
 cated runs to a certain goal and back. At a general alarm all drop 
 hands and race to goal and try to get back to their fire house first. 
 
 Simon Says 
 
 The class stands. The leader commands them to do various 
 motions. If he prefaces his command with Simon says, they must 
 instantly do it, but if Simon does not say it, they must stand motion¬ 
 less. Those making errors must sit down. The game continues until 
 only one remains standing. 
 
 Review games of previous months which can be adapted to class¬ 
 room space. 
 
 JANUARY 
 
 High Touch 
 
 Class is formed in a single file and at signal number, one runs from 
 a given mark and with a jump tries to touch a bell, eraser, etc., held 
 high by the teacher. Continue till all have had a try. 
 
 37 
 
Dog and Bone 
 
 1. One child represents the dog asleep near his bone (an eraser). 
 Another child creeps up, takes the bone, at the same time saying “bow!” 
 and runs to a “safety zone”. 
 
 The sleeping dog then awakes and tries to catch the dog that is 
 stealing the bone. If he does tag him before he reaches the safety zone, 
 he may be it for the next game. 
 
 2. Give bone to child who goes to sleep at own desk. Leader 
 points to another child, who quietly tries to steal bone. If he succeeds 
 in stealing bone before sleeping dog (child) barks it is his bone, and 
 game continues. 
 
 Circle Race 
 
 1. Draw small circles on the board, one in each corner and one on 
 each side of room. In that case six children would be racing at a time. 
 Each child stands with his finger in a circle facing around the room the 
 same way. At the signal all run around room and try to get finger 
 back in their own circle first. 
 
 2. Draw two small chalk circles close together on board. Two 
 children race, stand back to back with finger in circle, race around 
 room, passing at rear. First one with finger in circle wins. 
 
 FEBRUARY 
 
 Jump the Fence 
 
 Place stick across two seats. Have each row run around and jump 
 over “the fence”. 
 
 Clap and Stoop 
 
 Number the rows. The teacher claps her hands a certain number 
 of times. The row of corresponding number stoops. All other rows 
 remain standing. If any player makes an error he must sit down and 
 be out of the game. 
 
 Bean Bags 
 
 Simple passing, 'boss to partner, d'oss up. Catch and pass. 
 
 Bird Catcher 
 
 Mark out a nest in one corner and a cage in another. Choose one 
 or two bird catchers and a mother bird, and name the other players in 
 groups of three or four after kinds of birds. Have the mother bird 
 stand at the nest and the two catchers in front of the players, between 
 cage and nest. When teacher calls “Robins” or “Blue Birds,” etc., the 
 players so named must rise, pass to rear of room, and then try to reach 
 
 38 
 
the nest and be touched by the mother bird before the catchers can tag 
 them. The bird catchers may not leave their place in front until the 
 birds reach the rear of the room. Birds tagged are put in the cage. 
 
 Call one kind at a time; and see whether nest or cage has rriost birds 
 
 when all have flown. 1 he children will enjoy having the bird catchers 
 form a door to the cage with raised arms, and all the other players 
 count the birds aloud as they come out. 
 
 MARCH 
 
 Desk Jump—4 Counts 
 
 The teacher commands “desk jumping in four counts”. On count 
 one pupils face to the right, on count two pupils place left hand on the 
 top of the middle of desk and right hand on the middle of the top of 
 the back of the seat, on count three pupils jump over the seat, on count 
 
 four pupils face to the left. The return to place is made in reverse 
 
 order. 
 
 Skip Tag 
 
 Same as ordinary tag, except players skip instead of run. 
 
 Lost Child 
 
 Players change seats. Put heads down and shut eyes. One is sent 
 from room. Heads raise, and pupils take turns guessing which plavei 
 is out of the room. 
 
 The Old Witch in the Ring 
 
 Draw a medium sized circle on the ground. One player in the 
 circle (called Old Witch). Any player outside of circle may at an\ 
 time venture to enter the circle. If the old witch should catch oi ta^, 
 any player that is inside circle, that player becomes the witch. 
 
 APRIL 
 Two Deep 
 
 Children stand in circle formation, one child running and one child 
 "it” The child running may at any time step in front ot a playet 
 forming the circle, making that child automatically it (or that child 
 
 may become the runner). 
 
 39 
 
Elves and Fairies 
 
 Two goals 30 to 40 feet apart; the players in two equal groups 
 stand in the goals. One group (fairies) turn backs while others (elves) 
 creep up as quietly as possible. One fairy is watching and when they 
 are near calls, “Look out for the elves.” The faries then chase the 
 elves to their goal and tag as many as they can. All who are caught 
 are fairies. Elves turn backs and fairies come up quietly, etc. I he 
 side having greatest number at end of time wins. 
 
 Review out-door games given in the fall months. 
 
 MAY 
 
 Rope Jumping 
 Little Bo-Peep 
 
 Circle formation: One child is in center blindfolded with a paper 
 bag over head. Three children in the center as sheep. Sheep may 
 bleat while “Bo-Peep” may catch them. The last one caught becomes 
 “Bo-Peep.” 
 
 Vegetable Garden 
 
 Let children bring as many empty spools from home as possible. 
 Each spool represents a vegetable. The gardener gathers all the spools 
 and while all the children place heads on desks and hide their eyes, he 
 hides them around the room each in a different place. When all are 
 hidden, the children are sent to gather the vegetables. (Rows or 
 groups can be sent at different times. The child gathering the most 
 vegetables wins and may be gardener next time.) 
 
 Stealing Sticks 
 
 A certain number of sticks are scattered around a certain territory 
 which belongs to the chaser. The object of the game is to steal his 
 sticks before he catches anyone, in which case he is again the chaser. 
 
 General review of games, especially emphasizing those which they 
 can use readily during the summer months. 
 
 40 
 
LIST OF HANDY ARTICLES FOR CLASS ROOM 
 
 Bean bags. Rubber ball. 
 
 Whistle. Clothes pin. 
 
 Two yards of rope. A nut. 
 
 Bracelet or wire ring. Large paper bags. 
 
 Yardstick. Spools. 
 
 A small rug for tumbling and stunts. 
 
 “No training will give the boy of eighteen the development that 
 should naturally be his if the training of previous life has been neg¬ 
 lected .” 
 
 41 
 
Physical Education 
 
 by 
 
 Herbert W. Park 
 
 Supervisor of Physical Education 
 
 Public Schools 
 
 Greensboro, N. C. 
 1923 
 
DEDICATION 
 
 To the Children of Greensboro 
 
 If this book will add a little joy and laughter to the 
 daily routine of the regular class work, and if in the 
 after school hours it will teach them to play to win with 
 all their might, but with this cultivate a sense of honor, 
 it has then served its purpose. 
 
PHYSICAL TRAINING 
 
 Through wisely directed play to develop a 100 % American 
 
 A Moral Code for Children 
 In Ten Laws 
 
 Aims: Patriotism, Health, Self-Control 
 
 1. I he Law of Health: 1 he Good American tries to Gain and to 
 
 Keep Perfect Health. 
 
 2. 1 he Law of Self-Control: I he Good American Controls Himself. 
 
 3. / he Law of Self-Reliance: The Good American is Self-Reliant. 
 
 4. 'The Law of Reliability: The Good American is Reliable. 
 
 5. The Law of Clean Play: The Good American Plays Fair. 
 
 6. The Law of Duty: The Good American does his Duty. 
 
 7. The Law of Good Workmanship: The Good American tries to 
 
 do the Right Thing in the Right Way. 
 
 8. The Law of Team-Work: The Good American works in Friendly 
 
 Co-operation with his Fellow Workers. 
 
 9. The Law of Kindness: The Good American is Kind. 
 
 10. The L aw of Loyalty: The Good American is Loyal. 
 
PROGRAM FOR GRADE 3 
 
 Each class teacher shall include in her program a minimum of 15( 
 minutes weekly, divided approximately into the following periods: 
 
 Thirty minutes weekly for relief periods (three two-minute periods 
 daily). 
 
 Twenty minutes a week for a supervisor’s period. 
 
 One hundred minutes a week for organized recess period (twenty 
 minutes daily). In the organized recess period vary the lessons with ; 
 rhythmic work and games outlined. 
 
 TO THE TEACHER 
 
 1. Although children tend to enter into all activities spontaneously, 
 
 they need adult leadership. If they have not this adult lead¬ 
 ership, the play and the education involved in play break down. 
 
 2. You as a teacher should feel the responsibility of this leadership. 
 
 3. The success of all depends on the attitude of the one in charge. 
 
 Enthusiastic and prompt leadership is the main thing. 
 
 4. Play, if wisely conducted, produces health habits—physical, men¬ 
 
 tal and moral—according to the leadership. 
 
 5. Teach one game at a time and teach it thoroughly. 
 
 6. Know the rules yourself and teach them to your class. 
 
 7. Never let the class rule the period. Plan periods, set rules, and 
 
 abide by them. 
 
 8. All children should play. Be firm and resourceful and play your¬ 
 
 self. 
 
 9. Do not treat children as though they were fragile. 
 
 10. When Supervisor or Assistant is giving work in your room, note 
 
 work done, especially methods of presenting work, and rhythm. 
 The demonstration is for your benefit. 
 
 Be prepared to demonstrate class work for supervisor or assist¬ 
 ants at any time. 
 
 11. The Physical Training Program is for everyone in so far as he 
 
 or she is physically fit and capable of doing so. 
 
 12. A thorough physical examination will discover pupils who should 
 
 be excused from certain exercises and point out others who may 
 take special exercises. 
 
 4 
 
Relief Periods 
 
GENERAL INSTRUCTIONS 
 
 1. Schedule two relief periods in the morning and one in the after¬ 
 
 noon. 
 
 2. Make these periods attractive and interesting. 
 
 3. Keep the class alert. 
 
 4. Teachers need relief as well as the children. 
 
 5. Give the room a general airing at this period. 
 
 a. Monitors or class health officers may be appointed to assist 
 the teachers in these duties. 
 
 6. Remove litter that may have appeared and put room in order. 
 
 7. Take class out of doors, providing conditions are favorable. 
 
 8. You and the class will get out of this period as much as you put 
 
 into it. 
 
 9. All exercises for head, trunk, and legs should be executed from 
 
 hips—firm unless other arm positions are designated. 
 
 10. In trunk and head exercises make rhythm slower than in arm and 
 
 leg exercises. 
 
 11. Exercises described to the left only, should be executed to the 
 
 right also, and when learned, should be alternately left and right. 
 
 12. Each exercise should be executed at least four times. 
 
 13. Rhythmical counting by teacher or class during an exercise is 
 
 helpful, but after perfecting the exercise, the class may keep the 
 rhythm without loud counting. 
 
 14. If floor shake while the class takes marching, running, or jumping 
 
 exercises, have one row take them at a time. All jumping and 
 running should be executed lightly on the toes. 
 
 15. Preparatory commands for every relief period: 
 
 Class, ready for exercises. 
 
 (Remove coats or sweaters. Windows opened.) 
 
 Class, sitting position. 
 
 Class, stand. (In two counts.) 
 
 Class, at ease. 
 
 Class, attention. 
 
 16. Closing commands for every relief period: 
 
 Class, be seated. (In two counts.) 
 
 Class, rest. 
 
 17. Teachers shall use the nomenclature exactly as given in this syl¬ 
 
 labus. 
 
 Correct Sitting Position 
 
 Eeet flat on the floor under the desk, knees forming right angle, sit¬ 
 ting well back in the seat with whole spine supported by back of chair. 
 Clasp hands on top of desk. 
 
 6 
 
Ready to Stand 
 
 Class, ready to stand (in two counts)! On one slide to right (left) 
 ol seat with right (left) foot in aisle (outside of iron brace of desk). 
 On two, gripping each side of the top of desk, with slight push from 
 desk, stand in the middle of aisle at attention. 
 
 Standing Position 
 
 Heels together, toes slightly turned out, weight resting equally on 
 ball of feet and heels, arms down with hands close to thighs, chest 
 broad, chin in, and as tall as possible. 
 
 Breathing 
 
 West Point. As standing position, rotate the arms from the shoulder 
 until the palms face outward, with deep breathing. Return to standing 
 position and exhale. Inhale for four counts, hold for four counts, 
 exhale slowly for four counts. Use this breathing exercise in the morn¬ 
 ing. In the afternoon, use breathing exercise without cadence. 
 
 At Ease (Standing) 
 
 Feet apart with weight equally distributed on both feet—hands 
 grasped behind back. 
 
 At Ease (Sitting) 
 
 Sit in a rest position. 
 
 Attention 
 
 To obtain attention of the class, command: Class, attention! (As 
 standing position.) 
 
 Correct Walking 
 
 Urge the straight forward position of the feet in walking (Indian 
 fashion). 
 
 Marching 
 
 Facings: 
 
 (1) Right (left). (2) Face! . 
 
 Raise slightly the left heel and right toe; face to the right t ^ rnin § 
 on the right heel, assisted by a slight pressure on the ball ot the e t 
 foot; place the left foot by the side of the right. Left face is executed 
 on the left heel in the corresponding manner. 
 
 7 
 
(1) About. (2) Face! 
 
 Carry the toe of the right foot about a half foot length to the rear 
 and slightly to the left of the left heel without changing the position of 
 the left foot; face to the rear, turning to the right on the left heel and 
 right toe; place the right heel by the side of the left. (Always turn to 
 the right.) 
 
 Mark time—March! 
 
 On the command March! beginning with the left foot, alternately 
 raise each foot about two inches and replace it on line with the other. 
 
 Halt! 
 
 At the command Halt! given as either foot strikes the ground, place 
 the other foot as in marching—raise and place the first foot by the side 
 of the other. 
 
 Forwa rd—M a rc h! 
 
 At the command March! advance forward with the left foot. 
 Backward—March! 
 
 At the command March! step backward, with the left foot. 
 
 Posture 
 
 Good posture should be emphasized in every lesson. Each room 
 shall be graded three times a year, using the “Triple lest”. It shall 
 include: Test for standing position, marching, and exercises. Super¬ 
 visors will give these tests. 
 
 o 
 
 8 
 
Best Standing Position 
 
 One type of correct weight carrying 
 
 Correct Walking Position 
 
 
 
 ' - 
 
 >' .***5-' 
 
 > 
 
 
 
 
 9 
 
UJ to 
 
 LESSONS FOR MORNING RELIEF PERIODS 
 
 SEPTEMBER 
 
 Lesson I 
 
 1. Preparatory commands. 
 
 2. Breathing—West Point. 
 
 3. Arm: 
 
 (1) Arms forward—raise! (Palms in and fingers together.) 
 
 (2) Position! (Silently.) 
 
 (First do exercise by command and then in rhythm.) 
 
 4. Leg: 
 
 Feet, close! Feet, open! 
 
 5. General: 
 
 Jumping lightly on toes (ten counts). Go! 
 
 Class, position! 
 
 6. Closing commands. 
 
 7. Breathing. 
 
 Lesson II 
 
 1. Preparatory commands. 
 
 Stretching, as when tired, with deep breathing. 
 
 Arm: 
 
 Hips, firm! Position! 
 
 4. Leg (from hips, firm!) 
 
 Half knee bend, Bend! Position! 
 
 5. General (from hips, firm). 
 
 Feet apart, jump! Position! (Lightly and in rhythm.) 
 
 6. Breathing—West Point. 
 
 OCTOBER 
 Lesson III 
 
 1. Preparatory commands. 
 
 2. Marching in place: 
 
 Mark time, march! 
 
 Class, halt! 
 
 3. Arms: 
 
 (1) Arms sideward, raise! 
 
 (Palms down, fingers together.) 
 
 (2) Position! (Silently.) 
 
 4. Leg and abdominal: 
 
 (1) Left knee upward, bend! 
 
 (2) Position! 
 
 5. General: 
 
 # 
 
 Hopping, four counts on left foot; then four on right foot. Go! 
 
 6. Breathing. 
 
 10 
 
UJ K> 
 
 Lesson IV 
 
 1. Preparatory commands. 
 
 Right, face! Left, face! 
 
 Arms: 
 
 (1) Chest, firm! 
 
 (2) Position! 
 
 4. Trunk: 
 
 (1) Trunk forward, bend! 
 
 (2) Position! 
 
 5. General: 
 
 Running in place, for eight counts. Go! 
 
 6. Breathing. 
 
 NOVEMBER 
 Lesson V 
 
 1. Preparatory commands. 
 
 2. Marching forward in single file around room. 
 
 3. Arm: 
 
 (1) Shoulders, firm! 
 
 (Fingers to shoulders, elbows up.) 
 
 (2) Position! 
 
 4. Trunk: 
 
 (1) Trunk, sideward left. Bend. 
 
 (2) Position! 
 
 5. General: 
 
 Hopping on toes, with facings left and right. 
 (Four counts on each turn.) 
 
 6. Breathing. 
 
 Lesson VI 
 
 1. Preparatory commands. 
 
 2. On toes, raise! 
 
 Heels, sink! 
 
 3. Head: 
 
 (1) Head, firm! (Head up, elbows back.) 
 
 (2) Position! 
 
 4. Leg: 
 
 (1) Toe left sideward, place! 
 
 (2) Position! 
 
 5. General: 
 
 Running around room by rows, jump fence. 
 
 6. Breathing. 
 
 11 
 
DECEMBER 
 Lesson VII 
 
 1. Preparatory commands. 
 
 2. Quick changes from hips, firm! to head, firm! 
 
 (The word “change” instead of command will develop alert¬ 
 ness.) 
 
 3. Trunk: 
 
 (1) Knees, firm! 
 
 (2) Position! 
 
 4. Head: 
 
 (1) Head left, bend! 
 
 (2) Position! 
 
 5. Leg: 
 
 (1) Toe forward (backward) touch. Go! 
 
 (2) Position! 
 
 6. General : 
 
 Hopping, eight counts on left foot; then eight counts on right 
 foot. Go! 
 
 7. Breathing. 
 
 JANUARY 
 Lesson VI11 
 
 1. Preparatory commands. 
 
 2. Quick changes from hips, firm! to arms sideward, fling! (Palms 
 
 up.) 
 
 3. Head (slow rhythm): 
 
 (1) Head, forward (backward) bend! 
 
 (2) Position! 
 
 4. Arm: 
 
 (1) Arms sideward upward, raise! (Palms in.) 
 
 (2) Position! 
 
 5. Trunk: 
 
 (1) Trunk left twist, Go! 
 
 (2) Position! 
 
 6. General: 
 
 Skip by rows around room. 
 
 7. Breathing. 
 
 General review of Lessons I-VIII. 
 
 FEBRUARY 
 Lesson IX 
 
 1. Preparatory commands. 
 
 2. One step forward, march! (two counts). 
 
 One step backward, march! 
 
 12 
 
3. Arm: 
 
 (1) Arms forward, upward, raise! (Palms in.) 
 
 (2) Position! 
 
 4. Leg: 
 
 (1) roe left sideward touch. Go! 
 
 (2) Position! 
 
 5. General: 
 
 Ladder climbing. 
 
 6. Breathing. 
 
 MARCH 
 Lesson X 
 
 1. Preparatory commands. 
 
 2. Quick changes from head, firm! to arms upward, raise! 
 
 3. Leg and trunk: 
 
 (1) Foot left sideward, place! 
 
 (2) Trunk forward, bend! 
 
 (3) Trunk, raise! 
 
 (4) Position! 
 
 4. General: Jump seats. 
 
 5. Breathing. 
 
 Lesson XI 
 
 1. Preparatory commands. 
 
 2. Marching in place with facings left and right. 
 
 3. Arm: 
 
 (1) Arms upward, bend! 
 
 (2) Position! 
 
 4- Leg: 
 
 (1) Touching left toe forward and raising arms forward. Go 
 
 (2) Position! 
 
 5. General: 
 
 By rows, running around room, jump brook. 
 
 6. Breathing. 
 
 APRIL 
 Lesson XII 
 
 1. Preparatory commands. 
 
 2. Marching. 
 
 3. Arm: 
 
 (1) Arms upward, bend! 
 
 (2) Forward, thrust! 
 
 (3) Arms upward, bend! 
 
 (4) Position! 
 
 4. Leg: 
 
 ( 1) Touching left toe sideward and raising arms sideward. Go 
 
 (2) Position! 
 
 13 
 
5. General: Bicycle race. 
 
 Pupils standing in aisles, place hands on desks on either side 
 and lifting feet from floor make the feet go as though riding a 
 bicycle. 
 
 6. Breathing. 
 
 Lesson XIII 
 
 1. Preparatory commands. 
 
 2. About, face! Review left and right facings. 
 
 3. Arm and leg: 
 
 (1) Touching left toe forward and raising arms forward. Go! 
 
 (2) Touching left toe backward and raising arms upward. Go! 
 
 (3) Same as (1). 
 
 (4) Position! 
 
 4. General: High touch! 
 
 5. Breathing. 
 
 MAY 
 
 Lesson XIV 
 
 1. Preparatory command. 
 
 2. Review marching and all facings. 
 
 3. Review all arm movements. 
 
 4. Review all leg movements. 
 
 5. Review all trunk movements. 
 
 6. A general review of all exercises given through the year. 
 
 AFTERNOON RELIEF PERIODS 
 
 SUGGESTIONS 
 
 1. Skipping. 
 
 2. Marching. 
 
 3. Jump brook. 
 
 4. High touch. 
 
 5. Jump fence. 
 
 6. Jump seats. 
 
 7. Fire engine. 
 
 8. Hopping. 
 
 9. Ladder climbing. 
 
 10. Snowballing or ball throwing. 
 
 11. Stretching. 
 
 12. Do this, do that, or any short classroom game. 
 
 13. Short run out-of-doors. 
 
 14. Heads on desk and rest. 
 
 15. Form circle quickly. Any short game. 
 
 16. Give plenty of deep breathing, without rhythm. 
 
 14 
 
Dances 
 
GENERAL INSTRUCTIONS 
 
 1. The general effect of the work done in dancing should be a unity 
 
 of rhythm, harmony, and expression without expecting uniform¬ 
 ity in the manner of expression. 
 
 2. The dancer should not develop self-consciousness, but should freely 
 
 enter into the spirit of the dance. Preserve the spirit of play as 
 much as possible. 
 
 3. No work in small groups shall be encouraged and no solo work 
 
 given. 
 
 4. In September and first part of October develop the fundamental 
 
 steps for the work of the year in the following outline. See that 
 they are properly executed before taking up a dance and then 
 teach only one dance at a time. 
 
 5. The victrola can be used to advantage after the steps are learned. 
 
 6. For class work the class stands in good posture with heels together, 
 
 toes slightly turned out. Hands are placed lightly on hips, 
 fingers together. 
 
 a. The boy stands at the left of his partner and offers her his 
 right hand, palm up; the girl’s left hand with palm down is 
 given. 
 
 7. Keep the work varied and interesting. Have the position taken 
 
 correctly each time. 
 
 20 
 
SEPTEMBER 
 Fundamentals for Dances 
 
 E March to music. 
 
 a. Walk with foot slightly lifted and ankle extended before 
 each step. 
 
 2. Skip to music. 
 
 3. Sliding step to side. (Chasse.) 
 
 a. Make a long slide to the left with the left foot. (1) close the 
 right foot to the left. (2) repeat for twelve counts. Then repeat 
 to the right. 
 
 b. In more rapid time this step is a succession of sideways hops 
 done on toes with a very slight bending of the knees—a light 
 bounding motion. 
 
 4. Touch step forward. In this position the heel is inward and for¬ 
 
 ward and knee well out to the side. 
 
 a. One step forward left, point right toe, then one step forward 
 right, point left toe. Repeat. 
 
 b. Same as (1) to the side. 
 
 c. Three steps forward and point. 
 
 5. Touch step forward with left, step left. Touch step forward with 
 
 right, step right. Repeat. 
 
 a. Touch step forward left, sideways lett, forward left and step. 
 Repeat right, left, right. 
 
 6. Balance step. 
 
 a . Step left forward, bring right foot up to lett, raise and sink 
 heels. Repeat right forward. 
 
 b. Repeat left sideward and right sideward 
 
 c. Repeat left backward and right backward. 
 
 7. Bleking step. 
 
 a. With a hop, place right foot obliquely forward (toe up), 
 tipping body in same direction. Same with left toot. Repeat 
 right and left. 
 
 8. Bow. 
 
 Boy: With heels together, hands lightly on hips, he bends the 
 trunk and head forward from the hips. 
 
 Givi: Moving left (right) toot back about a toot, she places 
 the weight of that foot and points the toe ot the forward foot. 
 
 OCTOBER 
 
 Carrousel. Victrola record No. 1/086 
 See Burchenal, Folk Dances and Singing Games, p. -0. 
 
NOVEMBER 
 
 Come, Let Us be Joyful. Victrola record No. 1 /701 
 See Burchenal, Dances of the People, p. 74. 
 
 DECEMBER 
 
 Nixie Polka. Victrola record No. 17327 
 
 Formation: Single circle, face center, hands on hips, one child in cen¬ 
 ter as leader. 
 
 Measures 1-4. All take bleking step. Spring with feet forward alter¬ 
 nately, heel on floor, toe up. On last note clap hands once. 
 
 M easures 5-7. Leader runs twelve steps to meet a partner. Others in 
 place. 
 
 Measure 8. Stamp twice. 
 
 Repeat, leader and partner facing. As leader turns to run to 
 some other player, the partner follows, placing both hands on 
 leader’s shoulders. Repeat until all are in line. The line may 
 face about each time, alternating leaders. In large classes it is 
 well to start with two in the center, each leading his own line. 
 
 JANUARY 
 
 Polly-Wolly Doodle. Music, Polly-Wolly Doodle 
 
 Formation: Double circle facing partner, both hands joined, shoulder 
 high and raised sideways. 
 
 Measures 1,2. 4 slides to the left. 
 
 Measures 3, 4. 5 light stamps, turning once around, starting with out¬ 
 
 side foot, hands on hips. 
 
 Measures 5, 6. 4 slides back to place. 
 
 Measures 7, 8. Same as measures 3, 4. 
 
 M easures 9, 10. Make one bow to partner. 
 
 M easures 11, 12. Beginning right foot and facing to right, take 8 
 skip steps away from partner. During this step the inside part¬ 
 ner should be skipping around circle clockwise, while outside 
 partner skips contra clockwise. 
 
 M easures 13, 14. Face about, turning toward other line and take 8 
 skip steps back to partner. 
 
 Measures 15, 16. Join right hands with partner and skip around part¬ 
 ner twice with 8 skip steps. 
 
 9 ? 
 
FEBRUARY 
 
 Kinder Polka. Victrola record No. 17327 
 
 Formation: Single circle, partners facing, hands joined and arms ex¬ 
 tended at sides, shoulder high. 
 
 Measure 1. 2 slides toward center of circle. 
 
 Measure 2. Run three steps in place. Start inside foot. 
 
 Measure 3, 4. Repeat toward outside of circle. 
 
 Measures 5-8. Repeat 1-4. 
 
 Measure 9. Clap own thighs, then clap own hands. 
 
 Measure 10. Clap partner’s hands three times. 
 
 Measures 11, 12. Sames as measures 9-10. 
 
 Measure 13. Point right toe forward, place right elbow in left hand 
 and shake finger three times at partner. 
 
 M easure 14. Repeat with left foot and hand. 
 
 Measure 15. Turn complete circle to right with four running steps. 
 Measure 16. l ap three times, beginning with right foot. 
 
 Repeat from beginning. 
 
 MARCH 
 
 Slumber Boat. Victrola record No. 18448 
 
 Notes: 
 
 Point left forward, sideways, forward and step. 
 
 Point right forward, sideways, forward and step. 
 
 Repeat left and right. 
 
 Chorus: 
 
 Balance step to side left. (Step together, raise and sink.) 
 
 Balance step to right side. 
 
 Balance step backward left. 
 
 Balance step backward right. 
 
 Repeat the four balance steps. 
 
 Repeat whole. 
 
 When dance has been thoroughly learned, dance with partner, begin¬ 
 ning with outside foot. 
 
 APRIL 
 
 A Spring Frolic. Victrola record No. 17002 
 Formation: Single circle, partners facing. 
 
 Measures 1-4. Beginning with right foot, step and point right, left. 
 
 Measures 5-8. Clap right hands with partner—left together, right 
 together, left together. 
 
 23 
 
Measures 9-12. Link right elbows—skip 8 steps to left. 
 
 Measures 13-16. Link left elbows—skip 8 steps to right. 
 
 Measures 17-18. Joining hands in circle, 4 slides to right. 
 
 Measures 19-20. Joining hands in circle, 4 slides to left. 
 
 Measures 21-22. 4 steps toward center of circle. 
 
 Measures 23-24. 4 steps back. 
 
 Measures 1-8. Swing partner in place 8 slides to right, 7 slides to left 
 and bow. 
 
 MAY 
 
 General review of the work done through the year. 
 
 24 
 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 - 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Games 
 
GAMES 
 
 “No training will give the boy of eighteen the development which 
 should naturally be his, if the training of his previous life has been 
 neglected.” 
 
 GENERAL INSTRUCTIONS 
 
 1. l each one game at a time and teach it thoroughly. 
 
 2. Know the rules yourself and teach them to your class. 
 
 3. All children should play. 
 
 4. Be firm, resourceful and play yourself. 
 
 3. See that the selfish pupils do not have the lion's share of the play. 
 
 6. Do not treat the children as though they were fragile. 
 
 7. Return to popular games from time to time. 
 
 8. Play for the sake of playing and not for the sake of winning. 
 
 9. For scheduled recess periods each class should be assigned to its 
 
 own section of the playground. 
 
 30 
 
SEPTEMBER 
 
 Pire Engine 
 
 Number rows. 1 he teacher claps her hands a certain number of 
 times (fire alarm). I he row of corresponding number gallops once 
 around room and back to place. Occasionally have the fire break out 
 at night when firemen are sleeping. 
 
 Swimming Pool 
 
 Players stand in single line. A line to the left is known as the 
 “bank” and a line to the right is called the “pool”. The leader calls 
 out, “On the bank!” and the players jump on the bank. He then 
 calls out, “In the pool!” and the players jump into the pool. The 
 leader by quick and varied commands will, try to catch as many as 
 possible. Those who jump across or remain behind when the com¬ 
 mand is given to do otherwise are out of the game. 
 
 Adapt this game to the classroom by using rows in and out of 
 seats. 
 
 Teacher Ball 
 
 A leader is chosen for each group of 10 or 12 players. The players 
 are in a line and the leader is ten feet away in front. The leader tosses 
 the ball or bean bag to the players in turn, beginning at the head. Any 
 player missing goes to the foot. If the leader misses he goes to the foot 
 and the head becomes leader. This game may be played with the class 
 in circle formation. 
 
 Cat and Mice 
 
 Players form a circle with about 6 children (mice) in center, and 
 one player (the old cat) outside the circle. I he old cat creeps up and 
 runs into the circle. As soon as the old cat catches a mouse, he returns 
 to the circle. The last one to be caught becomes the old cat for the 
 next game and chooses 6 more mice. 
 
 Stoop Tag 
 
 The same as ordinary tag except that a pupil who stoops (lull knee 
 bend) is immune from the tagger. 1 his may be in circle formation oi 
 
 free play. 
 
 OCTOBER 
 High Touch 
 
 Class is formed in a single file and at signal number one runs from 
 a given mark and with a jump tries to touch a bell, eraser, etc., he c 
 high by the teacher. Continue till all have had a try. 
 
 31 
 
Right and Left Change 
 
 
 Class is seated. The command is given, “'To the right, change!” 
 and each pupil changes to the seat on his right. The right-hand row 
 stands, marches and takes the empty seats on the left of the room. 
 The same may be done to the left or alternately. This is a good game 
 for a relief period occasionally. 
 
 Slap Jack 
 
 Pupils stand in circle facing inward with hand behind body. The 
 tagger runs around the outside of the circle and tags someone on the 
 hand, continuing to run in the same direction. The one tagged runs in 
 the opposite direction, trying to get back to his place before the tagger. 
 The one failing to reach place first becomes the next tagger. 
 
 Automobile 
 
 Four couples are chosen to form arches (railroad track) in each 
 corner of the room. The rest of the class are automobiles running in 
 single file about the room through the arches. When the teacher blows 
 the whistle, the arches lower, and if an automobile is caught, it is 
 wrecked and goes to its garage (seat). 
 
 Midnight 
 
 One player is the fox and the others sheep. The fox may catch the 
 sheep only at midnight. The game starts with the fox standing in a 
 den marked in one corner of the playground, and the sheep in a sheep- 
 fold marked in the diagonally opposite corner. The fox leaves his den 
 and wanders about the meadow (playground), whereupon the sheep 
 also come forth and scatter around, approaching as close to the fox as 
 they dare. They keep asking him, “What time is it?” and he answers 
 with any hour he chooses. Should he say, “Three o’clock,” or “Eleven 
 o’clock,” etc., they are safe; bdt should he say, “Midnight,” they must 
 run for the sheepfold as fast as possible, the fox chasing them. Any 
 sheep caught changes places with the fox, and the game is repeated. 
 When played in a classroom, only a few children should be selected 
 for sheep. 
 
 NOVEMBER 
 Crossing the Brook 
 
 Draw two lines on the floor 3 feet apart—in front of room—to rep¬ 
 resent brook. Have each row run around and jump over “brook”. 
 
 32 
 
Jack in the Box 
 
 Pupils sit in seat facing with i'eet in left aisle, heads down. Teacher 
 gives the command, Jack out of the box, and pupils jump up quickly. 
 I hen teacher says, Jack in the box,” and pupils quickly take seats. 
 The teacher can give varied and quick commands. Pupils must be 
 aleit and do only as commanded. I hose making mistakes must remain 
 in their seats, out of the game. 
 
 Center Ball 
 
 Playeis form a circle lacing inward with one in the center holding a 
 ball. He tosses it to some player who must catch it, place it in the 
 center of the circle and quickly chase the one who threw it. The one 
 who threw the ball runs out of the circle and tries to return and touch 
 the ball before being tagged. If he is tagged he rejoins the circle and 
 the other player throws the ball. If he is not tagged before returning 
 to the ball, he throws again. 
 
 Pinch—0 
 
 One player is chaser and the others stand in a line five feet in front 
 of him with hands joined. One end player says, “Pinch,” and a pinch 
 is passed along down the line (concealed from the chaser as much as 
 possible) to the other end player, who calls out “O”. Immediately the 
 line breaks and runs for “home”, a line determined at one end of the 
 yard some distance away. Any caught by the chaser must join him 
 in tagging the others, when the game is repeated. The last one to be 
 caught is the winner. 
 
 Arch Relay 
 
 Line formation, taking arms distance, captain the first in line. I he 
 ball is passed back overhead, each player receiving and passing the ball 
 back. The last man in the line on receiving the ball runs to the front, 
 passes the ball to the first in line, and takes his position at arm s dis¬ 
 tance. This is repeated until each player has his turn. I he captain 
 being the last to receive the ball, will run across the finish line, ten 
 feet ahead of the line formation. 
 
 DECEMBER 
 
 Jump the Pence 
 
 Place stick across two seats. Have each row run around and jump 
 “over the fence”. 
 
 33 
 
Have You Seen My Sheep? 
 
 One person is ''it”, and standing before the class asks the question, 
 "Have you seen my sheep?” The class answers, "No, what does it look 
 like?” “It” then describes some boy or girl in the room. The one 
 described at once stands and chases “it”. If he catches him, he is “it”. 
 If he fails to catch “it”, “it” has another turn. 
 
 f 
 
 Guess Who? 
 
 One pupil before the class imitates some characteristic motion or 
 habit of a classmate. The class tries to guess who it is. The one 
 guessing correctly may do the next “stunt”. 
 
 Hare and Hound 
 
 Class stands in circle formation. Two articles as a bean bag and 
 ball representing a hare and a hound are started, one a short distance 
 from the other. At the signal, “Go,” the objects are passed as rapidly 
 as possible around the circle, the hound trying to catch the hare. If 
 the hare has not been caught after three trips around, it wins the game. 
 
 The class may also stand in two lines, passing the objects zig-zag 
 down the line. 
 
 Number Race 
 
 Send a representative from each row to the board. Teacher gives 
 some simple example in addition or multiplication. Each pupil writes 
 it down and puts down the correct answer, immediately runs to the 
 right around the room and returns to his place, pointing at his answer 
 with his finger. The one to return first wins a point for his row. Then 
 another group is sent, until all have had a turn. The teacher keeps the 
 total score by rows. The teacher may use this race for spelling also. 
 
 JANUARY 
 
 Whirlwind 
 
 Class stands in rows. The leader in front of class says, “The wind 
 blows east,” upon which all turn east. At the command, “The wind 
 blows west,” all turn west, etc. Occasionally he may say, “The wind 
 blows a whirlwind,” whereupon all turn a complete circle in place. 
 Should the leader say, “Whirlwind” only, all remain still. Anyone 
 caught at this point drops out. The player standing up longest wins. 
 
 34 
 
Five Steps 
 
 All playeis line up with a leader in front. 1 he leader stands with 
 back to players, blinding his eyes. 1 he players advance toward a goal 
 line 50 yards off, but must be absolutely motionless when the leader, 
 after counting 1, 2, 3, 4, 5, looks around. Any caught have to go to 
 starting line again. The first to reach the finish line may be leader for 
 the next game. 
 
 This game may be played in the classroom as well as outside. 
 
 Bean Bag Balance Relay 
 
 Each row has a representative with a bean bag. \ hese pupils stand 
 at the back of the room and on the word, “Go,” balancing the bean bag 
 on heads, advance as rapidly as possible to the front of the room. The 
 first to reach the board wins. I he game thus continues until all have 
 played and a total score is kept by rows. 
 
 Bean Bag Circle Pass Relay 
 
 Class stands in two circles, each circle around two rows of desks. 
 Each circle has a captain with a bean bag. At the signal, “Go,” the 
 captain passes the bean bag to the left, each player receiving and pass¬ 
 ing it on around the circle until it has made three trips. The captain 
 on receiving the bean bag the third time holds it in the air. 
 
 Other variations of this relay can be used, as: 
 
 (1) Captain touch floor and pass, each pupil repeating the same 
 
 motion. 
 
 (2) Spin once around and pass. 
 
 (3) Toss, caught and pass. 
 
 ( 4) Captain stand in center and pass to each player in turn around 
 the circle. 
 
 FEBRUARY 
 Beast, Bird, Fish 
 
 Class remains seated. One pupil who is “it/ goes to anothei and 
 points at him quickly and says, “Beast, bird or fish, then repeats one 
 of the classes and counts ten, whereupon he must name some beast, bird 
 or fish, according to the last class named. Should he tail to do so, he 
 must become “it”. Should he succeed, it has to try to catch another 
 
 person. 
 
 Seat Tag 
 
 Same as ordinary tag except that the runner may at any time sit 
 with a classmate, who automatically becomes “it and chases the per¬ 
 son who was “it”. 
 
 35 
 
Sharp Eyes 
 
 1. One player is sent from the room. While absent, one of the 
 pupils hides some small object which has been shown to the absent one. 
 When hidden, the absent player is recalled and hunts for the object. 
 While he is doing this, the others clap or sing softly when he is far away, 
 louder as he nears the object. 
 
 2. The class may all place heads on desk and be sure to cover the 
 eyes. One pupil hides the ring or object used. When ready, a signal 
 is given and all raise heads. One row is sent to look for the object. 
 As soon as a player sees it he makes no sound, but quietly takes his 
 seat, and so the game continues till all are in their seats. The first to 
 find it may hide it for the next game. 
 
 Lost Seat 
 
 One player is “it" and stands in front of the class. The class 
 remains seated and toward the back of the room is one vacant seat for 
 “it”. He must try to get this vacant seat, but the pupils will try to 
 keep changing seats so that “it” can never secure his “lost seat”. Should 
 he secure a seat, the one who lets him in shall be “it”. In case of ques¬ 
 tion, he may decide who shall be “it". 
 
 MARCH 
 
 Do This, Do That 
 
 All players stand facing one of their number who is the leader. The 
 one who is leading assumes any position or imitates any action, at the 
 same time saying, “Do this,’’ and the others immediately imitate. 
 Should the leader at any time say, “Do that,” instead of “Do this,” 
 any player who imitates the action performed must be seated. 
 
 Schoolroom Tag 
 
 Mark a circle on floor in front of desks. Choose a player to be 
 “it". He stands near, but not in the circle, and calls the names of 
 three players. The players must rise and try to reach the circle with¬ 
 out being tagged. They may run in any aisle in either direction. The 
 first to reach the circle is “it”, and may name three more. 
 
 Initial Tag 
 
 A pupil who is “it" is sent to the board. He writes down the initial 
 of some pupil in the room. That pupil is to try to tag “it” before he 
 can return to his seat. If successful, he becomes “it”. 
 
 36 
 
Three Deep 
 
 Pupils stand in double circle facing inward about three or live feet 
 apart. I he teacher appoints a runner and a tagger. The runner may 
 go any place outside of circle, and to avoid being tagged tries to place 
 himself in front of one ol the couples. As soon as a pupil becomes the 
 
 third one he becomes the runner. If the runner is tagged he becomes 
 the tagger. 
 
 APRIL 
 See and Say 
 
 I eachei may place 15 to 20 articles on a desk or table. One pupil 
 is called up and allowed ten seconds to study the articles. I he articles 
 aie then covered, and the pupil is asked to name as many things as 
 possible. Competition by rows could also be used, allowing one child 
 from each row to come up at the same time, then return to his seat and 
 write on a slip of paper as many as he can remember. 
 
 Club Snatch 
 
 A goal is marked off across each end of the play space. Midway 
 between the goals, an Indian club is placed. Players are divided into 
 two equal teams, each having a captain. Each team takes its place on 
 one of the goals. 'I he object of the game is for one of the runners to 
 snatch the club and return to his goal before a runner from the oppo¬ 
 site goal tags him, both leaving their bases at the same time. The 
 players are numbered, each having a turn to run. The person in charge 
 calls the numbers and keeps the score. Should a player succeed in 
 reaching his goal before the other player can tag him, his team scores 
 one point. Should he be tagged before he can return with his trophy, 
 the opponent scores one point. The club is replaced after each run and 
 players return to their original teams. When each runner has run 
 once, teams exchange goals and run a second time. The team wins 
 which has the highest score at the end of the second round. 
 
 Touch Race 
 
 From a given point or line the pupils may run to a. fence, wall, trees 
 or the school building, and after touching it, return to starting point. 
 The first one crossing the line is the winner. I he whole class may par¬ 
 ticipate or it may be divided up into groups of fours, eights, etc. I his 
 game may be varied by having the pupils turn around to left alter 
 striking the building with the left hand, turning to the right alter 
 striking it with the right hand, striking it three times with the hand, etc. 
 
 37 
 
Couple Tag (As Ordinary Tag) 
 
 All players but two hook arms in couples. Of the two free, one is 
 “it”, and the other a runner. The runner may save himself by lock¬ 
 ing arms with either member of the couple he chooses. The third party 
 of that group becomes the runner. If the runner at any time be tagged, 
 he becomes “it” and “it” becomes runner. 
 
 MAY 
 
 Magic Game 
 Handkerchief Tag 
 
 One player has a handkerchief, one is chaser. The players are scat¬ 
 tered about the field. The chaser runs after the one who has the hand¬ 
 kerchief. To save himself from being tagged, he gives the handkerchief 
 to another, who is chased. Should the chaser tag the one holding the 
 handkerchief, that one becomes chaser. 
 
 Rope Jumping 
 
 For variations, see Bancroft, pages 118-120. 
 
 Stride Relay 
 
 The players are divided into two or more divisions of equal num¬ 
 ber. The first player of each team stands on a line and the other 
 players of his team line up directly behind him in a stride position. 
 The first player in each row has a ball, and at the leader’s command, 
 rolls it between his feet to the next player behind him, who passes it on 
 to the next player. If the ball is going rapidly and in a straight line 
 between the feet, the players should not stop the ball; only when the 
 ball is going slowly or off to one side, should it be touched. When the 
 last player receives the ball he runs to the front position, while all the 
 other players move back one position. If the ball strikes a player and 
 rolls away, it must be passed between the feet of that player while in 
 position. If the ball rolls away some distance, it should be secured by 
 another player, and thrown to the proper player. The team wins, 
 whose first player, after receiving the ball at the end of the line, first 
 crosses a finishing line some distance in front of the first positions. 
 
 Review other games from previous months which can be used on the 
 playground. 
 
 38 
 
LIST OF HANDY ARTICL ES FOR CLASSROOM 
 
 Bean bags. 
 
 Yardstick. 
 
 Whistle. 
 
 Rubber ball. 
 
 Wire ring or bracelet. 
 
 Clothes pins. 
 
 Large paper bags. 
 
 Spools. 
 
 39 
 
Physical Education 
 
 by 
 
 Herbert W. Park 
 
 Supervisor of Physical Education 
 
 Public Schools 
 Greensboro, N. C. 
 1923 
 
DEDICATION 
 
 To the Children of Greensboro 
 
 If this hook will add a little joy and laughter to the 
 daily routine of the regular class work, and if, in the 
 after school hours it will teach them to play to win with 
 all their might, but with this cultivate a sense of honor, 
 it has then served its purpose. 
 
PHYSICAL TRAINING 
 
 Through wisely directed play to develop a 100% American. 
 
 A Moral Code for Children 
 In Ten Laws 
 
 Aims: Patriotism, Health, Self-Control. 
 
 1. The Law of Health: I he Good American I ries to Gain and to 
 
 Keep Perfect Health. 
 
 2. The Law of Self-Control: The Good American Controls Himself. 
 
 3. The Law of Self-Reliance : The Good American is Self-Reliant. 
 
 4. The Law of Reliability : The Good American is Reliable. 
 
 5. The Law of Clean Play: The Good American Plays Fair. 
 
 6 . The Law of Duty: The Good American Does his Duty. 
 
 7. The Law of Good Workmanship : A he Good American Tries to do 
 
 the Right Thing in the Right Way. 
 
 8. The Law of Team-Work: The Good American Works in Friendly 
 
 Co-operation with his Fellow Workers. 
 
 9. The Law of Kindness: 1 he Good American is Kind. 
 
 10. The Law of Loyalty: I he Good American is Loyal. 
 
 3 
 
 \ 
 
PROGRAM FOR GRADES 4 - 7 
 
 Each class shall include in its program a minimum of 150 min¬ 
 utes weekly, divided approximately into the following periods: Fifty 
 minutes weekly for relief periods (ten minutes daily), twenty min¬ 
 utes a week for a supervisor’s period, and one hundred minutes a 
 week (twenty minutes daily) for organized recess period. In the 
 organized recess period vary the lessons with the rhythmic work and 
 games outlined. 
 
 O • 
 
 TO THE TEACHER 
 
 1. Although children tend to enter into all activities spontaneously, 
 
 they need adult leadership, and if they have not this adult 
 leadership, the play and the education involved in play break 
 down. 
 
 2. You as a teacher should feel the responsibility of this leadership. 
 
 3. The success of all depends on the attitude of the one in charge. 
 
 Enthusiastic and prompt leadership is the main thing. 
 
 4. Play, if wisely conducted, produces health habits—physical, men¬ 
 
 tal and moral—according to the leadership. 
 
 5. Teach one game at a time and teach it thoroughly. 
 
 6. Know the rules yourself and teach them to your class. 
 
 7. Never let the class rule the period. Plan periods, set rules, and 
 
 abide by them. 
 
 8. All children should play. Be firm and resourceful and play your¬ 
 
 self. 
 
 9. Do not treat children as though they were fragile. 
 
 10. When supervisor or assistant is giving work in your room, note 
 
 work done, especially methods of presenting work, and rhythm. 
 The demonstration is for your benefit. Be prepared to demon¬ 
 strate class work for supervisor or assistants at any time. 
 
 11. The Physical Training Program is for every one in so far as he 
 
 or she is physically fit and capable of doing so. 
 
 12. A thorough physical examination will discover pupils who should 
 
 be excused from certain exercises and point out others who may 
 take special exercises. 
 
 4 
 
Relief Periods 
 
GENERAL INSTRUCTIONS 
 
 1. Schedule two relief periods in the morning and one in the after¬ 
 
 noon. 
 
 2. Make these periods attractive and interesting. 
 
 3. Keep the class alert. 
 
 4. Teachers need relief as well as the children. 
 
 5. Give the rooms a general airing at this period. 
 
 a. Monitors or class health officers may be appointed to assist 
 the teacher in these duties. 
 
 6. Remove litter that may have appeared and put room in order. 
 
 7. Fake class out-of-doors, providing conditions are favorable. 
 
 8. You and the class will get out of this period as much as you put 
 
 into it. 
 
 9. All exercises for head, trunk, and leg should be executed from 
 
 “hips firm" unless other arm positions are designated. 
 
 10. In trunk and head exercises make the rhythm slower than in arm 
 
 and leg exercises. 
 
 11. Exercises described to the left only, should be executed to the right 
 
 also, and when learned should be alternately left and right. 
 
 12. Each exercise should be executed at least four times. 
 
 13. Rhythmic counting by teacher or class while an exercise is being 
 
 taken is helpful, but after perfecting the exercise, the class may 
 keep the rhythm without loud counting. 
 
 14. If floor shakes while the class takes marching, running, or jump¬ 
 
 ing exercises, have one row take them at a time. All jumping 
 and running should be executed lightly on the toes. 
 
 15. Preparatory commands for every relief period: 
 
 Class, ready for exercises! 
 
 (Remove coats or sweaters; windows opened.) 
 
 Class, sitting position! 
 
 Class, stand! (in two counts). 
 
 Class, at ease! 
 
 Class, attention! 
 
 16. Closing commands for every relief period. 
 
 Class, be seated! (in two counts). 
 
 17. I eachers shall use the nomenclature exactly as given in this syl¬ 
 
 labus. 
 
 Correct Sitting Position 
 
 beet flat on the floor under the desk, knees forming right angle, 
 sit well back in the seat with whole spine supported by back of chair. 
 Clasp hands on top of desk. 
 
 6 
 
Ready to Stand 
 
 Class, ready to stand! (in two counts). On one slide to right (left) 
 ol seat with right (left) loot in aisle (outside of iron brace of desk), 
 gripping each side of the top ol desk. On two , with slight push from 
 desk, stand in the middle of aisle at attention. 
 
 Standing Position 
 
 Heels together, toes slightly turned out, weight resting equally on 
 ball of feet and heels, arms down, hands close to thighs, chest broad, 
 chin in, stand as tall as possible. 
 
 Breathing 
 
 West Point. As standing position, rotate the arms from the should¬ 
 ers until the palms face outward, with deep breathing. Return to 
 standing position and exhale. Inhale for four counts, hold four counts, 
 exhale slowly for four counts. Use this exercise in the morning. In 
 afternoon use breathing exercise without cadence. 
 
 At Ease (Standing) 
 
 Feet apart with 
 grasped behind. 
 
 weight equally distributed 
 At Ease (Sitting) 
 
 on 
 
 both feet, hands 
 
 Sit in a rest position. 
 
 Attention 
 
 To obtain attention of the class command: Class, attention! (As 
 standing position.) 
 
 Correct Walking 
 
 Urge the straight forward position of the feet in walking. (Indian 
 fashion.) 
 
 Marching 
 
 Facings: 
 
 (I) Right (left). (2) Face! 
 
 Raise slightly the left heel and right toe; lace to the light, turning 
 on the right heel, assisted by a slight pressure on the ball of the left 
 foot; place the left foot by the side of the right. Felt lace is executed 
 on the left heel in the corresponding manner. 
 
 (1) About. (2) Face! 
 
 Carry the toe of the right foot about a half foot length to the real 
 and slightly to the left of the left heel without changing the position ol 
 
 / 
 
the left foot; face to the rear, turning to the right on the left heel and 
 right toe; place the right heel by the side of the left. (Always turn to 
 the right.) 
 
 Mark time, March! 
 
 On the command, March! beginning with the left foot alternately 
 raise each foot about two inches and replace it on line with the other. 
 
 Halt! 
 
 At the command, Halt! given as either foot strikes the ground, 
 place the other foot as in marching; raise and place the first foot by 
 .the side of the other. # 
 
 Forward, March! 
 
 At the command, March! advance forward with the left foot. 
 Backward, March! 
 
 At the command, March! step backward with the left foot. 
 
 Posture 
 
 Good posture should be emphasized in every lesson. Each room 
 shall be graded three times a year, using the “Triple Test.” It shall 
 include: Test for standing position, marching and exercises. Super¬ 
 visors will give these tests. 
 
 S 
 
Best Standing Position 
 
 One type of correct weight carrying 
 
 Correct Walking Position 
 
 9 
 
LESSONS FOR MORNING RELIEF PERIODS 
 
 SEPTEMBER 
 
 The lesson for this month will cover only simple fundamental exer¬ 
 cises to review thoroughly a standard nomenclature This work shall 
 be given until well developed. Then begin lessons for October. 
 
 In each relief period take an exercise from 2 or 3 units and in the 
 order given, always giving plenty of deep breathing at the close of the 
 lesson. 
 
 Unit I. Introductory: 
 
 Facings and Marching. 
 
 Unit II. 
 1 . 
 2 . 
 
 3. 
 
 Unit III. 
 1 . 
 
 2 . 
 . 3. 
 
 4. 
 
 5. 
 
 6 . 
 »-“T 
 /. 
 
 8. 
 
 9. 
 
 10 . 
 
 Unit IV. 
 1. 
 2 _ 
 
 3. 
 
 4. 
 
 5 . 
 
 Unit V. 
 
 1 . 
 
 2 . 
 
 3. 
 
 Unit VI. 
 
 Head (from hips—firm) : 
 
 Head left (right)—Bend! Position! 
 
 Head forward—Bend! Position! 
 
 Head backward—Bend! Position! 
 
 Arm: 
 
 Arms forward—Raise! Position! (palms in). 
 Arms sideward—Raise! Position! (palms down). 
 Arms sideward upward—Raise! Position ! 
 
 Arms forward upward—Raise! Position ' 
 
 Arms upward—Bend! Position ! 
 
 Head—firm! (elbows back). 
 
 Chest—firm! 
 
 Shoulders—firm! 
 
 Hips—firm! 
 
 Knees—firm! 
 
 Ueg (from hips—firm): 
 
 Feet—Close! Open! 
 
 On toes—Raise! Heels, sink! 
 
 Quarter knee bend—Bend! 
 
 Ueft (right) foot forward—Place! Position! 
 
 Ueft (right) foot sideward—Place! Position! 
 
 I runk (from hips—firm): 
 
 Trunk forward—Bend! Position! 
 
 Trunk, left (right)—Bend! Position! 
 
 Trunk, left (right)—Twist! Position! 
 
 Breathing—West Point. 
 
 OCTOBER 
 
 I. Preparatory commands. 
 
 II. Stretching (as when tired). 
 
III. Head (from hips—firm): 
 
 1. Head backward bend and left (right) toe backward touch— 
 
 Go! 
 
 2. Position! 
 
 IV. Arm (from arms upward—bend): 
 
 1. Arms forward—Thrust! 
 
 2. Arms upward—Bend! 
 
 3. Arms sideward—Thrust! 
 
 4. Arms upward—Bend! 
 
 V. Trunk: 
 
 1. Swing arms left; twist trunk left—Go! 
 
 2. Position! 
 
 VI. General: Each row run around room. 
 
 VII. Breathing—West Point. 
 
 NOVEMBER 
 
 I. Preparatory commands. 
 
 II. Breathing—West Point. 
 
 III. Facings—left, right, about. 
 
 IV. Arm: 
 
 ’ Quick changes between— 
 
 Head—firm! 
 
 Hips—firm! 
 
 Knees—firm! 
 
 Note .—Class may do these three motions in rhythm to the tune ot 
 
 “Yankee Doodle” or such. 
 
 V. Leg (from hips—firm): 
 
 1. On toes—Raise!, 
 
 2. Knees—Bend! 
 
 3. On toes—Raise! 
 
 4. Heels—Sink! 
 
 VI. Trunk (from hips—firm): 
 
 1. Trunk forward—Bend! 
 
 2. Position! 
 
 VIE General: Running in place. 
 
 VIII. Breathing exercise, after being seated. 
 
 DECEMBER 
 
 I. Preparatory commands. 
 
 II. Breathing. 
 
 HI. Facings and Marching. 
 
 11 
 
IV. Arm: 
 
 1. Arms sideward—Raise! 
 
 2. Arms forward—Stretch! 
 
 3. Arms upward—Raise! 
 
 4. Arms sideward, downward—Lower! 
 
 V. Trunk and leg (from hips—firm): 
 
 1. Left (right) foot sideward—Place! 
 
 2. Trunk left—Twist! 
 
 3. Trunk front—Twist! 
 
 4. Position! 
 
 VI. Abdominal, Arm: 
 
 1. Left (right) knee upward bend and shoulders firm—Go! 
 
 2. Position! 
 
 VII. General: Jumping to stride. 
 
 VIII. Breathing—West Point. 
 
 JANUARY 
 
 I. Preparatory commands. 
 
 II. Stretching (as when tired). 
 
 III. Facing and marching. 
 
 IV. Arm (from chest—firm): 
 
 1. Arms sideward fling (palms up) and on toes, raise—Go! 
 
 2. Position! 
 
 V. Trunk (from head—firm): 
 
 1. Trunk left (right)—Bend! 
 
 2. Position! 
 
 VI. Leg, Arm: 
 
 1. Left toe forward, touch and arms forward, raise—Go! 
 
 2. Left toe sideward, touch and arms sideward, fling-—Go! 
 
 3. Same as (1). 
 
 4. Position! 
 
 VII. General. Do the following exercise while marking time: 
 
 1. Arms sideward—Raise! (snap fingers). 
 
 2. Overhead, clap! 
 
 3. Same as (1). 
 
 4. Position! 
 
 VIII. Breathing—West Point. 
 
 Lessons for the second semester will be given out in bulletin form. 
 
 12 
 
SUGGESTED MATERIAL FOR THE AFTERNOON RELIEF 
 
 PERIOD 
 
 1. Any of the morning exercises executed in rhythm or set to some 
 
 tune which the class can sing. 
 
 2. Marching. 
 
 3. High touch. 
 
 4. Skipping. 
 
 5. Stretching (as when tired). 
 
 6. Do This, Do That, or any short classroom game. 
 
 7. Head on desk and rest. 
 
 8. Short run out-of-doors. 
 
 9. Plenty of deep breathing. 
 

 
 

 
Dances 
 
GENERAL INSTRUCTIONS 
 
 I. The general effect of the work done in dancing should be a unity 
 
 of rhythm, harmony and expression without expecting uniform¬ 
 ity in the manner of expression. 
 
 II. The dancer should not develop self-consciousness, but should freely 
 
 enter into the spirit of the dance. Preserve the spirit of play 
 as much as possible. 
 
 III. No work in small groups shall be encouraged and no solo work 
 
 given. 
 
 IV. In September and first part of October develop the fundamental 
 
 steps for the work of the year in the following outline. See 
 that they are properly executed before taking up a dance and 
 teach only one dance at a time. 
 
 V. The victrola can be used to advantage after the steps are learned. 
 
 VI. For class work the class stands in good posture with heels to¬ 
 
 gether, toes slightly turned out. Hands are placed lightly on 
 hips, fingers together. 
 
 1. The boy stands at the left of his partner and offers her his 
 right hand, palm up, and the girl’s left hand with palm down is 
 given. 
 
 VII. Keep the work varied and interesting and have the positions 
 taken correctly each time. 
 
 VIII. If, in the opinion of the director, a class has completed the 
 dances for their own grade in an efficient manner so that they 
 can take more, an "optional” has been placed in the outline for 
 each grade, or she may review any dances of previous grades. 
 
 20 
 
FUNDAMENTALS FOR DANCES 
 
 I. March to music. 
 
 1. Walk with foot slightly lifted and ankle extended before each 
 step. 
 
 II. Skip to music. 
 
 III. Sliding step to side (Chasse). 
 
 1. Make a long slide to the left with the left foot (1), close the 
 right foot to the left (2). Repeat for twelve counts. Then 
 repeat to the right. 
 
 2. In more rapid tune this step is a succession of sideways hops 
 done on toes with a very slight bending of the knees. A 
 light bounding motion. 
 
 IV. Touch step forward. In this position the heel is inward and for¬ 
 
 ward and knee well out to the side. 
 
 • 1. One step forward left and point right toe, then one step 
 
 forward right and point left toe. Repeat. 
 
 2. Same as (1) to the side. 
 
 3. Three steps forward and point. 
 
 V. Point left forward and step left forward. Repeat right. 
 
 1. Point forward, sideward, forward. Step forward. 
 
 VI. Polka step. 
 
 1. Heel and toe polka. 
 
 VII. Bleking step. 
 
 1. With hop, place right foot obliquely forward (toe up) tip¬ 
 ping body in same direction. Same with left foot. Repeat 
 right and left. 
 
 VIII. Bow. 
 
 • * Boy: With heels together and hands lightly on hips he bends 
 
 the trunk and head forward from the hips. 
 
 Girl: Moving left (right) foot back about a foot, she places 
 the weight to that foot and points the toe ol the forward 
 
 foot. 
 
DANCES —GRADE 4 
 
 SEPTEMBER 
 
 Review thoroughly the outline on “Fundamentals for Dances”. 
 
 OCTOBER — NOVEMBER 
 
 Gustav Skoal. Victrola record No. 17330. 
 
 See Burchenal, Dances of the People, p. ? 6 . 
 
 DECEMBER — JANUARY 
 
 Klappdans. Victrola record No. 17084. 
 
 See Burchenal, Dances of the People, p. 38. 
 
 FEBRUARY —MARCH 
 
 Minuet. Victrola record No. 17087. 
 
 Clarke, Physical Training, p. 111. 
 
 APRIL—MAY 
 
 Seven Jumps. Victrola record No. 17777 
 See Burchenal, Dances of the People, p. 68. 
 
 OPTIONAL 
 
 i 
 
 Children's Reel. Victrola record No. 17329. 
 
 Formation: Sets of four. Partners side by side, facing the opposite 
 couple with the boys at the left of the girls. Partners' inside 
 hands joined to girls’ holding the skirt daintily. 
 
 Step I. 
 
 Step and bend sideways to the right and same to the left. 
 
 Four chasses in a half circle to the right and by this the couples have 
 changed places. (Count one and two and three and four and.) 
 
 Repeat all, beginning with step and bend to the left. 
 
 Step II. 
 
 The girls in each set change places with four chasses, beginning with 
 the right foot and with hands at skirts. Boys then do the same with 
 hands on hips. Now the couples have changed places. 
 
 All give right hand to the opposite, and pass by with one polka 
 step (polka-step, together, step). 
 
 Making a quarter turn, give left hand to partner and pass by, finish¬ 
 ing in the place from which the dance started. 
 
 Bow to partner (boys—hands at hips, girls—holding skirts. Count¬ 
 ing one and two and). 
 
 Bow to opposite, counting three and four and. 
 
DANCES —GRADE 5 
 
 SEPTEMBER 
 
 Review thoroughly the outline on “Fundamentals for Dances”. 
 
 OCTOBER — NOVEMBER 
 
 Bleking. Victrola record No. 17085 
 Burchenal, Dances of the People, p. 52. 
 
 DECEMBER —JANUARY 
 
 Butterfly. Victrola record No. 17845. 
 
 1. Position for first half of dance. 
 
 Gentleman s right arm is extended lightly across the shoulders of 
 the lady who stands at his right side. Lady lifts her right hand and 
 taking his right hand lifts it above her head. 
 
 I he lady extends her left hand across and in front of the gentleman, 
 placing it in gentleman’s left hand. Shoulders high. 
 
 2. Step for the first half of dance. 
 
 Barn dance forward. Run forward three steps, left, right, left, and 
 hop on the supporting foot. Repeat, beginning with the right foot. 
 
 3. Second half of dance. 
 
 Gentleman drops lady’s right hand from his right, and lady dances 
 in circle around gentleman until she regains her original position at the 
 right of the gentleman, using four “step-hop” steps. 
 
 Gentleman dances two “step-hop” steps in place and turns quickly 
 after her and with two more “step-hop” steps regains his original posi¬ 
 tion at the left of the lady. Continue as long as desired. 
 
 FEBRUARY —MARCH 
 
 Ribbon Dance. Victrola record No. 17329. 
 
 Burchenal, Dance of the People, p. 13. 
 
 APRIL— MAY 
 
 Ace of Diamonds. Victrola record No. 17083. 
 
 Burchenal, Folk Dances and Singing Games, p. 6. 
 
 OPTIONAL 
 
 Crested Hen. Victrola record No. 17159 
 Burchenal, Dances of the People, p. 61. 
 
DANCES —GRADE 6 
 
 SEPTEMBER 
 
 Review thoroughly the outline of “Fundamentals for Dances”. 
 
 OCTOBER — NOVEMBER 
 
 Sellenger's Round. Victrola record No. 18010. 
 
 Clarke, Physical Training, p. 248. 
 
 DECEMBER —JANUARY 
 
 How Do You Do? Victrola record No. 18616. 
 
 Formation: Circle around room, sets of four couples facing. 
 
 1. Inside hands joined, outside on skirt (or at waist). Four slides to 
 
 left; four slides back to place (eight counts). Hands joined, 
 eight slides around to left (eight counts). 
 
 2. Forward and back (eight counts). Forward and “How do you 
 
 do?” (eight counts). On “how”, join right hands with oppo¬ 
 site; on “do”, shake right hands with opposite; on “you”, join 
 left hands with opposite; on “do”, shake left hands with oppo¬ 
 site. Hands joined with opposite. Eight slides toward center 
 of circle (eight counts); eight slides back to place (eight counts). 
 
 3. “Star.” Right hands joined with diagonal. Eight skips around in 
 
 place-(moving to left). Turn, join left hands, eight skips back 
 to place. 
 
 4. Forward and back. Forward and pass through opposite couple. 
 
 Start with right foot, six steps forward, step to right and curtsey 
 to new couple. (Each one goes to her own right in “passing 
 through”). (Eight counts.) 
 
 Repeat from beginning with new couple. 
 
 FEBRUARY —MARCH 
 
 Irish Reel. Victrola record No. 17002. 
 
 Formation: In two lines, partners facing in sets of four. Hands on 
 hips. 
 
 I. 
 
 Measures 1-2. Hop four times on the right foot and at the same time 
 tap forward four times with the left toe. 
 
 Measures 3-4. Repeat with opposite foot. 
 
 Measures 5-8. All join right hands high in mill wheel. Beginning 
 with the left foot, take eight skip steps around. 
 
 Measures 9-16. Repeat all, beginning with opposite foot. 
 
 24 
 
II. 
 
 Measures 1-4. Head couple join both hands and take four slides to 
 foot of set and four slides back, while foot couple join hands on 
 hips and take four slides to head of set and back, passing outside 
 head couple. 
 
 Measures 5-8. Repeat Measures 1-4, but this time let foot couple join 
 hands and slide up center while head couples slide down outside. 
 
 III. 
 
 Measures 1-4. All join both hands and take eight slides to right. 
 Measures 5-8. Eight slides back to place. 
 
 APRIL—MAY 
 
 Dainty Step. Victrola record No. 17557. 
 
 In couples.. Circle formation: 
 
 1. Point outside foot forward, (1) to side, (2) touch foot across* and 
 
 back, (3) and turn away from partner three-quarters of the way 
 around facing partner (4). 
 
 2. Step and bend counterclockwise, (1, 2). Step and bend clockwise. 
 
 (3,4). 
 
 3. Four slides counterclockwise (1-4). 
 
 4. Three walking steps counterclockwise and point outside foot (1-4). 
 Repeat as many times as desired. 
 
 OPTIONAL 
 
 Oxdansen . Victrola record No. 17003. 
 
 Burchenal, Folk Dances and Singing Games, p. 26. 
 
DANCES —GRADE 7 
 
 SEPTEMBER 
 
 Review thoroughly the outline of “Fundamentals for Dances.” 
 
 OCTOBER — NOVEMBER 
 
 Portland Fancy. Victrola record No. 18616. 
 
 Burchenal, American Country Dances, p. 76. 
 
 * 
 
 DECEMBER —JANUARY 
 
 __ t 
 
 Carolina Polka. Victrola record No. 17557. 
 
 In couples, inside hands joined: 
 
 1. Three steps forward (beginning outside foot), and point, facing 
 
 partner. 
 
 2. Change hands and repeat in opposite direction. 
 
 3. Pace partner, join both hands, and take four slides in first direction. 
 
 4. Drop forward hands, swing other hands forward, and take four 
 
 slides back, moving in same direction as at first. 
 
 5. Join in regular dancing position and polka for four measures. 
 Repeat from the beginning. 
 
 FEBRUARY —MARCH 
 
 Gathering Peascods. Victrola record No. 18010. 
 
 Formation: Single circle, partners side by side, girls on right of boys 
 and facing center, all join hands. 
 
 1. (a) 8 hops to right. 
 
 (b) Turn single (hands at waist, with 4 leaping steps, turn about 
 to right in place). Repeat (a), going to left. Repeat (b). 
 Interlude: (a) 1. Boys join hands and take 8 hops to left (girls 
 
 stand still). 
 
 2. Get back in circle with 4 backward running steps. 
 
 Girls repeat (a) 1 and 2, being sure to finish on 2 beside their 
 partners on the right. Boys stand still while they do this. 
 
 (b) 1. Boys take 4 running steps toward center of circle, clap¬ 
 ping hands over heads on third step. 
 
 2. Boys take four backward running steps away from center of 
 circle, back to place. (While boys do 2, girls do 1.) 
 
 3. Boys do 1 and girls do 2. 
 
 4. Girls stand still, boys turn single back to place (same four 
 running steps, but turn to right). 
 
 (c) Repeat (b), girls going first. 
 
 26 
 
2. Face partners. 
 
 (a) “Side with partners” (hands at waist and trunk twisted to 
 ett, pass forward to left of partner, with 8 walking steps, and 
 lourth count click heels facing partner, turning to right. Part¬ 
 ners have now changed places). Repeat, returning to place, with 
 trunk twisted to right, and passing to right of partner. 
 
 (b) “Turn single.” Repeat interlude. 
 
 3. Face partners, “arm with partner”. 
 
 (a) Arm right-link right arms with partner, left hands at 
 waist, with 8 running steps go around partner and back to place. 
 
 (b) Turn single. 
 
 (c) Arm left. Repeat (a), linking left arms. 
 
 (d) Turn single. Repeat interlude. 
 
 APRIL— MAY 
 
 Alum mi Mazurka. Victrola record No. 17557. 
 
 Formation: Double circle, facing partners, inside hands joined. 
 
 Measure 1. Step sideways with outside foot (count 1), touch inside 
 foot in front and rise on toes (2), heels sink (3). (At first, prac¬ 
 tice this balance movement on 4 counts, thus: Step sideways 
 (1), touch other toe in front (2), rise on toes (3), let heels sink 
 
 (4). 
 
 Measure 2. Repeat Measure 1, but with opposite feet (1, 2, 3). 
 Measures 3-4. Step outside foot to side (1), cross inside foot behind 
 outside foot (2), step outside foot to side (3), cross inside foot in 
 (4), step outside foot to side (5), point inside foot forward (6). 
 Measures 5-8. Repeat Measures 1-4, beginning with inside foot and 
 moving in opposite direction. 
 
 Measures 9-11. Three mazurka steps in forward direction, beginning 
 with outside foot. The mazurka step is: Slide left foot to 
 side (1), with a hop, step on right foot, raising left foot to the 
 side (2), hop on right foot and bend left knee high (3). Each 
 mazurka step takes one measure. The head should be held high 
 and the body inclined slightly backward. Begin step with either 
 foot, reversing these directions if begun with right. 
 
 Measure 12. 3 stamps in place, outside foot first. 
 
 Measures 13-16. Repeat Measures 9-12. 
 
 27 
 
OPTIONAL 
 
 Czardas. Victrola record No. 17003. 
 
 Formation: Double circle, inside hands joined, facing line of direction. 
 
 I. a. Start with outside foot, three running steps forward and hop 
 
 (raising other leg straight to the side as facing is made toward 
 partner). 
 
 Three running steps forward and hop, beginning with inside foot 
 (turn away from partner on hop). 
 
 b. Face partner, join both hands, three slides in line of direction 
 (beginning with outside foot). On the fourth change feet. *One 
 Hungarian Break. 
 
 Repeat a and b. 
 
 II. Face partner. Start with right foot. 
 
 Three walking steps, changing places with partner and bow 
 (left foot behind for bow), two counts each step, and two for 
 bow. Repeat all, back to place. 
 
 III. Inside hands joined. Beginning with right foot, two step-hops 
 
 forward (raised knee straight), four little running steps in 
 place (right, left, right, left). Beginning with right foot, two 
 step-hops. *One Hungarian Break. 
 
 ^Hungarian Break: Jump, feet crossed; jump feet apart; jump, 
 feet together ; arms the same. 
 
 28 
 
Games 
 
GAMES 
 
 “Let the school playground be the natural play center for the chil-. 
 dren of that district.” 
 
 GENERAL INSTRUCTIONS 
 
 1. Teach one game at a time and teach it thoroughly. 
 
 2. Know the rules yourself and teach them to your class. 
 
 3. All children should play. 
 
 4. Be firm and resourceful and play yourself. 
 
 A See that the selfish pupils do not have the lion’s share of the play. 
 
 6. Do not treat the children as though they were fragile. 
 
 7. Return to popular games from time to time. 
 
 8. Play for the sake of playing and not for the sake of winning. 
 
 c ). For scheduled recess periods each class should be assigned to its 
 own section of the playground. 
 
 GOOD SPORTSMANSHIP 
 
 “To brag little, to show 
 up, to pay up, to shut up 
 
 up well, to crow gently when in luck, to own 
 when beaten .”—Oliver Wendell Holmes. 
 
 34 
 
SEPTEMBER 
 
 Up Jenkins (4-7) 
 
 Equipment needed is a small paper or worsted ball of a size that may 
 be hidden in the closed hand. 
 
 Players are divided into two groups, each seated with a captain for 
 each team. 
 
 The side starting the game is given the small ball. At the command 
 of the captain of the opposing side the players pass the ball rapidly 
 from one to another, trying to deceive the opposing group as to the 
 whereabouts of the ball. Meanwhile that opposing group keep a sharp 
 lookout for the ball without leaving their seats. 
 
 After a short time of passing, the captain, who started the passing 
 calls suddenly, “Hands up,” and immediately all in the side passing 
 must stop and raise hands, with elbows resting on desk or table, hands 
 closed tightly, so the player having the ball may not show it. The 
 captain again calls, “Hands down.” Immediately all hands are brought 
 down on the desk in front of each player, hands open, palms down, 
 and again the player with the ball tries to hide it under his hand. 
 
 Any of group watching may raise their hands, if they think they 
 know who has the ball. No player may speak unless called by his 
 captain. When called, he may say, “Under B’s right hand (left).” 
 B raises the right hand, and if guesser is mistaken, places that hand in 
 his lap. No other player moves a hand. Should the ball be found 
 under the hand raised, the group calling receive as many points as 
 hands they have called incorrectly. Otherwise the search continues until 
 the ball is discovered. The other group now takes the ball and passes 
 it and are given commands through the opposite captain. 1 he side 
 having the smallest score at the end of the playing period wins the 
 game. 
 
 Do This, Do That (4-7) 
 
 All players stand facing one of their number, who is the leader. 
 The one who is leading assumes any position or imitates any action, at 
 the same time saying, “Do this,” and the others immediately imitate. 
 Should the leader at any time say, “Do that,” instead of “Do this,” 
 any player who imitates the action performed must be seated. 
 
 Three Deep (4-5) 
 
 Pupils stand in double circle facing inward about three or five leet 
 apart. The teacher appoints a runner and a tagger. The runner may 
 go any place and to avoid being tagged tries to place himself in front 
 of one of the couples. As soon as a pupil becomes the third one he 
 
 35 
 
becomes the runner. If the runner is tagged he becomes the tagger. 
 The tagger will find it of advantage to keep inside the circle as much as 
 possible. 
 
 Vary this game by allowing the children to stand face to face some¬ 
 times or back to back as well as both facing inward (6-7). 
 
 Lock Arm Tag. (Separate boys and girls) 
 
 Players are arranged in pairs in a circle. Lock left arms, placing 
 right hands on hips. There should be a distance of fifteen feet between 
 each pair. Two players are selected. One is “it” and choses the other. 
 The player being chased can link arms with either man in any pair in 
 the circle. The man who has an opposite arm is then subject to being 
 tagged by “it”. A man upon being tagged can immediately tag back. 
 As runner approaches each couple should whirl about so as to avoid 
 becoming the runner. 
 
 Bronco Fag (Boys 6-7) 
 
 Players are arranged as in Three Deep. The last man in the pan- 
 grasps the man standing in front of him about the waist, and by twist¬ 
 ing him around tries to prevent the man being chased from getting in 
 front of him. The front man tries to catch and hold the man chased. 
 If the man succeeds, then the third man in the group is subject to being 
 tagged, as in Three Deep. 
 
 Dodgeball (Circle formation) 
 
 Players are divided into two teams. A large circle is drawn on the 
 ground. Team 1 goes inside the circle. Team 2 stands around on 
 the outside of the line, and hold the ball. The object of the players on 
 the outside of the ring is to hit with a line ball the players in the ring 
 without stepping in the circle. As soon as a player is hit, he must drop 
 outside the ring. After all the men in team 1 have been hit, teams 
 change positions, and play again. The team staying in the center the 
 longer wins. 
 
 Progressive Dodgeball 
 
 Fully described—Bancroft. “Games,” p. 366. Use the rules as 
 stated, with the exception that a player when hit is not eliminated, and 
 play continues as before. 
 
 11 eel It (Boys 4) 
 
 Rules will be given in bulletin form. 
 
 36 
 
OCTOBER 
 
 Whirlwind (4-7) 
 
 Class stands in rows. The leader in front of class says: “The 
 wind blows east,” upon which all turn east. At the command “the 
 wind blows west,” all turn west, etc. Any player making a wrong 
 move drops out. Occasionally, he may say, “the wind blows a whirl¬ 
 wind,” whereupon all turn a complete circle in place. Should the 
 leader say, “whirlwind” only, all remain still. Anyone caught at this 
 point drops out. The player standing longest wins. 
 
 Who's Your Neighbor? (4-7) 
 
 One pupil stands and is asked by the teacher to name the pupils in 
 a certain row or she may point them out to him over the room. Should 
 he fail to name one of them, that pupil may give some feat for him to 
 do, for example, spelling a word, doing an example in arithmetic, 
 answering a question in geography. 
 
 Club Snatch (4-5) 
 
 A goal is marked off across each end of the play space. Midway 
 between the goals, an Indian club is placed. Players are divided into 
 two equal teams, each having a captain. Each team takes its place 
 on one of the goals. T he object of the game is for one of the runners 
 to snatch the club and return to his goal before a runner from the 
 opposite goal tags him, both leaving their bases at the same time. The 
 players are numbered, each having a turn to run. The person in charge 
 calls the numbers and keeps the score. Should a player succeed in 
 reaching his goal before the other player can tag him, his team scores 
 one point. Should he be tagged before he can return with his trophy, 
 the opponent scores one point. The club is replaced after each run and 
 players return to their original teams. When each runner has run 
 once, teams exchange goals and run a second time. The team wins 
 which has the highest score at the end of the second round. 
 
 Shuttle Relay (4-7) 
 
 Each competing team shall be divided into two equal parts, which 
 shall line up in single file facing each other back of the starting lines, 
 drawn at opposite ends of the running space. When the signal is given 
 No. 1 of each team shall run forward and touch off No. 2 at the oppo¬ 
 site end. No. 2 shall run forward and touch off No. 3, and so on until 
 all have been touched off, when the last runner shall dash across the 
 finish line. Each runner, upon having finished his part of the race, 
 shall quickly leave the running space and go to rear of line. 
 
 37 
 
Spoke Tag (Boys and Girls separate) (6-7) 
 
 Players are arranged in groups from 5 to 10 like spokes of a wheel. 
 One man is appointed “it”. He runs about the circle and slaps the end 
 man in one of the spokes. That man passes the slap on to the man in 
 front of him, who proceeds to pass it on to the next in front, and so on 
 until the slap is passed to the inside end of the spoke, who yells, “Hip.” 
 Upon hearing the yell, the men of that spoke run to the right around the 
 outside of the circle trying to get back to a position in the spoke after 
 completing their run. There will be one extra man, as the man who 
 was “it” runs with the others and tries to get a position. 'The last 
 man around becomes “it”. The number of men in each spoke should 
 be determined by the number playing—5 or 6 spokes with 5 to 10 each 
 make a lively game. 
 
 Spud (4-7) 
 
 (Boys and Girls separate.) (Especially good for boys.) 
 
 Players are all numbered and stand in a group, with one in the 
 center holding the ball. The center player drops the ball, at the same 
 time calling the number of one of the other players. All but the one 
 called immediately scatter, as they are liable to be tagged with the 
 ball. The player called secured the ball as quickly as possible, and 
 calling “Stand!” tries to hit one of other players. He may not run to 
 do this, but must stand where he secured the ball. If he misses, he 
 secures the ball and tries again, the other players fleeing as before. If 
 he hits a player, that one immediately secures the ball, tries to hit 
 someone else, the second hits a third, and so on. 
 
 Whenever a player misses hitting another with the ball, it is called 
 a “spud,” and counts one against him. The player then starts the play 
 again from the center of the ground. When any player has three 
 spuds against him, he must stand twenty feet from the other players, 
 with his back to them, and each have one shot at him with the ball. 
 
 Progressive Dodgeball (for 6-7) 
 
 NOVEMBER 
 Living Alphabet (4-7) 
 
 Two sets of the letters of the alphabet are given out to two different 
 groups. The leader calls out words, easy at first, and those from each 
 group holding the letters making up that word must step forward into 
 place. If a letter is used twice in a word, the holder must go first to 
 one place and then the other. Leader decides which side forms the 
 word first. 
 
 38 
 
I Say Stop (4-5) 
 
 All players line up with a leader in front. The leader stands with 
 back to players, blinding his eyes. The players advance toward a goal 
 line 50 yards off. but must be absolutely motionless if the leader says, 
 “I say stop!” and looks around. Any caught have to go to starting 
 line again. 1 he first to reach the finish line may be ieader for the next 
 game. 
 
 Poison (6-7) 
 
 A circle is marked on the floor or ground, considerably smaller than 
 any outer circle formed by players, clasping hands. Each player tries, 
 by pulling and pushing, to induce others to step within the small circle, 
 but endeavors to keep out himself. Anyone who steps inside is 
 poisoned, and all players drop hands, and run from him to touch wood 
 or any goal designated. When “it” can tag someone who is not touch¬ 
 ing wood or on goal, he is poisoned also Game continues as tag until 
 all are caught. I ouching any piece of wood gives safety. 
 
 Follow Chase (4-5) 
 
 The players stand in a circle with arms stretched sideways, resting 
 on each other’s shoulders, thus making a wide distance between. One 
 player is chosen for runner and one for chaser. The game starts with 
 the runner in one of the spaces under the outstretched arms of the 
 players and the chaser in a similar position on the opposite side of the 
 circle. At a signal from a leader, both start, the runner weaving in and 
 out between the players or dashing across the circle in any way he sees 
 fit, but the chaser must always follow by the same route. If the runner 
 be caught, he joins the circle; the chaser then takes his place and 
 chooses another chaser. The leader may close the chase if it becomes 
 too long, by calling “time!”, when both runners must return to the circle 
 and new ones take their places. 
 
 Bean Bag Games (4-7) 
 
 1. Captains take their place in the middle of the circle with bags 
 in their hands, and face the first player on their team. At the signal 
 to start, each captain throws the ball to the first man and receives it 
 back from him. They then throw it to the second man and receive it 
 back from him and continue in this fashion until they have passed to 
 every man on their team. Upon receiving it from the last man, they 
 place it on the ground in the circle at their feet. The team first get¬ 
 ting the bean bag on the ground wins. 
 
 2. Tossing Bean Bags in Wastebasket or Box. 
 
 The class is formed in as many lines as there are wastebaskets 
 
 j 
 
 available. From a given mark pupils try to throw bean bag into bas- 
 
 39 
 
ket. Left and right hands should be used. After number one has made 
 a throw he should recover the bag and pass it to number two, then tak¬ 
 ing his place at the end of the line. The contest continues until all 
 have had a try. 
 
 3. Single Pass. 
 
 Players divide into two circles each with a captain who has a bean 
 bag. At the signal, “Go!” the bean bag is passed to the left by each 
 player in turn until it has made three trips around the circle back to 
 the captain. On receiving it the third time the captain places it on 
 ground in front of him. The first to do so wins. Vary by passing to 
 the right the next time. 
 
 4. Spin and Pass. 
 
 Same formation as for (3). Each player spins around on his heel 
 and then passes the bag to his left-hand neighbor. The captain receiv¬ 
 ing the bag first wins. 
 
 5. Pun Around and Pass. 
 
 Same formation as lor (3). Each player on receiving the ball runs 
 around the outside of the circle back to place and passes it to his left- 
 hand neighbor. 
 
 Anv number of combinations can be used from these suggestions. 
 
 DECEMBER 
 Signals (4-7) 
 
 Each row is given a signal as a whistle, motion of the hand, touching 
 a book, etc. At the correct signal that row runs around the room back 
 to seats. 
 
 Naughts and Crosses (6-7) 
 
 A diagram is drawn on a paper and consists of two vertical lines, 
 crossed by two horizontal lines. One player chooses to write “naughts” 
 (0) and the other “crosses” (x). The players take turns in marking 
 a naught or a cross in one of the nine places provided by the diagrams, 
 the object being to get three naughts or three crosses in a row. 'This 
 row may be either vertical, horizontal or diagonal. A score is kept of 
 the games won by each player, and a third score is kept of the games 
 played in which neither player wins. 
 
 Keep Ball (4-7) 
 
 The players are divided into two teams of equal number and the 
 players pair off, one from each team. The leader throws a base ball or 
 
 40 
 
basket ball among the players, each player endeavoring to secure the 
 ball, and then to pass it to a member of his own team. The members 
 of the other team try to intercept the ball and in turn keep possession of 
 it. 1 he players may move anywhere about the playground. 
 
 Use the following rules: 
 
 1. Both hands means possession of the ball. 
 
 2. Do not take more than one step with the ball. 
 
 3. Use no personal contact or batting ball. 
 
 4. Scoring: One point may be given for every three consecutive 
 passes made by one term. 
 
 Goal Shooting (6-7) 
 
 Practice shooting for baskets, dividing the class into teams, making 
 competition. 
 
 Hot Potato (4-7) 
 
 All of the players but one stand in a circle, with 2 or 3 feet dis¬ 
 tance between players. The odd player stands in the center of the 
 circle and tries to catch the ball which is tossed rapidly from one circle 
 player to another. Should he be successful, the one who last touched 
 the ball changes places with him. 
 
 Wand-Bell Relay (4-7) 
 
 Divide class into two or more teams. The first man places a dumb¬ 
 bell on the starting line and holds a wand in his hand. At the signal to 
 go he pushes the dumbbell with the wand to the end of the course and 
 back, handing wand to the next in line. When the entire team has had 
 a turn, the race is over and the first to finish the race wins. 
 
 Soccer and Newcomb 
 
 JANUARY 
 Buzz (4-7) 
 
 One of the players starts the game by saying “one’'; the next one 
 “two”; the next “three”; etc., until the number “seven” is reached, when 
 the word “buzz” is substituted for it. The next player says “eight”, 
 and so on up to a multiple of seven, as fourteen, twenty-one, etc., on 
 each of which the word “buzz” should be used instead of the right 
 number. The word “buzz” is substituted for any number in which the 
 word seven occurs, even though it should not be a multiple ol seven, as 
 seventeen, twenty-seven, etc. When seventy is reached, the counting 
 proceeds as “buzz-one”, “buzz-two”, etc. 
 
 41 
 
Whenever a player says a number instead of buzz, or says buzz in % 
 the wrong place, or calls a wrong number, he must drop from this 
 game, and the game starts over again. 
 
 “Buzz” may be substituted for any of her number, as 3, 4, 5, etc., 
 making a fine drill for the multiplication tables. For such drills the 
 word “buzz” shall be used for multiples of that number. 
 
 Who's Who (4-7) 
 
 Two articles, as a bean bag and clothes pin, are given to members 
 of the class. The players pass these articles quickly around the room 
 until a signal is given by the teacher to stop. The two pupils holding 
 the articles stand. The pupil with the clothes pin then gives the one 
 with the bean bag some stunt or feat to accomplish. When done, the 
 game continues as before. 
 
 Stunt Master. (Boys and Girls separate.) (4-7.) 
 
 A leader with class in single file behind him, each of which musrt 
 imitate anything he does, should keep the line moving and set tasks 
 for them, as climbing over obstacles, jumping to touch objects, hop¬ 
 ping, walking backwards, using balls and all apparatus at hand, etc. 
 Anyone failing to perform the required feat miht go to the foot of the 
 line. A leader should be picked who is especially resourceful. 
 
 Poison Square (4-5) 
 
 Mark squares on the floor about 3 feet by 3 feet, or use trees, blocks 
 of wood and designate them as poisoned. The class then line up in 
 single file and at the word “go”, pass around through the squares in 
 regular order. Each player must pass through the squares. When a 
 signal, as a whittle, is given to stop, all stop at once. Any caught in 
 the squares are out of the game and step into the center of the floor. 
 
 So the game continues until one player remains, l ie is declared winner. 
 
 Basketball—Goal Race (5-7) 
 
 Players are formed in two lines each in front of the basketball goal, 
 standing in stride position. The balls are passed down the lines between 
 the legs until it comes to the last one in line, who runs forward, tosses 
 it in the basket, after which he takes his place at the head of the line 
 and passes the ball back. The game continues as before until all have 
 taken part. The side to finish first wins the contest. 
 
 Backward Relay (with Medicine Ball). (4-7) 
 
 Players form in two lines with a medicine ball placed on the start¬ 
 ing line. At the word “Go”, the first runner faces the line, starts going 
 
 42 
 
backward, rolling the medicine ball with him down the designated 
 course, ( keeping one hand always on the ball) around an Indian club 
 and back to the second runner, who repeats the same motions, and so 
 continues till all have taken part. The side to finish first wins. 
 
 FEBRUARY 
 
 School Room Fag (4-7) 
 
 Mark a circle on floor in front of desks; choose a player to be “it”. 
 He stands near, but not in the circle, and calls the names of three play¬ 
 ers. 1'he players must rise and try to reach the circle without being 
 tagged. They may run in any aisle in either direction. The first to 
 reach the circle is “it”, and may name three more. 
 
 See and Say (4-7) 
 
 I eacher may place 15 to 20 or more articles on a desk or table. 
 One pupil is called up and allowed to look at the articles for ten sec¬ 
 onds. The articles are then covered and the pupil is asked to name 
 as many things as possible. Competition by rows could also be used, 
 allowing one child from each row to come up at the same time and 
 return to his seat, and write on a slip of paper as many as he can 
 remember. 
 
 Corner Spry (4-5) 
 
 The players are divided into four groups of equal number, each 
 group occupying a corner of the room. The players stand in a row 
 across the corner. The captain of each team stands in the center of 
 the room, and has a ball or bean bag. At the leader’s command he 
 throws the ball in succession to each player of his team. When the 
 last player receives the ball he runs to the center with it, and the cap¬ 
 tain takes his place at the head of the line. If a player misses the catch 
 he must secure the ball and make the return throw from his position; 
 some teammate may help in securing the ball. The team wins whose 
 captain first returns to the center. 
 
 Punch Ball (6-7) 
 
 Divide group into two teams. Arrange first team in order, at home 
 base to punch ball. Arrange second team in a formation to cover the 
 field. First boy in first team punches a volleyball with his fist into the 
 field. If the ball is caught by one of his opponents, the runner is out; 
 otherwise he runs to touch a given point at the farther end of the field 
 and returns home without being hit by the ball thrown by one of the 
 opponents. The opponent must stand in the place where he gets the 
 
 43 
 
ball before he throws. A runner can dodge the ball in any manner. 
 After three outs the sides change positions. A runner who has suc¬ 
 ceeded in running to the given point and back without being hit by the 
 ball scores one point. The first team to score twenty points wins. 
 
 Sitting and Kicking (4-7). (Boys and Girls separate.) 
 
 Two lines sit and face each other so that feet are about twelve inches 
 apart when starting, each team having a captain. Captain stands at 
 ends of the lane and at the given signal, the ball is bowled or tossed 
 into the lane. Players kick ball with the feet and try to cause the 
 ball to go over the heads or shoulders of opponents. If a team suc¬ 
 ceeds in so doing, it receives one point. The ball is then tossed or 
 bowled into the lane by other captain. If a player touches the ball 
 with his hands a foul has been committed and one point is given the 
 opposing team. Fifteen points is the game. 
 
 Pin Ball (5-6-7) 
 
 Draw a circle three (3) feet in diameter in the center of which 
 stands a club. About this circle as a center draw a circle 15 feet in 
 diameter. Equipment is one club and one basketball. 
 
 Divide players into two teams, A and B, each of which have a 
 captain and a guard. Within the large circle team A places its guard, 
 who must defend the club at all times with his hands or body, remain¬ 
 ing, however, outside the small circle. The game is played as basket¬ 
 ball outside the large circle. Team B aims to knock down the Indian 
 club with the ball and A, with quick passing, tries to keep it away from 
 team B. For each time the club is knocked down 2 points are scored. 
 If guard knocks down club, it is foul and one point is given the oppos¬ 
 ing team. Other fouls which give the ball to the opposing side are: 
 running with the ball, rough play, etc. The game is played in 5 or 
 10 minute halves, according to the age of the players and the length 
 of the play period. Team B guard will defend the club in the second 
 half. The team with the highest score at the end of the playing period 
 wins. 
 
 MARCH 
 Fire (4-7) 
 
 Divide class into two teams. One from team A goes to the oppo¬ 
 site side, points quickly at one player and says either earth, air, water or 
 fire, and counts ten. Before he finishes counting ten, the person ad¬ 
 dressed must name some animal if he said earth, some fish if he said 
 water, some bird if he said air, but remain silen-t if he said fire. If 
 
 44 
 
player gives a wrong answer or speaks when he should be silent, team A 
 receives another turn and is credited with one point. Should team B 
 answer correctly, it has the right to question team A. 
 
 Dots and Squares (4-7) 
 
 Make a number of dots in each row up and down on the board. One 
 player makes a line between two dots. Then the other player makes 
 a. line and so the game continues, players taking turns. If a player 
 draws a line to complete a square, he places his initial within that 
 box and has another turn. The player having the larger number of 
 boxes wins the game. This game may also be played in teams, a rep¬ 
 resentative of each team drawing a line each turn. 
 
 Aviation (4-7) 
 
 Equipment: Two pieces of string about 15 feet in length, two 
 pieces of paper pinned as cornucopias. Place cornucopia on string 
 and choose two people to hold the ends of the string taut. These play¬ 
 ers are called mechanics. The cornucopia is pulled to the end of the 
 string. Two players, the aviators, are chosen to fly the plane over the 
 course (doing so by blowing into the cornucopia, sending it along the 
 string to the end). 
 
 A signal is given to go and the one to reach the end first wins. 
 The class can be divided into teams and a player taken from each group 
 each time. 
 
 Last Couple Out (4-5) 
 
 The players stand in couples behind each other. One is chosen 
 catcher or “it”, taking place ten feet in front of line facing in the same 
 direction. 
 
 Without turning his head, he calls, ‘‘Last couple out!” The last 
 couple step to each side and, running down the side of the line, try to 
 pass by “it” without being tagged by him. (Lorcing the runners to 
 pass within three feet of “it” makes the game more interesting). 
 
 Ten Trips (6-7) 
 
 Players stand in two or three straight lines ten to twenty feet apart, 
 the captain facing the line. Each group has a ball. At the signal to 
 go the captain passes the ball to the second player who passes it on to 
 the third, and so on up to the last man, who passes it back in the same 
 manner. The captain says, “One trip,” and sends it back on another, 
 until ten trips are completed. The first to complete the tenth trip wins. 
 
 45 
 
Jump Shot (4-5) Boys and Girls; (6-7) Girls 
 
 Players form a circle facing inward with the teacher on the inside, 
 who whirls a jumping rope with a shot bag or bean bag attached, around 
 close to the floor. The class jumps and tries to avoid being hit with the 
 rope. Those hit drop out, and the winner is the last one to get caught. 
 
 End Ball 
 
 Use the Newcomb court without the rope. Draw a line across the 
 center and another about five feet from each end line. Players in two 
 teams of equal number, each with a captain. The captain of each team 
 chooses one-third of his players as “catchers”, and places them in the 
 five foot space at end of the court, and back of the opposing “guard”. 
 Two-thirds of the players are “guards” or “throwers”. For example, 
 beginning at one end of the field place “AT catchers”; between them 
 and the center line will be “B’s throwers”; across the center line “A’s 
 throwers”; and finally “B’s catchers”. Scores are made by having the 
 throwers or guards throw the ball over the heads of the opposing guards 
 so that it can be caught by their own catchers. The umpire calls a 
 score for each successful catch made in this way. If the catchers get 
 the ball, whether they catch it or not, they throw it back to their own 
 guards so that another try can be made. No score is counted on the 
 return, even if the guards catch it. As long as a side can throw accu¬ 
 rately to keep the ball from the opposing team they can continue to 
 try for score. Whenever any opponent gets the ball it is handled by 
 that side in the same manner. Stepping over the line is a foul, and 
 this forfeits the ball if made by the side having it, or gives a score if 
 made by the side which has not the ball. It is also a foul to advance 
 with ball. Teams change sides after half the time has been played. 
 
 APRIL 
 
 I Pack a Trunk (4-7) 
 
 The first player stands and says, “1 pack a trunk and put in it a 
 pair of shoes” (for example). The next player names the previous 
 article named and adds one, and so the game continues, each player in 
 turn naming all articles placed in the trunk before his turn and then 
 adds an article. Should he make a mistake, he is out of the game and 
 cannot add another article. 
 
 Needle Threading Relay (4-7) 
 
 A person holding a needle and thread is on a distant line opposite 
 each team. At the signal to go, the first player on each team runs 
 
 46 
 
forward, takes the needle and thread, threads the needle, hands it back 
 to the individual and returns and tags off the next players on the 
 team. The person holding the needle unthreads it, ready for the next 
 player to repeat the performance of the first. When the last player 
 crosses the starting line after threading the needle the race is finished 
 and the first to cross wins. 
 
 Black and White (4-7) 
 
 Apparatus: A wooden cube (2y 2 inch), with the corners chamfered 
 one-half inch, three sides painted white and three sides painted black. 
 The class is formed in two lines facing each other, about five feet apart, 
 one side being designated “the whites”, and the other side “the blacks”. 
 The teacher spins the cube along the floor between the lines of players 
 and if a white side turns up the whites run and try to get beyond a cer¬ 
 tain boundary before any of the blacks can tag then or vice versa. All 
 those tagged must go to the side which tagged them. At the end of the 
 game the side having the most players wins. 
 
 Handkerchief Tag (4-5) 
 
 A player is chosen to be “it". A knotted handkerchief is given to 
 the rest of the players. “It” can only tag the player holding the 
 handkerchief in his hands. The players endeavor to get rid of the 
 handkerchief by throwing it from one to another. Should the handker¬ 
 chief fall on the ground, there is no one for “it” to tag until it has been 
 picked up by one of the players. 
 
 Circle Soccer Ball (4-7) 
 
 The players are formed in a circle facing inward with a leader in 
 the center who tries to kick a soccer ball so that it will roll (not leave 
 the ground) and pass between two players in the circle. The circle 
 players roll it back with the feet, or if it goes out of the circle the player 
 on whose left it goes out then takes the leader’s place in the center. 
 
 Stealing Sticks (6-7) 
 
 The ground is divided into two equal parts, with a small goal 
 marked off at the rear of each part, in which six sticks are placed. Each 
 player who reaches the enemy’s goal safely may carry one stick back to 
 his own goal and may not be caught while carrying it back. If caught 
 in the enemy’s territory before reaching the goal a player must remain 
 a prisoner in the goal until touched by one of his own side; neither 
 may be caught while returning. Any player may catch any opponent, 
 except under the rules stated. No stick may be taken by a side while 
 
 47 
 
any of its men are prisoners. The game is won by the side gaining all 
 of the sticks. 
 
 Long Base (4-5) 
 
 Ground is marked with one base for home and one long base to 
 which players run. Players are divided into two teams, one in the 
 field and one in line near home base. The ball is thrown up and batted 
 with the hand into the field, and the batsman runs to the “long base”. 
 Any number of players may be on long base at one time, but once leav¬ 
 ing cannot return. If a runner reaches home without being put out, 
 he scores one point for his team. The four ways in which a player 
 may be put out are: By a fly-out, by striking out (one strike allowed), 
 by being caught out at “long base”, or by being hit by the ball while 
 running to or from base. After three outs, sides change. 
 
 Playground Ball (6-7) 
 
 Spalding official guide in each school library. 
 
 MAY 
 
 Magic Games (Suggested by Supervisor) (4-7) 
 
 Guessing Dimensions (4-7) 
 
 Various pupils are called on to draw on the board a line which they 
 believe to be one foot long (for example). The nearest correct wins. 
 They may also guess the distance between certain points, as height of 
 the school desk, thickness of a book, etc., and the one who gives the 
 closest guess wins. 
 
 Rule of Gontrary (4-5) 
 
 Have a large piece of paper or a handkerchief with two or more 
 players holding it tight. The leader then says sharply, “Let go!” and 
 the players must hold tight. If he says, “Hold tight!” they should let 
 go. Quick changes can be made by the leader and so catch the players. 
 When a mistake is made by a player, he must drop out and some one 
 else take his place. 
 
 48 
 
Frades (4-6) (Girls especially) 
 
 Players divide into two equal groups. Each retires behind its goal 
 line, and decides what trade they will represent. One side approaches 
 other’s goal saying: 
 
 “Here we come.” 
 “Where from?” 
 “New Orleans.” 
 
 “What’s your trade? 
 “Lemonade.” 
 
 “Give us some.” 
 
 The approaching group goes through pantomime motion describ¬ 
 ing a trade, as picking peaches, etc. When the trade is guessed, they 
 break and run for home, pursued by the opponents, who catch as many 
 as they can and keep them on their side. That party then chooses 
 a trade and approaches. The side losing all its players loses the game. 
 
 Playground Ball 
 General review of all playground games. 
 
 LIST OL HANDY ARTICLES LOR GAMES IN CLASSROOM 
 
 Small ball of worsted. 
 
 Bean bags. 
 
 Whistle. 
 
 Two sets of letters of the alphabet. 
 
 Clothes pins or wooden spools 
 String. 
 
 Pins. 
 
 Needles and thread. 
 
 Ruler. 
 
 49 
 

 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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