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PHYSICAL EDUCATION COMPLETE 
 
PHYSICAL EDUCATION 
 COMPLETE 
 
 FOR 
 
 SCHOOLS AND 
 PLAYGROUNDS 
 
 (Illustrated) 
 
 (Fourth Edition) 
 
 By 
 LAVINIA M. HENDEY 
 
 Formerly Published under the name of Lavinia Hendey KauU 
 
 Director of Physical Education, Elementary Schools, Sacramento. California 
 
 1910-1913 Director Physical Education, State Normal School 
 
 Chico, California 
 
 Published by 
 
 The News Printing & Publishing Co. 
 
 Sacramento, California 
 
COPYRIGHT 1915 
 
 e Y 
 
 LAVINIA HENDEY KAULL 
 
 COPYRIGHT IP17 
 
 LAVINtA M. HENDEY 
 

 iHa ipar Parrnta, 
 
 roijuap brltpf I|na aliuaya brrn 
 
 in uilialranrnp play an6 
 
 tljp great, tnifip nut nf ioars 
 
 for all tljr rljiUirrit, 
 
 tljta bonk 
 
 ia 
 
 louingly Drliuatrlt 
 
 4756 15 
 
PREFACE 
 
 This book contains material for a complete course of study in Physical 
 Education adapted to the needs of the Elementary Schools. 
 
 It oO'crs nothing theoretical or fanciful, but is a practical, reliable guide 
 and help to teachers, one based on experience in the schoolroom and demon- 
 strated on the playground- 
 Its purpose is to give to Normal School Students and Teachers a 
 
 PRACTICAL knowledge of Physical Education of the present time, one that 
 ■will enable them to introduce and carr}- on the work in both rural and city 
 schools. 
 
 The principal claims for consideration are : 
 
 1. It covers the needs of all Elementary Schools, botli Rural and 
 City. 
 
 2. It suggests and advocates only plain, practical and durable ecjuip- 
 ment, which the local carpenter can design and erect. 
 
 3. Its methods are all workable. 
 
 4. It seeks the health, happiness and well being of the children, AN!) 
 
 5. It tells the teacher how to secure these ends. 
 
 6. It combines all things needful in ONE BOOK which furnishes 
 to the busy instructor the help of most worth. 
 
 It includes : 
 
 1. A Brief History of the Playground Movement in Germany, Eng- 
 land and the United States. 
 
 2. Instruction in the Organization and Supervision of School Play- 
 grounds, with suggestions for building and cost of simple appa- 
 ratus. 
 
 3. Instruction in Gymnastics, -with lessons for every grade. 
 
 4. Games and Folk Dances. 
 
 5. Suggestions to the Story Teller and a List of Stories for Elemen- 
 tary Schools. 
 
 6. Definite instructions in First Aid to the Injured and the Physical 
 Care of Children in the Schoolroom and on the Playground. 
 
 In all cases care has been exercised to select the Games and Folk Dances 
 Ihat have been found to be of use in all schools and only those that have 
 proved the most popular with the children. The descriptions, classifications 
 and arrangements have been made with the idea of simplicity, constantly in 
 mind, thus hoping to interest the novice as well as to assist those who have 
 enjoyed some special training in this happy work and to secure for the 
 children the greatest playing value and physical usefulness. 
 
 LAVINIA M. HENDEY 
 
CONTENTS 
 
 CHAPTER I— SCHOOL PLAYGROUNDS 1 1-28 
 
 A Brief History of the Playground Movement. 
 Organization of School Playgrounds : 
 
 Division of Grounds ; Classification of Children ; Function and 
 
 Purpose of Play and Athletics ; School Athletic Associations ; 
 
 Recess and Noon Periods; Length of Time for a Game; 
 
 Decoration of School Playgrounds ; Rural School Conditions. 
 Equipment for School Playgrounds : 
 Estimates for Building Sand Bins, Teeters, Horizontal Bars; 
 
 Swings, Volley Ball Courts, Basket Ball Courts and Slides; 
 
 Rainy Day Apparatus ; Lockers ; Surface for Athletic Fields. 
 Supervision of School Playgrounds : 
 
 The Teacher as a Play Leader ; Why Supervision is Necessary ; 
 
 A Teacher's Personal Methods ; General and Social Ends to be 
 
 Secured ; Competition ; Control of Apparatus. 
 
 CHAPTER H— SWEDISH GYMNASTICS 29-42 
 
 Why We Give Gymnastics; Rules .for Teaching Gymnastics; The 
 Day's Order ; Analysis of the Day's Order ; Rhythm Training ; Cor- 
 rect Sitting, Standing and Walking. Descriptions and Illustrations 
 of Some of the Simple Gymnastic Positions. 
 
 CHAPTER III— GYMNASTIC LESSONS FOR PRIMARY GRADES..43-83 
 Imagination Plays, Gymnastic Stories and Lessons for Grades I 
 and II ; Gymnastic Lessons for Grades III, IV and V. 
 
 CHAPTER IV— GYMNASTIC LESSONS FOR GRAMMAR GR.KDES 
 
 84-116 
 
 Twenty Lessons in Gymnastics for Grades VI, VII and VIII. 
 
 CHAPTER V— GAMES FOR THE SCHOOLROOM AND PLAYGROUND 
 
 FOR ALL GRADES 117-193 
 
 Indoor and Outdoor Games for All Grades, Including Rules for 
 Volley Ball, Captain Ball, German Bat Ball, Playground Base Ball, 
 Soccer Foot Ball and Tennis, Athletics for Grammar Grades, In- 
 door and Outdoor Gymnasium Marching Orders, .\thletic Badge 
 Tests for Girls and Boys. 
 
 CHAPTER VI— SELECTED FOLK DANCES FOR ELEMENTARY 
 
 SCHOOLS 194-22.^ 
 
 Music and Descriptions for the Following Dances: Chimes of Dun- 
 kirk, Danish Dance of Greeting, Shoemakers' Dance, Tantoli, .Al- 
 pine Snow-Flake Dance, Bleking, Finnish Reel, Norwegian Mountain 
 March, Swedish .Schottische. Komarno, Highland Schottische, 
 Crested Hen and Boundinc; Heart. 
 
CONTENTS (Continued) 
 
 CHAPTER VII— STORY TELLING AND STORY LISTS FOR ELEMEN- 
 TARY SCHOOLS 224-237 
 
 CHAPTER Vni— FIRST AID TO THE INJURED 238-271 
 
 General Rules to be Observed in Case of Sickness or Accident ; 
 Some Things to be Remembered; Precautions; First Aid Outfit for 
 Schools ; Bandages and How to Apply ; Fractures and Tlieir Treat- 
 ment ; Circulation ; Control of Hemorrhage ; Pressure Points ; Heal- 
 ing of Wounds; Different Kinds of Wounds; Shock; Heat and 
 Cold ; Respiration ; Gas Poisoning ; Rescue and Resuscitation of 
 Drowning Persons ; How to Locate Bodies Lost in the Water ; To 
 Rescue From Fire : To Extinguish Fires ; To Extinguish Burning 
 Clothing : Electricity ; Emergencies ; Method of Transporting the 
 Sick and Injured; Outlines of First Aid; Lessons for VI, VII and 
 VIII Grades ; Outline of First Aid Course for VIII Grade only. 
 
 CHAPTER IX— The PHYSICAL CARE OF CHILDREN IN THE 
 SCHOOLROOM AND ON THE PLAYGROUND 272-299 
 
 Health Records and Suggestions for Filling Out ; Defective Feet ; 
 Correct Shoes ; Defects of the Nose, Throat and Ear ; Defective 
 Eyes ; Defective Teeth. 
 
 Contagious Diseases : 
 Chicken Pox 
 Diphtheria 
 Erysipelas 
 German Measles 
 La Grippe 
 Measles 
 Mumps 
 Small Pox 
 Scarlet Fever 
 Whooping Cough 
 
 Contagious Eye and Skin Diseases : 
 Pink Eye 
 
 Diphtheria of the Eyes 
 Trachoma 
 Pediculosis 
 Scabies 
 Impetigo 
 
 Pulse, Temperature and Respiration; Helpful Hints for Teachers; 
 Health of the Teacher. 
 
 BIBLIOGRAPHY 300 
 
CHAPTER I 
 
 School Playground 
 
 A Brief History of the Playground Movement, with Suggestions for the 
 
 Orgcuiization, Equipment and Supervision of 
 
 School Playgrounds 
 
 A BRIEF HISTORY OF THE PLAYGROUND MOVEMENT 
 
 Germany. The play movement in tiermany is primarily one of educa- 
 tion. Among the great leaders in that country we find mentioned Guts 
 Muths, Jahn, Von Schenkendorf and Froebel. There is a play curriculum 
 provided for the scliools and often institutes in play and play congresses 
 for tlie teachers are held in dififerent German cities and much is done every- 
 where for tlie encouragement of play festivals. 
 
 School playgrounds are equipped with simple apparatus and school gar- 
 dens and swimming pouls are provided in some localities. Frequently the 
 afternoon is given over entirely to play, at which time the attendance is 
 obligatory. The Germans are great believers in shortening the school hours 
 and lengthening the play, or recess periods, at which time the direction of 
 the sports is in charge of regular teachers. When the weather permits, 
 their gymnastic exercises are taught in the open air and many school 
 journeys into the country are arranged for the children by the teachers. 
 
 In the gymnasium long hours of work are required, especially of the 
 boys, producing a corresponding lack of athletic games and school spirit and 
 loyalty. There is no time for the development of such. As late as 1892, 
 or thereabouts, the English games of Cricket and Foot Ball were introduced 
 into Germany, though in the life of the University student very little atten- 
 tion is paid to athletics of any sort, while a great interest is displayed in 
 dueling by the great majority of these young men. 
 
 In Germany we find private playgrounds connected with beer gardens, 
 concert halls, turnvereins and athletic associations and many municipal 
 playgrounds are located in the parks and vacant spaces. Here the mothers 
 and nurses play the part of supervisors, the favorite play spaces in many 
 cases being the sand gardens. In the city of Berlin, the law requires that 
 playgrounds be supplied in the interior courts of all tenement houses. 
 
 England. With the English, the play movement is chiefly one of recrea- 
 tion and this nation is fortunate in possessing a climate that is well adapted 
 to sport all the year round. There are schools for the people, schools for 
 the sons of "gentlemen," Preparatory and Public Schools and Universities 
 for boys and men and High Schools and Universities for the girls. The 
 English people are a leisured class, chiefly people who give time and enthus- 
 iasm to play, and the ability to play is counted as one of the essential parts 
 of the training of the English gentleman. 
 
l^',',' '..• PHYSICAL EDUCATION COMPLETE 
 
 The Boart: Scliools provide grounds that are kept open from sunrise 
 until sunset, with a janitor's house located on the grounds. These play spaces 
 are surfaced with cinders and no apparatus is provided. Gymnastic drills are 
 given in the yard, children are taught to swim and athletic leagues, espe- 
 cially in Cricket and Foot Ball, are formed. In the Preparatory Schools, 
 Cricket and Foot Ball are compulsory, about two hours each day being 
 required for these sports. The grounds are large enough so that all boys 
 play at the same time. Here the Masters coach and play on the teams with 
 the boys. Contests are mostly between different dormitories, though a few 
 games with outside institutions are permitted. In the Public Schools we 
 find about the same rules e.xisting. High Schools for girls are located in 
 the country and their sports are made compulsory. The coaching is done 
 by the Mistresses, who also participate in the games. At the Universities 
 the play is for the pure fun of it and there is a general participation in 
 games of all sorts. Municipal Playgrounds are in charge of caretakers but 
 no organized work is provided. A great number of Cricket and Foot Ball 
 fields are located in and about London, while athletic fields and clubs are 
 very common in the country sections. Tennis is one of the favorite games 
 with many of the English people. 
 
 United States. In our own land, the Playground Movement has swept 
 from the Atlantic to the Pacific with a wonderful rapidity and the greatest 
 care must be exercised by all in charge of the work to prevent the pendulum 
 from swinging just as far the other way and consequently undoing all the 
 good that has thus far been accomplished in this great and splendid work. 
 We, as a nation and individuals of our nation, are very apt to go on the theory 
 that "if a little is good, more is better," and we are more prone to overdo 
 rather than underdo anything that appeals to us. The Playground Movement 
 has appealed to us most intensely and we are now fast in the grip of this 
 interesting and beneficial work and each and every one should do all within 
 the bounds of good, common sense to prevent it from becoming a fad and, 
 in consequence, eventually, a thing of the past. 
 
 The sources of this movement with us were many. A new sense of 
 making each life an efficient one, rounded out socially as well as intel- 
 lectually, a new sense of the realization of the value of the greatest blessing 
 that can come to any of us, namely HE.VLTH, the new social spirit, the ever- 
 increasing congestion of life in the cities, due in part to the great influx of 
 foreigners, the intolerable condition of city streets as play spaces for children 
 and the long, idle summer vacation days. 
 
 Previous to this time there was a lack of adequate j)laygrounds, there 
 was no time provided for play during school hours, there was no organized 
 play or athletics in the public elementary schools, highly specialized and very 
 objectionable athletics for the few existed in the High Schools and athletics 
 at some of the Colleges and Universities were the disgrace of those institu- 
 tions. The whole country was living at a tremendous working pace. There 
 was practically no provision for sport, park facilities were possible in but 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 13 
 
 a few instances and hours of labor were shortened, thus encouraging loafing 
 and crime. These were the sources which gave rise to the movement in our 
 own land. 
 
 Our beginning was made with the Sand Gardens of Boston in 1886, since 
 which time the extension of the movement throughout the United States has 
 been most rapid and successful. In California the first Municipal Playground 
 was established in Los Angeles in 1905, Oakland followed in 1907, San Fran- 
 cisco in 1908 and Sacramento in 1911. 
 
 The ideals of the movement have been primarily social, with the purpose 
 also of keci)ing the child away from the physical and moral dangers of the 
 street, until now. with its growth, it has come to take up a series of positive 
 and educational aims. 
 
 (Historical Outline from A Normal Course in Play, by The National Playground and Recreative 
 Association of America.) (By Permission.) 
 
 PLAYGROUND HOCKEY ON THE UNIVERSITY OF CALIFORNIA MODEL PLAYGROUND 
 
 ORGANIZATION OF SCHOOL PLAYGROUNDS 
 
 Division of School Playgrounds. The ideal playground allows one acre 
 of land to each 100 children and thirty square feet of space for each additional 
 child. We know that in most school yards, particularly those connected with 
 city schools, this is not possible, nor is it an absolute necessity, however, there 
 are many communities, especially in this great Northern California, where 
 there should be no difficulty in obtaining all the play space for the children 
 that is needed. In cases where the school grounds are not sufficiently large 
 to accommodate the children, it should be made possible to secure additional 
 territory close at hand. All school grounds should be divided into four sec- 
 tions, one each for large and small boys and girls. Further than this, it 
 should be made possible to provide a separate play space for the very tiny- 
 tots, where both the little boys and girls may play together if so desired. 
 
 Classification of Children. Boys and girls, in their play should be classi- 
 fied according to weight or height. In some communities, age, height and 
 weight are combined according to the following rule : 
 
14 PHYSICAL EDUCATION COMPLETE 
 
 The age in years, plus one-half the height expressed in inches, plus one- 
 quarter the weight expressed in pounds, should not exceed the number sixty- 
 two for classification as a Junior. Anything above that number would place 
 the boy or girl in the Senior class. Example : 
 
 Age 12 
 
 Height 4', 6"=S4"-;-2=27 
 
 EXAMPLE: Weight 70 tbs.^4=17j4— 18 
 
 57 Junior Classification 
 In schools where there is little or no competition, it is not necessary to 
 
 figure the classification so closely and either a certain height or weight may 
 
 be used as the dividing line. 
 
 The standard of classification used throughout the country is as follows : 
 
 Members of the 80 lb. Class weigh 80 lbs. and under 
 
 " " 95 " " " between 80 and 95 lbs. 
 
 " " " 115 " " " " 95 " 115 " 
 
 " " Unlimited Class weight over 115 lbs. 
 
 The main idea to be kept in the teacher's mind is, that under no circum- 
 stances, should she ask or expect an overgrown or backward boy or girl to 
 descend to the level of little folks in their play, even it must be so in the life 
 within the school room. One cjuite often hears teachers of limited experience 
 in such matters, express surprise at the fact that certain large and backward 
 pupils do not like to play on the school grounds with the children of their own 
 grades, but show a marked preference for association with the children of 
 the higher grades and games for children of their own size. Certainly the 
 child in such cases is following a natural path and one that should be re- 
 spected on every playground. 
 
 Function and Purpose of Play and Athletics. The function of play and 
 athletics in the grade schools is to develop boj's and girls physically, mentally 
 and morally. Organize for the purpose of giving play, athletics and folk danc- 
 ing a place in the school life, for after all, the schools are the places where 
 the most efficient and satisfactory playground work is being done today. 
 Every boy and girl should have an equal chance in these sports. Let us have 
 EXTENSIVE rather than intensive athletics, for it is a true statement that, 
 highly specialized athletics destroy the play idea. 
 
 Athletic Associations. Wherever it is possible, organize an Athletic 
 Association, one each fur the boys and girls. If there are not enough child- 
 ren to permit of two associations, see to it that at least one is formed that will 
 include all. The teacher should be a member. Let the children control the 
 organization, but the teacher should, by all means, be the "Silent Leader." 
 A very important committee to appoint is one to look after the pla^•ground 
 apparatus, such as balls, bats, etc., and to see that all balls are kejjt in good 
 repair and well pumped up. There is nothing that takes the fun out of a 
 game quite so quickly and easily as to have to play with balls that are soft 
 and leaky. 
 
FOR SCHOOLS AND PLAYGROUNDS IS 
 
 Recess Periods. Some schools provide a short recess period in the morn- 
 ing, with a longer one for the afternoon session. When this is the case, it 
 seems an ideal plan to ultilize the shorter one for Singing, Circle and Tag 
 games, the simpler ones, that may be finished in a short space of time. The 
 running games, which give to each child an opportunity for great activity, 
 are indeed most valuable. Usually a child has been sitting still for some 
 time, the mind has been active and in many cases the positions have been 
 such as to check, to a certain extent, the venous circulation, and when the 
 recess period in the day's programme has been reached the child feels the 
 need of ^reat activity. Now is the time to supply simple games and relay 
 races that will start up a good circulation, drive the venous blood on to the 
 heart and give new energy for the next set of hours in the school room. 
 
 Where the afternoon recess is of a length sufficient to complete games 
 that require some time for playing, it is well to give Volley Ball, Captain Ball, 
 Long Ball, etc. Then there are scores of good games that do not require any 
 apparatus for playing. Any set rule cannot be laid down as to just what 
 should be given in the way of games or when they are to be played. All 
 that can be done is to give these few suggestions and each teacher must 
 work out a programme to fit the needs of the children in her charge. 
 
 Noon Periods. This seems to be the proper time for organized games, 
 unless arrangements are made for them after school hours, but such is not 
 often the case, and the boys and girls find it a natural thing to devote three- 
 quarters of an hour at noon to interesting play. During the noon period we 
 have found the most popular games to be Playground Base Ball, Basket Ball, 
 Tennis, Ping-pong and Croquet. 
 
 Many teachers complain of the great trouble and care the majority of 
 the eighth grade girls are to them. It seems to be a universal custom, or 
 time in their lives, when they prefer to spend their recreation periods in loung- 
 ing about the yard and in general, displaying very little interest in things 
 that are wholesome. Good, lively play has been the salvation of many a bov 
 and girl and if a teacher has the right spirit she will make an earnest endeavor 
 to arouse a keen interest in the games that these girls can and really do enjoy 
 playing. Much time and thought are required for these ever-present prob- 
 lems, but it is possible to reach them if a teacher sets out to do so. Unhealthy 
 thoughts simply cannot survive in an atmosphere of joyous, happy play. 
 
 Little Folks. The little people make up one of the most interesting sec- 
 tions of any playground. Consider a moment the fact that the little fellow 
 of today is the grown-up of tomorrow and how very necessary that he should 
 be given every consideration and started for the morrow on the right trail. 
 It takes such a little bit to make these little ones happy. It is really surpris- 
 ing to note the great pleasure they derive from a simple Circle Game or little 
 inexpensive rubber ball. Do not overlook them. See that they have a 
 goodly share of your attention and your reward will be manifold. As yet 
 they have not developed the finer co-ordinations and should be allowed plenty 
 of the larger movements of the body and nothing is better for them than 
 
16 PHYSICAL EDUCATION COMPLETE 
 
 running, throwing, tossing or rolling the large Indoor Base Ball or Volley 
 Ball. 
 
 Length of Time for a Game. Few Playground Directors agree on the 
 time allowed for the use of a game, but certain it is that a game should be 
 played long enough to permit children to develop team work, ability and ex- 
 pertness in it. No game is of interest to any one until the rules have been 
 learned and the chance given, which then follows, to acquire proficiency in 
 the playing of it. On the other hand, a game should not be played for such 
 a great length of time that children become so weary of it that they never 
 wish to hear it mentioned again. The happy medium in this respect must 
 be found. When the first symptoms of lack of interest begin to appear it is 
 the time to select another game. Be ready for this change at any moment. 
 By having a ready supply of new games in one's mind, often the death of a 
 good game is averted and children will be glad to have the old games brought 
 back again. Under such conditions they will come to them in the guise of 
 old friends and will be so greeted. 
 
 Team Names and Colors. Organize teams for the various games that 
 will permit. Let the children select names and colors for each team. Teach 
 them to have a pride in all their organizations, which are wonderful honor 
 and loyalty builders. 
 
 Decoration of School Playgrounds. All school playgrounds should have 
 trees for shade and decoration. CHrls' fields should be i)rotected as much as 
 possible from the gaze of men and older boys, who are inclined to pa\- undue 
 attention to this section of a playground. Flower borders about the walks, 
 hedge fences, vines on the school buildings or fences, flower boxes set on the 
 stumps of trees that may be cut down or on the tops of gate posts and window 
 boxes all add to the appearance of the place and make it a joy to those who 
 live in its atmosphere. 
 
 Rural School Conditions. Nine out of ever\' ten young teachers begin 
 their work as teachers in rural districts. Here the need for supervised play 
 is just as great as in our crowded cities. Country boys and girls frequently 
 lead a very lonely life as far as the companionship of children is concerned. 
 They are required to do much of the drudgery that naturally falls to the lot 
 of the farmer's home and little, if any, time is found there to indulge in good, 
 wholesome play. Unless they can be helped along this line on the school 
 grounds the result is readily seen, for it is an old saying and one full of truth 
 that ".'Ml work and no play makes Jack a dull boy." 
 
 The more active we can make the body, the more active will be the mind, 
 and to secure such benefits for the boys and girls of our land, whether they 
 live in the city or country village, we must give them every possible encour- 
 agement in play — lively, innocent, wholesome and joyous play. 
 
 Each rural school presents its own special problems and for the most 
 part they must be worked out by the teachers in charge. There are scarcely 
 two schools in any county where the conditions for play are alike. First of 
 all, the number of pupils attending is the chief difficulty for any playground 
 
FOR SCHOOLS AND PLAYGROUNDS 17 
 
 work to he accomplislied. We all know that the more companions we have 
 in our play the easier it is to play the games we enjoy and the happier we 
 are in our play. Many rural schools have in attendance but seven or eight 
 ])upils. while others have between this number and thirty or forty. If we 
 might have eight boys or eight girls of about the same age or size we could 
 get along very nicely, but eight jnipils for as many grades present as many 
 problems, each child being a particular problem by himself. 
 
 In the following section on Equipment for School Playgrounds, will be 
 found some suggestions for suitable apparatus for rural schools, and the 
 chapters on Games, Athletics, Exercises and Folk Dances will be found to 
 contain things of interest to the teacher of rural schools. 
 
 EQUIPMENT FOR SCHOOL PLAYGROUNDS 
 
 Apparatus. Do not think you must set up expensive apparatus. That 
 which can be built by local carpenters is better for several reasons, partic- 
 ularly in communities where intense heat and cold are experienced at the 
 different seasons of the year. Not every community can afiford factory made 
 apparatus and it has been demonstrated over and over again that just as 
 much fun and enjoyment is to be derived from the less expensive variety. It 
 is extremely necessary, however, that all apparatus shoidd be very carefully 
 and strongly constructed. Install as much of the following apparatus on 
 your school playgrounds as possible : 
 
 1. SAND BINS. 6. BASKET BALL COURTS. 
 
 ■ 2. TEETERS. 7. CROQUET COURTS. 
 
 3. HORIZONTAL BARS. 8. TENNIS COURTS. 
 
 4. SWINGS. 9. PING-PONG TABLES. 
 
 5. VOLLEY BALL COURTS. 10. SLIDES. 
 
 The following estimates for installation of apparatus may be of value to 
 some : 
 
 Sand Bin. Eor an enclosure 12x16 ft. : 
 
 Lumber — 1 pc. 2 in. x 4 in. x 12 ft. Com $ .36 
 
 1 pc. 2in. x6in. xl6ft. " \ 
 
 1 pc. 2 in. X 6 in. X 12 ft. " \ F"encing 72 
 
 1 pc. 1 in. X 6 in. X 12 ft. " ) 
 
 28 in. Wire Netting at 4c L12 
 
 1 Hook and 2 Eyes for Gate 10 
 
 1 pr. 6 in. Strap Hinges .20 
 
 Staples 10 
 
 2 loads White Sand at $2.50 5.00 
 
 6 large Spoons at 50c per doz 25 
 
 Labor 3.50 
 
 Total $11.35 
 
18 
 
 PHYSICAL EDUCATION COMPLETE 
 
 Teeters. Set of two Teeters: 
 
 cs. 2 in. X 10 in. x 14 ft, S4S— 
 
 Boards $ 2.10 
 
 2 pes. 6 in. X 6 in. x 5 ft. S4S — 
 
 Posts 1.65 
 
 1 pc 6 in. X 6 in. x 6 ft. S4S — 
 
 Cap 99 
 
 Shaping ends of Teeter Boards 1.00 
 
 4 iron Safety Guides at 80c '. 3.20 
 
 Nails ' 05 
 
 16 Bolts for Safety Guides 30 
 
 Labor 2.60 
 
 Total $11.89 
 
 Section of a Teeter Board showing the blocks which keep it from slipping- past the balance point. 
 (Drawn by Hazel Reid, Cliico Normal, 1913.) 
 
 TEETER BOARDS SHOWING HANDLES, OR "SAFETY GUIDES" 
 
 Horizontal Bar: 
 
 1 Hickory Bar, 6 ft S3.75 
 
 Lumber— 2 pes. 6 in. x 6 in. x 10 ft. S4S 1.47 
 
 Labor — Cutting holes in posts and setting 3.50 
 
 Total S8.72 
 
 Horizontal Bar: 
 
 Lumber— 3 Posts, 4 in. x 4 in. x 8 ft. S4S : $3.10 
 
 12 ft. Iron Pipe 1% in. diameter, outside measurement 1.60 
 Labor, setting 3.75 
 
 Tota 
 
 ..$8.45 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 19 
 
 OUTDOOR CLASS ON HORIZONTAL BARS. THIRD CIX^\:^E 
 
 SET DOUBLE SWINGS 
 
 Set Double Swings: 
 
 Lumber— 2 pes. 6 in. x 6 in. x 16 It. S4S— Postj $ 5.28 
 
 1 pc. 6 in. X 6 in. x 10 ft. S4S— Cap 1.65 
 
 3 pes. 4 in. X 4 in. x 14 ft. S4S— Braees 2.80 
 
 2 pes. 2 in. x 5 in. x l^V ft. — Boards 30 
 
 Feneing — SjA pes. 4 in. x 4 in. x 14 ft. Com 2.16 
 
 8 pes. 1 in. x 4 in. X 20 ft. Com 1.20 
 
 80 ft Wire Netting 3.25 
 
 1 pr. 6 in. Strap Hinges 20 
 
 Carried Forward 
 
 .$1684 
 
20 PHYSICAL EDUCATION COMPLETE 
 
 Brouf,rht Forward $16.84 
 
 1 Hook and 2 Staples for gate 05 
 
 7y2 lbs. .>4 in. Manila Rope 'iOO 
 
 Staples and Nails 30 
 
 4 Iron Rings and Bolts 1.40 
 
 4 Rope Thimbles '. 60 
 
 Labor 8.75 
 
 Total $28.94 
 
 Volley Ball Court: 
 
 Lumber— 2 pes. 5 in. x 5 in. x 10 ft. S4S— Posts $ 1.70 
 
 1 Net 1.00 
 
 1 Canvas Volley Ball 2.50 
 
 Labor — setting posts 50 
 
 Total ._ $ 5.70 
 
 Basket Ball Court: 
 
 Lumber — 2 pes. 6 in x 6 in. .x 16 ft. S4S — Posts $4.65 
 
 8 pes. 1 in. x 12 in. x 6 ft. SIS— Backs 2.00 
 
 1 pr. Goals 4.00 
 
 4 3-in. Bolts 15 
 
 1 Basket Ball 6.00 
 
 Labor : 3.50 
 
 Total $20.30 
 
 Croquet : 
 
 1 Croquet Set $2.50 
 
 Total ; $2.50 
 
 Tennis : 
 
 Lumlier— 2 pes. 6 in. x 6 in. x 6 ft. S4S $1.98 
 
 Tennis Rackets from $1.50 to $8.00 each 
 
 Nets from $1.00 to $9,00 each 
 
 Balls, per doz from $3.00 to $5.00 
 
 (Sec Wright & Ditson and A. G. Spaulding & Bros, 
 catalogues for prices on complete sets.) 
 Ping-pong: 
 
 Lumber — 5 pes. 1 in. x 12 in. x 10 ft. Com. SIS $1.18 
 
 1 pc 2 in. .x4xin. x 12 ft. Com. SIS 30 
 
 8 pes. ^ in. X 6 in. x 3K> ft. No. 1 S4S 80 
 
 Labor 1.60 
 
 1 Ping-pong set 2.00 
 
 Total $5.88 
 
FOR SCHOOLS AND PLAYGROUNDis 
 
 ?!• 
 
 Slide.' Slides may be made up for a great many different prices, rang- 
 ing from $15.00 to $25.00. Good ready made slides may be bought at a cost 
 of from $20.00 to $50.00. 
 
 BASKET BALL BACKSTOP AND GOALS 
 
 Rainy Day Apparatus and Games. Nothing helps out in a school for 
 rainy days like a little portable apparatus and a few games, particularly where 
 the pupils have to carry their lunches. The following list offers to teachers 
 a slight suggestion for rainy day equipment : 
 
 5 Bean Bag Boards, 2>4 ft. long by 2 ft. wide $1.45 
 
 24 Bean Bags, average size 4 in. by 4 in 1.30 
 
 Total $2.7; 
 
 2 Games of Jack Straws at 25c $ .50 
 
 3 Packs of Flinch at 50c 1.50 
 
 2 Sets Parchesi at 75c 1.50 
 
 4 Sets Dominoes at 50c 2.00 
 
 2 1634-iu- by 16 in. Checker Boards at 65c 1.30 
 
 2 Sets Checkers at 10c - 20 
 
 1 Set Meccano 3.00 
 
 Total -..$10.00 
 
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FOR SCHOOLS AND PLAYGROUNDS 23 
 
 Lockers. Apparatus of the portable variety, lialls, bats, etc., should have 
 some sort of a home provided for its conservation. If something up-to-date 
 cannot be supplied, it is an easy matter to secure dry goods boxes which may 
 be converted into lockers that will answer the purpose very nicely. For those 
 wishing to construct something better the following figures are given : 
 
 Lumlicr for Lockers 20 in. x21 in. x 16 ft., which mav 
 
 lie divided into five compartments ,$ 8.70 
 
 5 Hinges and 5 Hasps SO 
 
 5 Padlocks 80 
 
 5 Aluminum Figures for marking compartments 40 
 
 Staining 65 
 
 Butts 65 
 
 Oil 25 
 
 Labor 3.50 
 
 Total $15.45 
 
 Nets Strung on Wires. Weather proof nets are expensive and few 
 schools can afford to purchase them. Cheap nets stretch and sag to a great 
 degree. This can be easily overcome by stringing the nets on wires and 
 drawing them up tightly before fastening for use. 
 
 Surface for Athletic Fields, Tennis Courts, etc. The Municipal Engineer- 
 ing Journal of Cincinnati, Ohio, issued January, 1913, gives the following idea 
 for surfacing Athletic Fields, Tennis Courts, etc. : 
 
 "Three or four inches of COARSE cinders well packed and rolled, covered 
 with one or two inches of SCREENED cinders mixed with equal parts of 
 dampened clay and well rolled will make an ideal play surface for athletic 
 fields. Such a mixture packs well, is springy, does not get dusty in dry 
 weather and can be played on in the rain." 
 
 SUPERVISION OF SCHOOL PLAYGROUNDS 
 
 The one most important problem that faces any city, large or small, is the 
 boys and girls of that city and the making of each one of those lives an effici- 
 ent one. 
 
 "We act as we feel." Without health we can do nothing and in order 
 that we may have Health, Growth and Development we must have nutrition, 
 exercise and rest. Nutrition and rest are matters for the consideration of the 
 ])arents, while the playgrounds provide most of the development for the child, 
 which means chiefly play, as the greatest share of his development is secured 
 in play. 
 
 Character is a matter of choosing to do the right thing when the wrong 
 one is presented. Nowhere as in play is the child given such an opportunitv 
 for the training of character and good citizenship and thpre is nothing in all 
 our school curriculum as educational to him. Nowhere as in play is he given 
 
24 PHYSICAL EDUCATION' COMPLETE 
 
 such an opportunity to receive from the outside world the most serious and 
 greatest variety of impressions and it is right here, in play, that he learns to 
 express himself clearly and intelligently. In play, children find their objects 
 of deepest and most enduring interests and as habits of thought and action 
 for good or ill are most easily set up in connection -with those things that 
 interest one the most it is but natural that in their play children form habits 
 that cling to them all through life, and play is just as necessary to the life of 
 a little child as air and sunshine are needed to make the little plant a fruitful 
 vine. 
 
 Playgrounds, to be successful, must be supervised and, furthermore, 
 MUST BE CONTROLLED. Jacob Riis has well said "It is the very parody 
 upon common sense to appropriate money for playgrounds and refuse to do so 
 for supervision. That is indeed saving at the spigot and wasting at the 
 bunghole." 
 
 The Teacher as a "Play Leader." The teacher as a "Play Leader" has a 
 / field for influence fertile beyond that of any other human being, for it is in 
 I play that children begin their personal relations with each other and it is right 
 here they should be taught the meaning of courtesy, manliness and womanli- 
 ness and that of the greatest word in the true boy's and girl's vocabulary — 
 HONOR. In play they learn to control their muscles, to correlate hand and 
 eye and to establish their rights to exist. Here is where they first learn to 
 recognize the rights of each other and that those rights should be respected. 
 Here also they learn the rules of the game — fair play, "take your turn" and 
 the square deal. In play children soon begin to express the impressions they 
 receive from those with whom they come mostly in contact, namely, parents 
 and teachers. In play it is possible for them to learn to nurse their troubles and 
 pains without a murmur, to be kind to opponents in defeat and thoughtful of 
 them in victory. Only in play is the real child nature displayed. Observe for 
 a short w-hile the children on a playground as they play their various games. 
 One has not long to wait before selecting the "follower," the selfish individ- 
 ual, always elbowing to the front to "play to the grandstand," and the natural 
 leader, with his latent power for good or evil, as environment and influence 
 may determine. Nowhere are life habits so easily formed as on a playground 
 or in play anywhere, for that matter, and a teacher has a score of chances each 
 day to direct habit. In general, children learn their methods of play and their 
 attitude toward it and opponents from those in charge of the play time, there- 
 fore it is of vital importance that the type set before them should be of the 
 higliest and best. 
 
 Why Supervision Is Necesseury. When playgrounds and playtimes are not 
 supervised we are very apt to find that results obtained are anything but those 
 we desire. A teacher should permit none Init the best conduct at all times and 
 under all circumstances, language only that is respectable and respectful and 
 she should see to it that all children, large and small, weak and strong, are 
 given a fair chance in games and on apparatus and that the play space is pre- 
 " vented from becoming a public nuisance through its noise and disorder. Not 
 all games are safe ones, many of them being extremely dangerous to life and 
 
FOR SCHOOLS AND PLAYGROUNDS 25 
 
 liml), and it is is very important that such games be eliminated by the teacher 
 from all use on the playground. 
 
 A Teacher's Personal Methods. It is very necessary, inilced, that a 
 teacher shuukl know how to he friendly with children, to be a good comrade, 
 to sympathize with them, to take an interest in all their plans and experiences 
 and make a success of helping them in all their right endeavors. A teacher 
 should possess a good working knowledge of all games and the rules that 
 control them if she would hold the interest of the children in her care and be a 
 strong influence in their midst. There is nothing that so quickly diminishes a 
 teacher's influence and standing with children on a playground as ignorance 
 of rules of games, or lack of interest in playground activities. 
 
 General Ends to be Secured. The general ends to be secured by play, 
 properly supervised, are : 
 
 1. Health. 
 
 2. Physical strength. 
 
 3. Organic strength. 
 
 4. The development of a maximum of energy. 
 
 5. The happiness of the children. 
 
 Social Ends to be Secured: 
 
 1. Cleanliness. 
 
 2. Politeness. 
 
 3. Formation of friendships. 
 
 4. Obedience to law. 
 
 5. Loyalty. 
 
 6. Justice. 
 
 7. Honesty. 
 
 8. Determination. 
 
 Cleanliness. "Cleanliness is an instinct, any deviation from which is an 
 abnormality." 
 
 There is a great diiTerence between chronic dirt and that which is ac- 
 quired during a rousing good game. Dirt acquired under the latter conditions 
 is highly respectable, provided it is not allowed to form a permanent crust. 
 Do not ask or expect clean children to take hold of hands that are dirty. 
 Children should be taught to care for their bodies properly. Unclean children, 
 those who give only the minimum amount of attention to their personal ap- 
 pearance, should not be tolerated on a playground any more than in a school 
 room, but where play spaces are connected with schools there is very little, 
 if any troulile of this sort, as it is controlled through the school. 
 
 Politeness. It does not require much effort on the part of those in charge 
 to teach politeness, for if a teacher herself is polite, children will, in most 
 cases, imitate her in this respect as in many others. A teacher should em- 
 phasize this point in her contact with children, for then it is that we are apt 
 to secure a good average result from them. She should insist on politeness to 
 
 / 
 
26 PHYSICAL EDUCATION COMPLETE 
 
 everyone, herself included. Children will need instruction in this respect, for 
 they are very rarely naturally polite and do not know what politeness re- 
 quires. 
 
 Formation of Friendships. A friendly spirit is very essential to the suc- 
 cess of play and it is one of the most valuable kinds of training- that any play- 
 ground can give. Teachers should repress the forward, selfish, obstinate 
 ones, at the same time give all the encouragement possible to the shy and 
 backward children and teach all to be good comrades, good friends every- 
 where. 
 
 Obedience to Law. Children should be taught to live up to the rules of 
 all games, because they are the rules and that it is the proper thing to do. Do 
 not attempt to make children law-abiding from the fear of penalties. That 
 does not instill in them the lessons we would make life habits. \\'e should 
 teach that right is might. 
 
 LoyaJty. Strive to secure loyalty in all games, to all teams, to the school 
 and its playground. The attitude of teachers determines the attitude of chil- 
 dren under their control. The idea of games and athletics is defeated when 
 children are taught loxalty that is of the blind sort, when they have it instilled 
 in them that there is no courtesy due opponents and that there is no such thing 
 as the rights of others. We see a great deal of this variety of loyalty in our 
 :)resent day schools and in nearly every case the fault may be traced to the at- 
 -itude of the instructors in charge. Teach children to be courteous winners 
 and graceful losers, qualities that are fundamental to good citizenship. 
 
 Justice, (a) The teacher should permit no conduct on the playground 
 that does not belong to the "square deal" family. Talk and preach square 
 deal every time the opporttmity presents itself and see to it that the oppor- 
 tunity presents itself so often that square deal becomes a natural thing with 
 children. 
 
 (b) The older children should not be allowed to take things away from 
 the younger ones. 
 
 (c) "Take your turn!" is a rule that should apply to all. 
 
 (d) Do not allow children to remain on coveted apparatus too long. Give 
 all a fair chance. 
 
 (e) Do not allow children to tantalize and annoy opponents on the play- 
 ground at any time. 
 
 Honesty. Many are the opportunities for dishonesty in games and a 
 teacher should deal very severely with cheating. Strive to secure honesty 
 above everything else. 
 
 Determination. It is not uncommon to find children who will try a 
 "stunt" once cjr twice and give it up if liot successful. Some are very easily 
 discouraged if their opponents make a larger score or display more ability in 
 games than they and such children frequently attempt to withdraw from the 
 game and give up entirely. Right here we are afforded one of the best op- 
 portunities to teach children that the will should succeed in spite of every 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 27 
 
 obstacle. Keep a plentiful supply of encouragement on hand for use in just 
 such cases. 
 
 Competition. All life is one great competition and we have it within our 
 power to help boys and girls prepare for it. Competition carried to a high 
 degree is not sport, while the proper dosage is — and most beneficial. The in- 
 tense competition that is a part of so many of the athletic contests of today 
 does away with all the benefits that may have been acquired during the valu- 
 able period of training. Over exertion on the field in competitive games and 
 athletics is far more common than most people realize. A sensible balance 
 should be maintained and it is the duty of every teacher in charge of this 
 work to regulate competition whenever it is possible and it should be made 
 possible by them to regulate it. Talk with the athletes of days that are gone 
 and ybu will hear confessions that will often astonish you. It is one of a 
 teacher's duties to see that this phase of playground work is adjusted for the 
 bovs and girls in his or her care. 
 
 "OFF TO THE SAND-PILE" 
 
 SUGGESTIONS FOR THE CONTROL OF APPARATUS 
 
 Sand Bin. 1. The Bin should, by all means, be enclosed in order that it 
 may be kept clean. 
 
 2. In some communities it is advisable to change the sand every six or 
 eight weeks. 
 
 3. Lunches should not be eaten in the enclosure. 
 
 4. Boxes and papers should not be thrown about in the Bin. 
 
 5. The sand should be kept moist enough to hold together for the con- 
 struction work of the children. 
 
 6. Children should not be permitted to throw sand at each other. 
 Teeters. 1. A child should not jump or slide off the board when another 
 
 child is up in the air. 
 
 2. Little children should not be permitted to stand on the boards to teeter. 
 
 3. They should not "bump" in order to attempt to displace the child on 
 the other end of the board. 
 
28 PHYSICAL EDUCATION COMPLETE 
 
 4. To get off the board — the teeter should he first lirought to the horizon- 
 tal position, when the children get off one at a time. 
 
 (Unless a child knows when his companion is going to get off the teeter 
 board, one of them, and possibly both, may be injured.) 
 
 Swings. 1. Swings should always be enclosed. Many accidents are thus 
 prevented. 
 
 2. Little people should not have to use swings that the older children 
 have. If possible, erect sets for the little ones and separate sets for both the 
 larger boys and girls. If this cannot be done, set definite hours for the use of 
 the swings, that all may have a chance on them. 
 
 (This applies to a great deal of the apparatus on any playground.) 
 
 3. Girls should not be allowed to swing standing up unless they are pro- 
 vided with bloomers, the darker ones being more preferable for playground 
 use. 
 
 Horizontal Bar. 1. Some provision should be made for a landing pit for 
 use with HIGH bars. 
 
 2. See that the bar for girls is located in some more secluded portion of 
 the Playground. 
 
 3. Permit no girl to use the Bar who is not provided with Ijloomers. 
 
 Slide. This piece of apparatus will always require the closest sort of su- 
 pervision. Definite rules for its use should be established and CARRIED 
 OUT. 
 
 1. Children should not slide down in any but a sitting position. 
 
 2. The soles of the shoes should not come in contact with the slide. 
 
 3. Children should take their turn in climbing the stairs. There should 
 be no crowding on this portion of the apparatus. By insisting on this there 
 will be none, and one child will slide at a time. 
 
 5. Girls should not be allowed on the Slide who do not wear Playground 
 bloomers. 
 
 6. Nails and screws should never be permitted to even peep above the 
 board, or sliding surface. 
 
 7. If the Slide is made of copper or zinc sheeting, eternal vigilance must 
 be exercised in its care, for a cut in the plate would cause an ugly wound. If 
 made of wood, it should be watched for splinters. (A wooden Slide should be 
 oiled frequently with raw linseed oil or waxed.) 
 
 8. Boys and girls should not have to use the Slide at the same time. Set 
 definite periods for each. 
 
 A Slide properly belongs to that section of any Playground that is devoted 
 to the little folks. Do not have a stairway built over six feet high for your 
 Primarv children and be sure that the whole jjiece of apparatus is strongly and 
 safely made. 
 
 (A portion of the outline tised is from "A Normal Course in Play," by The National Playground 
 and Recreative Association of America — by permission.) 
 
CHAPTER II 
 
 Swedish Gymnastics 
 
 Why We Give Gymnastics — Rules for the Teaching of Gymnastics — ^The Day's 
 
 Order — Analysis of the Day's Order — Correct Sitting, Stamding and 
 
 Walking Positions — Some Simple Gymnastic Positions 
 
 Swedish Educational Gymnastics. "Gymnastics are systematic, bodily 
 exercises, based on scientific principles and founded on physiological rules." 
 Of the four kinds of gymnastics, namely, Medical, Educational, Military and 
 Aesthetic, we consider simply the Educational, or those used with a view to 
 
 SWEDISH GYMNASTICS. "ARMS SIDEWARD— RAISE !" 
 
 educating the mind and body. For use in the school room the Swedish System 
 of Educational Gymnastics is the most practical. No apparatus is necessary 
 and every lesson provides a certain number of sets of movements that are 
 given in order, each group having a certain purpose to accomplish. 
 
 Why We Give Gymnastics. During the majority of hours spent in the 
 schoolroom, children are re(|uired to maintain the sitting position. As their 
 minds are intent upon the work before them, it is very natural for the head 
 and shoulders to droop forward, the chest to become depressed to a greater or 
 less extent, the circulation of blood in the abdominal organs to be checked to 
 a certain degree, while the brain in its activity draws a great deal of blood to 
 that portion of the body. After a little while the mind grows weary of con- 
 centration of its powers upon one thing and the muscles long for an oppor- 
 tunity to share its activity. The circulation of the blood needs to be equalized, 
 respiration deepened and strengthened and poor postures of all kinds need to 
 be corrected, while the body in general needs to be given tone and strength. 
 
 Rules for Teachers of Gymnastics. The teacher who would lead a class 
 through a lesson in gymnastics, must bear in mind the following rules : 
 
 1. The lesson must be planned w-ith care and earnestness and should be 
 learned "liv heart." 
 
30 PHYSICAL EDUCATION COMPLETE 
 
 2. The lesson should be constructed according to the systematic Progres- 
 sive Day's Order, working gradually from the least to the greatest amount of 
 exercise. 
 
 3. Have the children arranged in the aisles according to height. This plan 
 permits a teacher to see the work which is being done by each child. 
 
 4. It is very important that all commands and instructions be given in a 
 quick tone, one full of life and snap. Energy and vim should be expressed in 
 every move the teacher makes. Gymnastic lessons that are aimless and life- 
 less lose all their value. 
 
 5. Children should be taught to execute all exercises with seriousness and 
 precision and should be encouraged to eni];)loy the greatest power of which 
 they are capable in the execution of the Day's Order. 
 
 6. Exercises should be repeated from one to ten times, but NEVER 
 required of the child so often as to produce fatigue. Gymnastics TAUGHT 
 INTELLIGENTLY NEED NEVER PRODUCE AN ILL EFFECT. A lesson 
 in gymnastics should alwa}-s produce the result that is intended — that of 
 refreshing and invigorating the mind and body. 
 
 7. Teach children to breathe easily and naturally during the lesson. (They 
 should be cautioned against holding the breath during exercise of any kind.) 
 
 The Day's Order. A Days' Order comprises the following groups of 
 exercises : 
 
 1. ORDER EXERCISES. 
 
 2. LEG EXERCISES. 
 
 3. ARCH EXERCISES. 
 
 4. HEAVE EXERCISES. 
 
 5. BALANCE EXERCISES. 
 
 6. BACK EXERCISES. 
 
 7. ABDOMINAL EXERCISES. 
 
 8. LATERAL TRUNK EXERCISES. 
 
 9. JUMPING EXERCISES. 
 
 10. SLOW LEG, OR COOLING OFF EXERCISES. 
 IL RESPIRATORY EXERCISES. 
 
 Analysis of the Day's Order. The ORDER EXERCISES are intended 
 to draw the pupil's mind away innn the work he has been doing and to con- 
 centrate his thoughts and attention upon the gymnastic lesson about to be 
 given. A number of these exercises should be given in quick succession and 
 the teacher should not be satisfied to proceed with the work until she has 
 secured the alertness in obeying commands that is necessary for beneficial 
 work. 
 
 The LEG EXERCISES are given for the purpose of drawing the blood 
 in larger quantities to the lower extremities, thus relieving the brain and the 
 partial congestion in the abdominal organs. These exercises also stimulate 
 the general circulation. 
 
 The ARCH EXERCISES expand and raise the chest and straighten the 
 upper part of the back and neck. 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 31 
 
 The HEAVE EXERCISES lift and broaden the chest and give great 
 strength to the spine. 
 
 (By following the above four sets of gymnastic movements we have 
 sent to the muscles more blood that is purer and l^etter and more venous 
 blood has been sent on to the heart and lungs for purification. The mind is 
 relieved from the strain previously put upon it and muscular response to the 
 v.":ll is now secured, while a stronger foundation for the following groups of 
 exercises has been supplied.) 
 
 The BALANCE EXERCISES train for equililjrium and the ability to 
 control the body in difficult positions, at the same time educating the sense 
 of correct and graceful pose. 
 
 The BACK EXERCISES train for correct carriage of the shoulder blades 
 and back and 1)y giving strength to the muscles on each side of the spinal col- 
 umn, do much toward correcting faulty growth of the spine. 
 
 SWEDISH GYMNASTICS. ••.4RMS FORWARD— BEND I" 
 
 The ABDOMINAL EXERCISES and those concerned with the fore part 
 of the Ijody strengthen the abdominal wall muscles and stimulate the ab- 
 dominal organs by the change of pressure that is exerted upon them. 
 
 The LATERAL TRUNK EXERCISES strengthen the waist muscles, 
 stimulate internal organs and tone up the spinal nerves. 
 
 (The movements mentioned above, followed in order and gradualh- in- 
 creased in force, require stronger action from the circulatory and respiratory 
 organs. The exercises should never be pushed to the point where the pupil 
 becomes breathless or suffers any uncomfortable heart symptoms.) 
 
 The JUMPING and RUNNING EXERCISES have an all-aroun<l elifect 
 upon the whole body. The highest demand is now made upon the heart and 
 lungs and consequently circulation and respiration are deepened and quick- 
 ened, while the nerves and muscles of the entire body are stimulated and 
 and strengthened. 
 
 The SLOW LEG or COOLING OFF EXERCISES now follow and grad- 
 ually bring the heart back to its normal state. 
 
32 PHYSICAL EDUCATION COAIPLETE 
 
 The RESPIRATORY EXERCISES given by the deep, rhythmic breath- 
 ing movements taken in connection with the Slow Leg Exercises, help pre- 
 pare the body for the rest that is now due after the exertion of the lesson. 
 
 Rhythm Training. Even though music is available for use in marching 
 lessons, do not depend upon it entirely for the teaching of RHYTHM. Make 
 use of the imitation of the sound of raindrops — drip, drip, drip — and the 
 clock — tick, tick, tick — in order to teach and develop rhythm in little children. 
 It is far wiser to be independent of the piano, particularly in the first and 
 second grades, where rhythm training should be given every possible consid- 
 eration. Never lose an opportunity to strongly develop the sense of rhythm ; 
 and the earlier this training is commenced the better for the children con- 
 cerned. We do find pujjils now and then who apparently have no rhythm 
 in their natures and it is most distressing to note their vain endeavors to 
 accomplish the work which is done with ease by other members of their 
 class. Possibly, had their earlier training been given more attention, thev 
 might now be enjoying the happiness, at least in part, that comes to those 
 who possess a keen sense of rhythm. 
 
 Correct Stsmding Position. In order to teach the correct standing posi- 
 tion It is necessary to call attention to certain rules which should be kept 
 constantly before the children. Avoid always the command, "Shoulders 
 Back!" When attention is so called to poor positions of the shoulders, chil- 
 dren in many cases assume unnatural and highly exaggerated positions which 
 the instructor is then called upon to correct. If children can be taught the 
 correct positions which the body should assume, and this is possible, the 
 shoulders will hang NATURALLY, limp and resemble a yoke. 
 
 To teach the correct standing position have the child — 
 
 1st. Place one hand on the abdomen and the other on the back just 
 
 below the waist. 
 2nd. Draw the abdomen well in and up so that tlic muscles arc hard 
 and firm and with the hand on the back press the body forward, 
 or in other words, tilt the pelvis forward. This brings the lower 
 part of the body in the correct position and raises the chest to 
 its proper height. Lower the hands to the sides. 
 3rd. Now tell the child to stretch as high as possible, to make him- 
 self just as tall as he can. Say nothing about positions of the 
 shoulders or feet, as they fall into the correct position naturally. 
 
 Poor digestion and constipation are often due to a rearing backward of 
 the body and a stretching of the abdominal muscles, which cause the in- 
 testines to rest in an improper position. We cannot be too critical in the 
 matter of poor bodily positions nor can we emphasize this point too much. 
 W^e must be constantly speaking to children about poor postures, constantly 
 working with them to overcome the trouble. Speaking of the matter once, 
 or occasionally, is not going to accomplish the desired end. It requires time 
 and patience. The first point to win is to make the child conscious of the 
 
FOR SCHOOLS AXD PLAYGROUNDS 33 
 
 null pusturc, then watch him and never lose a chance td help him assume the 
 correct bodily position. Do not permit children to stand so that one hip is 
 elevated and the other lowered. When we learn to prevent spinal curvatures 
 there will be no need to labor to cure them. 
 
 Correct Sitting Position. 1st. The feet should rest normally on the floor, 
 that is, the entire bottom of each foot should rest comfortably and easily on 
 the floor. 
 
 2nd. The height of the desk should be such that the child can place his 
 arms on it without raising the shoulders or having to bend over it, which hap- 
 pens when the desk is too low. 
 
 3rd. The seat musfhave a back which will support the small of the back 
 and not the shoulders. 
 
 4th. The space between the desk and the child should be ample to permit 
 of free movement in the seat. 
 
 When the seat is too high and the child has to stretch his toes to touch 
 the floor, the nerves and blood vessels under the knees are depressed and 
 thus circtilation interfered with to a great extent. Children should not be al- 
 lowed to slide down in the seat so that the end of the spine is in contact with 
 the seat. If the child finds the desk is either too high or low he will write 
 with one hand on the desk and the other is placed in his lap for support, thus 
 producing Scoliosis, a lateral curvature of the spine. It is stated that 59 per 
 cent of all children have this trouble. Small foot rests should always be fur- 
 nished where the desks cannot be made to fit the child. Do not attempt to 
 get along without careful attention to this matter. 
 
 Correct Walking Position. 1st. The toes should point ALMOST 
 STRAIGHT AHEAD, It is a weak foot that toes out to the extreme. The 
 natural position of the foot is in a direct line with the knee, 
 
 2nd, The body should be carried easily and gracefully and always accord- 
 ing to the rules for correct standing. 
 
 3. The arms should hang naturally and easily at the sides and should be 
 permitted to swing two or three inches each side of the hips while a person is 
 walking. 
 
 4th. The head should be carried in the erect position with the neck press- 
 ing against the collar button in the back. 
 
 5th. THEN LOOK EVERYONE SQUARELY IN THE FACE. 
 
34 
 
 PHYSICAL EDUCATION COMPLETE 
 
 SOME SIMPLE GYMNASTIC POSITIONS 
 
 Fundeunental Standing Position. 
 
 Command: "At-TENTION !" or 
 
 "Po-SITION!" 
 
 Heels together, toes turned out to form 
 an acute angle, knees and hips straight, 
 chest high, head and trunk erect, chin 
 held in, shoulder blades well back, 
 shoulders held down and at the same 
 level, arms at sides, palms next to thighs 
 with thumbs forward and eyes to the 
 front. 
 
 (Note: The correct fundamental and 
 starting positions must be kept through- 
 out the lesson, as all movements are based 
 on the shape of the body when the correct 
 positions are assumed.) 
 
 
 
 y^mMf»f ^^« 
 
 
 1 
 
 FUNDAMENTAL STANDING POSITION 
 
 Command: "In Place— REST!" 
 
 The command, "In Place, REST!" 
 means that a restful position is to be as- 
 sumed. The right foot holds its place on 
 the floor while a short astride step is 
 taken with the left foot or either foot is 
 placed forward as if taking the first walk- 
 ing step, the arms at the sides of the 
 body, but the chest should not be per- 
 mitted to sink. 
 
 CAUTION: Care should be exercised to 
 see that the weight of the body is distrib- 
 uted evenly on both feet. 
 
 "IN PLACE— REST!" 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 35 
 
 Command: "Hips— FIRM " 
 
 A rapid change is made from the funda- 
 mental position by placing the hands on 
 the hips, grasping well over the front part 
 of the hip bone, thumbs backward, fingers 
 toward the front, elbows in a line with 
 the shoulders, position of the rest of the 
 body unchanged. 
 
 "NECK-FIRM 1" 
 
 Command: "Neck— FIRM!" 
 
 The hands are placed quickly to the 
 back of the neck, fingers either interlaced 
 or finger tips touching, head kept erect 
 and well back, shoulders drawn back and 
 elbows in line with shoulders. 
 
 Command; "Head Backward— PULL!" 
 
 With the body in the fundamental posi- 
 tion or hips firm, the head is drawn 
 BACKWARD (NOT DOWNWARD TO 
 THE REAR) as far as possible. The eyes 
 should be directly to the front. 
 
 "HEAD BACKWARD— PULL!" 
 
36 
 
 PHYSICAL EDUCATION COMPLETE 
 
 Command: "Arms Upward— BEND!" 
 
 The forearms are quickly flexed up- 
 ward against the upper arm, elbows close 
 to the sides, hands closed, fingers facing 
 shoulders, elbows and shoulders in the 
 same line. 
 
 •ARMS UPWARD— bend; 
 
 Command: "Arms Side- 
 ways— STRETCH !" 
 
 From the fundamental 
 position the arms art- 
 moved — 
 
 1st. To the U]nvar(l. 
 BEND! position. 
 
 2nd. They are extended 
 with force sideways on a 
 level with the shoulders, 
 hands closed, finger^ 
 turned downward, or the 
 hands may be opened, 
 fingers stretched, palms 
 downward. 
 
 "ARMS SIDEWAYS— STRETCH! 
 
FOR SCHOOLS AXD PLAYGROUNDS 
 
 37 
 
 Command: "Arms Forward — BEND!" 
 
 From the fundamental position the 
 arms are flexed at the elbows and quickly 
 raised against the chest, palms facing the 
 floor, fingers extended, thumbs against 
 the chest and elbows on a line with the 
 shoulders, shoulders drawn well back- 
 ward. 
 
 ■ARMS FORWARD— BEND I" 
 
 Command: "Arms Sideways — 
 FLING!" 
 
 The arms are extended forcibly 
 from the Arms Forward, BEND! 
 position to the sideways position on 
 a line with the shoulders, palms fac- 
 ia"- downward. 
 
 •■ARMS SIDEWAYS— FLING!" 
 
38 
 
 PHYSICAL EDUCATION COMPLETE 
 
 Command : 
 
 "Arms Half Sideways 
 BEND!" 
 
 From Arms Sideways, FLING ! posi- 
 tion, the elbows are bent to right angles, 
 forearms and hands raised to the perpen- 
 dicular, palms facing head. 
 
 "ARMS HALF SIDEWAYS— BEND !" 
 
 Command: "Feet Astride — Trunk 
 Forward— BEND!" 
 
 From the fundamental position the 
 hands are placed on the hips, the astride 
 position is taken, the body is bent for- 
 ward at the hips as far as possible, the 
 back is kept straight, the head up and the 
 eyes looking straight ahead. 
 
 "FEET ASTRIDE— TRUNK. FORWARD— 
 BEND!" 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 39 
 
 Command: "Trunk to the Left^— 
 (Right)— BEND!" 
 
 From the fundamental position the 
 hands are placed on the hips, chest is 
 raised and the trunk is lowered to the 
 left. 
 
 "TRUNK TO THE LEFT-(RIGHT)— 
 BEND!" 
 
 Command: "Hips Firm— Heels RAISE!" 
 
 From the fundamental position the 
 hands are placed on the hips, the body is 
 lifted up on the toes as far as possible by 
 stretching- the insteps, heels kept to- 
 gether, the bodv well balanced. 
 
 "HIPS FIRM— HEELS RAISE!" 
 
40 
 
 PHYSICAL EDUCATION COMPLETE 
 
 Command: "Knees BEND!" 
 
 Followino- position, "Hips Firm, Heels, 
 RAISE!" the knees are l^ent in a line 
 with the feet, liody well balanced. 
 
 "Deep Knee, BEND!" follows the 
 above, when the knees are bent still fur- 
 ther — as far as possible — not to the ex- 
 tent, however, of resting the body on the 
 calves of the legs. 
 
 "KNEES BEND!" 
 
 Command : "Right Knee Upward — 
 BEND!" 
 
 From the fundamental position the 
 hands are changed to "Hips, FIRM !" the 
 weight of the liody is shifted to the left 
 leg and the right knee is bent quickly and 
 raised on a line with the left hip. The leg 
 hangs in a perpendicular position, toes 
 pointing downward and outward. 
 
 RIGHT KNEE UPWARD— BEND!" 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 41 
 
 Command: "Left Forward— FALL OUT" 
 
 With "Hips— FIRM!" the left foot is 
 placed in a direct line forward from the 
 fundamental foot position, the left knee 
 is bent as far as possible, while the ris^jht 
 foot remains in its original position with 
 the heels and sole of foot in contact with 
 the floor. 
 
 •LEFT FORWARD— FALL OUT!" 
 
 Left, Right, Front and Sideward Dress. When the command "Left — 
 DRESS !" is given — the one at the extreme left end of the line looks straight 
 ahead. The rest turn heads (only) toward the left, place the left hand on the 
 left hip, elbow barely touching the neighbor's right arm, then straighten the 
 line. 
 
 The command "Right — DRESS !" should be followed by movements in 
 exactly the opposite direction. 
 
 At the command "Front — DRESS !" the fundamental standing position 
 is taken, all eyes to the front, hands raised in front of the body. The dis- 
 tance between children should be sufficient to prevent finger tips touching 
 the child in front. 
 
 At the command "Sideward — DRESS !" the same position as in Front 
 Dress is taken except the arms are raised to the side of the body, height of 
 shoulders, fingers extended. Finger tips should not touch. 
 
 Left Face. \\'hen the command "Left — FACE!" is given, the toes of 
 the left foot and heel of the right are raised off the floor, a c[uarter turn to 
 the left is made, at the same time pushing against the floor with the toes of 
 the right foot, which helps materially in getting the body aroimd into the 
 correct position, the toes of the left foot are then placed upon the floor and 
 the weight of the body placed upon the left foot, the toes of the right foot 
 still touching the floor. The command "FACE!" takes the place of Count I. 
 
 Count 2. As soon as the above movements have been executed, the 
 count two is given and the right foot is placed alongside the left for the 
 correct standing position. Very soon this count may be omitted, as children 
 will execute without the order. 
 
42 PHYSICAL EDUCATION COMPLETE 
 
 Right Face. For "Right — FACE!" the movements are exactly the oppo- 
 site direction. 
 
 Left or Right About — FACE! The movements for "Left About — 
 FACE!" are the same as for "Left — FACE!" except a half circle turn to 
 the left is made instead of a quarter turn. "Right About — FACE!" is the 
 opposite in every particular. 
 
CHAPTER III 
 
 Grjonnastic Lessons for Primary Grades 
 
 Imagination Plays; Gymnastic Stories and Lessons for Grade I; Gymnastic 
 Lessons for Grades II, III, IV and V 
 
 During the month of September make use of the Physical Training 
 Periods by giving Deep Breathing Exercises for a Five Minute Period in 
 the morning. For the Ten Minute Periods, one in the morning and one in 
 the afternoon, use quiet games in the school room and allow a few moments 
 of general relaxation. Give the children the opportunity to stretch their 
 arms and legs and to take a few deep breathing exercises in unison before 
 taking up their class work along other lines. 
 
 FIVE MINUTE PERIODS 
 
 Children sitting, backs pressed against the seats, hands with palms 
 together are resting on the desks. 
 
 Exercise 
 
 With a deep, slow breath hands are turned so that palms face the 
 ceiling, arms are stretched sideward, backward and upward, heads tilted back 
 (do not permit heads to rest on the desks behind), eyes looking at the 
 ceiling and all the while INHALING SLOWLY. (Count 1.) 
 
 Return arms quickly to the original position. (Count 2.) 
 
 Repeat about five times. Give the first part of the exercise slowly. As 
 the children become more and more accustomed to it, increase the count 
 to ten and fifteen during the period. 
 
 IMPORTANT: Encourage the children to push hard against the backs 
 of the seats, to stretch the arms to the rear as far as possible and to 
 niaintain good position of the head. 
 
 Children standing in aisles, heels together, heads erect, chins in, chests 
 
 raised and hands placed on hips. 
 
 Exercise 
 
 1. Deep, slow rhythmical breathing to the teacher's count. 
 
 2. Children place one hand on the chest and try by deep breathing to 
 see how high they can raise the hand. Change hands and repeat. 
 
 3. Arm circle overhead to the teacher's count, the children all the while 
 inhaling slowly. Exhale slowly and quietly or quickly and with force. The 
 teacher's count should govern the manner in which the exhaling is done. 
 
 4. Arms sideward raising, height of shoulders while the children inhale. 
 Slowly or quickly sink while they exhale. 
 
 Select any one of these exercises and repeat several times during the 
 period. 
 
44 PHYSICAL EDUCATION COMPLETE 
 
 IMAGINATION PLAYS FOR GRADE I 
 
 (As far as possible use at the proper season of the year.) 
 
 UNDERHAND BALL PITCHING 
 
 The child stands with the left foot forward, knee straight, right knee 
 
 well bent, left hand resting on the left leg near the knee, right hand extended 
 
 to the rear. Extend right hand full length of arm to the front of the body, 
 
 left knee bent and right knee straight. (Repeat in slow succession.) 
 
 OVERHAND BALL THROWING 
 The child stands with the left foot forward, knee straight, right knee 
 well bent, left hand at left side, right hand raised at back of head. E.xtend 
 the right hand full length of arm in an OVERHAND throwing movement, 
 bend the left knee and keep the right knee straight. The right foot should 
 now be raised to the "tip-toe" position. (Repeat in slow succession.) 
 
 "BATTER UP" 
 The child stands with the feet apart, both hand.s clasped as if grasping a 
 bat, the right on top of the left, both arms bent and drawn back over the 
 right shoulder. Extend both arms to the front and left of the body, left 
 knee bent and the right foot raised to the "tip-toe" position. (Repeat in 
 slow succession.) 
 
 VOLLEY BALL TOSSING 
 
 The child stands with feet apart, left knee straight, right knee bent, both 
 arms drawn back OVER THE RIGHT SHOULDER, hand's open as if holding 
 a large ball. Both hands are now extended in front of the chest and as far 
 as possible to the left of the body, as if tossing a heavy ball through the air, 
 the left knee is bent, the right held straight and the feet kept firmly on the 
 floor in the original position. (Repeat in slow succession.) 
 
 DRIVING AWAY JACK FROST 
 
 1. Wanning the Hands. Rub the hands, palms together, passing the 
 fingers of one hand into the palm of the other, alternating in quick suc- 
 cession, then work the hands as if washing with soap. Clap the hands in 
 rhythm with music, by the teacher's count or tap of bell: first, palms to- 
 gether, tips of fingers pointing forward ; then with the right hand upper- 
 most, tips of right fingers falling on left tliumi), and, lastly, cla]) with the 
 left hand u]ipermost, tips of left fingers falling on the right thumb. 
 
 2. Wanning the Feet. Hands are placed on the hips, then the feet go 
 "Stamp, Stamp, Stamp," first left, right, left, etc., the feet being well raised 
 to the rear. Change by lifting the feet in front of the body, knees raised 
 high as the hips. ( Music should not be fast for this portion of the exercise, 
 though it may be much more so for the backward raising of the feet.) 
 
 3. Wanning the Body. Feet close together, arms raised the height of 
 shoulders and extended to the sides, then brought with force across the 
 chest, the right hand falling on the left shoulder and the left hand on the 
 right shoulder. 
 
FOR SCHOOLS AND PLAYGROUNDS 45 
 
 WOOD CHOrPERS 
 
 1. Chopping Down the Tree. The left foot is placed forward, the right 
 slightly to the rear, left knee straight, right knee bent, both hands clasped 
 as if grasping an ax handle, right hand over the left, and both hands drawn 
 BACK OVER THE RIGHT SHOULDER, eyes looking down as if watching 
 the spot on the tree where the ax is about to fall. The hands are now 
 lowered with force in front of the body and somewhat toward the left, the 
 left knee is bent and the right straight. 
 
 2. Sawing the Tree in Small Pieces. The child faces his chair, the left 
 foot is placed upon it as if snppc:>rting the body on the tree he is about to 
 saw into pieces, while the left hand grasps the upper or left hand end of 
 the saw, the right the lower, or right hand end of the saw (hands about two 
 feet apart), when to rhythmical counting or music he pushes down on "the 
 saw" and raises it just as if sawing a log. The KNEES should bend, and 
 not the back, as the child pushes down on his saw. 
 
 3. Splitting the Pieces. The child stands with feet apart, both hands 
 clasped and close together as if grasping an ax handle and raised directly 
 OVERHEAD. Bend the body backward and then lower the hands quickly 
 and with force, as if splitting a piece of wood on the ground in front of 
 the body. 
 
 GARDENERS 
 
 1. Clearing the Garden. The left foot is placed forward, knee bent, 
 right foot to the rear and knee straight, hands clasped and extended for- 
 ward as if grasping a rake handle. Now pull back to the right side of the 
 body while the left knee is in the straight position and the right bent. 
 Change after a few counts to the right foot forward, etc. (Repeat in slow 
 succession.) 
 
 2. Hoeing the Garden. The left foot is placed slightly in advance of the 
 right, both knees straight, the hands are clasped as if grasping a hoe handle 
 right in advance of the left. Raise and lower in quick succession to rep- 
 resent chopping movements of the hoe. Reverse by placing the right foot 
 forward and the left hand in advance of the right, etc. 
 
 AT THE SEASHORE 
 
 1. Swimming. Bend the arms in front of the chest, palms of the hands 
 pressed together, fingers pointing forward. Stretch the arms forward as 
 far as possible, turn the hands so that the backs of the thumbs and TWO 
 FIRST FINGERS ONLY are touching. Now push the arms to the sides, 
 height of shoulders and to the rear as far as possible, then return the arms 
 to the first position in front of the chest and repeat. 
 
 2. Climbing Ropes. The right hand is clasped as if grasping the rope 
 and raised high above the head, the left foot raised, head well bent back- 
 ward and eyes looking to the ceiling. Pull down with the right hand, 
 lower the left foot then raise the left hand and right foot. (Repeat in slow 
 succession.) 
 
46 
 
 PHYSICAL EDUCATION COMPLETE 
 
 GATHERING ORANGES 
 
 1. Picking Oranges. Raise on the tip-toes as high as possible, stretch 
 the right hand high overhead, the head tipped back, and pick the orange. 
 Repeat several times, then change to the left. 
 
 2. Shaking the Orange Tree. The child stands with feet apart, hands 
 are clasped in front of the body, the right above the left. Trunk is bent 
 alternately to the right and left. 
 
 GYMNASTIC STORIES FOR GRADE I 
 
 NUTTING TRIP 
 
 A VISIT TO THE FARM 
 
 A VISIT FROM SANTA GLAUS 
 
 FIRE DRILL 
 
 PLAYING SOLDIER 
 
 SPRING-TIME 
 
 fuse in October) 
 
 ( 
 
 ( 
 
 November) 
 December) 
 January) 
 Februar)') 
 
 March) 
 
 The stories used in First Grades should be short, with but few changes, 
 however, the breathing exercises should be given plenty of drill. If used 
 for Second Grades much more active work should be done by providing 
 several dififerent changes. 
 
 By the use of simple gymnastic stories, which the children enjoy acting, 
 we are enabled to start them on their way toward the more formal lessons 
 which follow. 
 
 A Nutting Trip, as given below, is but a suggestion for teachers who are 
 interested in the work of these grades. The length of the story must, of 
 course, depend upon the time allowed and should be easily completed in 
 one period. 
 
 (Note: As soon as the children have the idea, it is well to drop as 
 much of the story-telling as possible, thus gradually liaving them accomplish 
 more and more along the line of the various exercises.) 
 
 NUTTING TRIP 
 
 "ATTENTION ! 
 
 To-day we are going to the woods 
 
 to gather nuts. 
 
 (The children assume the position 
 of ATTENTION, heels together, 
 hands at their sides, chests raised 
 and heads erect.) 
 
 We will have to run some for we 
 have quite far to go. 
 
 (Children place hands on hips and 
 to the count "1, 2, 3, Run!" they 
 run in place, to the teacher's 
 rhythmical counting.) 
 
 We must run faster, faster, 
 faster, now slower, slower, slower 
 and HALT! 
 
 (See that they raise their feet well 
 during all the running.) 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 47 
 
 I think we ought to rest a little 
 hit for that was a long run. Let us 
 all take a deep hreath, another one, 
 another and still another. 
 
 Here we are at the brook ! We 
 must make a big jump or some one 
 is going to get wet. Ready! One! 
 Two ! Three ! and over we go ! 
 
 Now, come with me, for we have 
 such a big hill to climb and every- 
 one of us make high steps or we 
 are not going to reach the top. 
 
 (Teach the children to take plenty 
 of air in their lungs during all 
 breathing exercises.) 
 
 (Before jumping the brook the chil- 
 dren stand with heels together, 
 hands on hips, bodies erect and at 
 the count 1, raise their heels, 2, 
 bend their knees and at 3, jump a 
 distance of from fourteen to sixteen 
 inches. Care should be used to in- 
 struct them to land on their toes 
 and spring to position instead of 
 landing on their feet squarely.) 
 
 (The children raise, first, the left 
 knee, then the right, continuing as 
 many times as seems wise, encour- 
 aging them all the while to raise 
 their knees as high as possible.) 
 
 I can see the trees ahead, not 
 very far. Let us have a race to see 
 who will reach them first. 
 
 That was certainly a long race 
 and I think we will have to rest a 
 little and take some deep breaths 
 before we can gather any nuts. 
 
 Now, we are rested and all ready, 
 I am sure, to gather some of these 
 splendid nuts. Let us pick the ones 
 olif the ground first. 
 
 (The starting command is given 
 and the imaginary race is on, of 
 course all the while the children are 
 running in their own places. Here 
 you will find ample opportunity to 
 correct poor postures, for in their 
 excitement they are apt to bend 
 over.) 
 
 (All take several deep breaths.) 
 
 (At the count 1, they bend knees, 
 while a count from 1-8 is given for 
 them as they gather nuts with the 
 left hand. Same for the right. 
 Here, they should be taught to keep 
 their backs as straight as possible, 
 the body well balanced, the heels 
 being oilf the floor. The movement 
 for picking up the nuts should be 
 made toward the side rather than 
 the front of the body.) 
 
48 
 
 PHYSICAL EDUCATION' COMPLETE 
 
 All It]), and see if we cannot s^ct 
 some off the trees, but we must 
 reach for them. 
 
 If we stand on tip-toe we can get 
 those larsje ones uu there. 
 
 i think it is time for some deep 
 breaths after all that work. 
 
 Before we start for home let us 
 play we are big, black crows, the 
 same as those we saw sitting so 
 quietly on the fence when we were 
 climbing the hill. 
 
 And let us all be little rabbits, 
 too. 
 
 .\n(l — away, go all the little rab- 
 l)ils over the hill. 
 
 Tt is growing late and we must 
 hurry home. I believe we can run 
 all the way if we take the short 
 path. All ready? Then away we 
 go! 
 
 (They begin picking from the trees 
 b\- raising the hand well up over 
 the head, while the teacher counts 
 eight as they pick with the left 
 hand and the same for the right.) 
 
 (The children raise their heels well 
 off the floor and continue to pick to 
 the count, first for the left and then 
 the right hand.) 
 
 (All take deep breaths.) 
 
 (All place hands on hips and at the 
 command, raise the left foot, the 
 weight of the body being placed on 
 the right foot. This position is 
 held for several seconds, when the 
 left is placed on the floor and the 
 right one raised, while the left 
 bears the weight of the body. They 
 soon learn to maintain a balance 
 for quite a little time.) 
 
 (Hands are placed on hips, heels to- 
 gether and at the count 1, the heels 
 are raised, count 2, the knees are 
 bent, the backs to be kept as 
 straight as possible, and heads 
 erect. \^'hiIe in this position, the 
 command is given for all the litllij 
 rabbits to look first to the left, and 
 then to the right, repeating as often 
 as desired.) 
 
 (The children make one or two hop- 
 ping movements, jumping twelve or 
 fourteen inches in imitation of the 
 rabbits hopping over the hill — after 
 which, bring them to the standing 
 position again.) 
 
 (Children place hands on hips and at 
 the command, run in place accord- 
 ing to the count given.) 
 
FOR SCHOOLS AND PLAYGROUNDS 49 
 
 Well, here we are at the gate and (All take several deep brbaths, ac- 
 
 now for a few deep breaths before cording to the teacher's commands.) 
 
 we say 'Good-bye.' " 
 
 The following outlines of gymnastic stories are given for the purpose 
 of assisting teachers to form their stories for the children of the First Grade. 
 
 A VISIT TO THE FARM 
 We are going to visit in the country for a week. 
 Must run to catch the train. 
 Climb up the steps. 
 Deep breaths to rest. 
 Imitate the bell at starting, the sound of the train in motion 
 
 and whistle. 
 Arrive at the station. 
 Jump from the train. 
 Climb into the carriage. 
 Imitate the prancing, proud steps and slow trots of the 
 
 horses on the way from the station to the house. 
 The farm is reached. 
 Jump from the carriage. 
 Run into the house. 
 Deep breaths to rest. 
 
 A VISIT FROM SANTA CLAUS 
 Santa Claus has a long ways to come, so his reindeer must 
 
 travel fast. 
 Climb up and get on the house-top. 
 Deep breaths. 
 
 Santa Claus is so big he has to "squirm and squirm" to get 
 down the chimney. 
 
 (Let the children suggest the toys that go 
 in the stocking and then imitate them.) 
 Climb and climb out of the chimney. 
 Deep breaths. 
 
 Reindeer run, and more - - - 
 Deep breaths. 
 
 FIRE DRILL 
 Sound of the fire bell. 
 Arrange in groups of six or eight, plenty of distance, for 
 
 the horses. 
 Run to the fire. 
 Climb the ladder. 
 Draw up the hose. 
 Deep breaths, exhale, making swishing noise as they bend 
 
 at the waist and turn the water on the fire. 
 
so PHYSICAL EDUCATION COMPLETE 
 
 Down the ladder. (Bend alternately to the right and left 
 side as though going down the ladder.) 
 
 Horses slow trot back to the hose house, legs raised high. 
 
 Deep breaths. 
 
 PLAYING SOLDIER 
 
 Patriotic suggestions of soldier movements. 
 
 Formal drill. 
 
 Marching. 
 
 Flag waving. 
 
 Salute, etc. 
 
 SPRING-TIME 
 
 All represent little seeds. 
 
 Seeds are planted. (Deep knee bending for this.) 
 
 The seeds are going to grow to be great trees, taller and 
 taller, then - - - 
 
 The branches and little leaves appear. 
 
 (In this exercise the children come from the low, deep 
 knee-bending exercise, gradually to the tallest they can 
 make themselves by standing on tip-toe and the up- 
 ward stretching of their hands to imitate the leaves.) 
 
 Wind shakes the trees and leaves. 
 
 A great storm. 
 
 Grows calmer and - - - 
 
 All is still. 
 
 Deep breaths. 
 
 GYMNASTIC LESSONS 
 
 Note: The order "Class — ATTENTION!" is to be given at the begin- 
 ning of each exercise and the order "In Place — REST!" at the close of each 
 as it is completed.) 
 
 The class should be called to "ATTENTION !" within a period of from 
 five to ten seconds after the order "In Place — REST!" has been given, other- 
 wise the work becomes a drag and no benefit is derived therefrom. 
 
 Each set of exercises should be given a sufficient number of times to allow 
 a pupil to become familiar with it in a little while and to permit of each set ac- 
 complishing the results we are after, however, it should be borne in mind that 
 it is harmful to overdo the lesson. These things must be left to the good judg- 
 ment of the leader, the teacher. 
 
 Plenty of deep breathing exercises should he introduced throughout the 
 lesson, whether the lesson, as planned, calls for them or not. Especially are 
 these exercises necessary after the more strenuous portion of the work, such 
 as all jumping exercises or folk dancing. 
 
 ANALYSIS OF AN EXERCISE 
 
 Hips— FIRM! Feet sideward— PLACE! 1,2. 
 
 Heels— RAISE! Knees— BEND! Knees— STRETCH ! Heels— SINK ! 
 1, 2, 3, 4, etc. POSITION! 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 51 
 
 Hips — FIRM! Feet sideward — PLACE! 1, 2, are commands used to 
 place the body in the accurate position for the exercise which follows : 
 
 Exercise.' Heels— RAISE! Knees— BEND! Knees— STRETCH ! Heels 
 —SINK! 
 
 The exercise may be given to the count 1, 2, 3, 4 and repeated as often 
 as the teacher thinks best. 
 
 POSITION! is the command which completes or closes this particular 
 exercise, and so it is with all the others. 
 
 TEN LESSONS IN GYMNASTICS FOR GRADE I 
 (Repeat All Exercises Several Times) 
 
 For April, May and June 
 
 Lesson 1. 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 
 In Place— REST! 
 
 Breathe, closing nostrils alternately by pressing 
 
 forefinger ON the side of the nose. 
 
 Smelling flowers — both nostrils open. 
 (Note: Be sure mouths are closed.) 
 GAME— SQUIRREL AND NUT— PAGE 125 
 
 Twice Daily — 1st Week. 
 
 Lesson II. 
 
 10 Minutes. 
 
 Class— ATTENTION 1 
 
 Feet— CLOSE ! 
 
 Feet— OPEN ! 
 
 In Place— REST I 
 
 Breathe looking at the leaves on the trees. 
 
 GAME— HIDE THE THIMBLE— PAGE 120 
 
 Twice Daily — 2nd Week. 
 
 Lesson III. 
 
 Twice Dzuly — 3rd Week. 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 Feet— CLOSE! 
 Feet— OPEN ! 
 Hips— FIRM ! 
 
 Breathe to the slow count 1, 2, 3, 4, 5. 
 GAME- BEAN BAGS LEFT AND RIGHT— PAGE 126 
 
 Lesson IV. 
 
 Twice Daily — 4th Week. 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 In Place— REST! 
 Hips— FIRM ! 
 Neck— FIRM ! 
 
 ATTENTION or POSITION! 
 
 Breathe — Arms sideward raise height of shoulders. 
 Arms sink as children exhale. 
 GAME— BASKET BEAN BAG TOSS— PAGE 126 
 
52 
 
 PHYSICAL EDUCATION COMPLETE 
 
 Lesson V. 
 
 10 Minutes. 
 
 Class— ATTENTION! 
 
 Hips— FIRM ! 
 
 In Place— REST! 
 
 Head backward— PULL! 
 
 Head return to— POSITION! 
 
 Arms forward raise and INHALE I 
 
 Arms sideward lower and EXHALE ! 
 
 GAME— FOX AND DUCKS— PAGE 124 
 
 Twice Daily — 5th Week. 
 
 Lesson VL 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 Forward— DRESS I POSITION ! 
 Sideward— DRESS I POSITION ! 
 In Place— REST! POSITION! 
 Hips— FIRM— INHALE ! 
 EXHALE! 
 MARCH ABOUT THE ROOM 
 
 Twice Daily— 6th Week. 
 
 Lesson VIL 
 
 Twice Daily — 7 th Week. 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 Hips— FIRM ! 
 POSITION ! 
 
 In Place— REST! POSITION! 
 Arms sideward — RAISE! 
 Arms upward — RAISE! (Palms facing). 
 Arms lower. 
 
 Breathe, smelling flowers. 
 GAME— PLAY TROTTING HORSES ABOUT THE ROOM 
 
 Lesson VIII. 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 
 Forward— DRESS! POSITION! 
 
 Left foot forward— PLACE ! 
 
 Foot— REPLACE ! 
 
 Right foot forward— PLACE ! 
 
 Foot— REPLACE' 
 
 Hips firm and— INHALE! 
 
 EXHALE! 
 POSITION ! 
 GAME— THE LOST CHILD— PAGE 127 
 
 Twice Daily— 8th Week. 
 
 Lesson IX. 
 
 10 Minutes. 
 
 Class— ATTENTION! 
 
 In Place— RE.ST! 
 
 POSITION ! 
 
 Left foot sideward— PLACE ! 
 
 Twice Daily— 9th Week. 
 
FOR SCHOOLS AND PLAYGROUNDS 53 
 
 Left foot— REPLACE ! 
 
 Repeat — right foot. 
 
 Breathe to the count 1, 2, 3, 4, 5. 
 
 Exhale to the count of 1,2, 3, 4, 5. 
 
 GAME— THE JOLLY MILLER— PAGE 124 
 
 Lesson X. 10 Minutes. Twice Daily — 10th Week. 
 
 Class— ATTENTION ! 
 In Place— REST! 
 POSITION ! 
 Arms upward — BEND ! 
 Arms sideward— STRETCH ! 
 POSITION ! 
 
 Arms sideward — raise and INHALE! 
 Arms lower and EXHALE I 
 GAME— "ON MY WAY TO SCHOOL"— PAGE 127 
 
 TWENTY LESSONS IN GYMNASTICS FOR GRADE II 
 
 (Repeat All Exercises Several Times) 
 
 Lesson 1. 10 Minutes. Twice Daily — 1st Week. 
 
 Class— ATTENTION ! 
 In Place— REST! 
 POSITION ! 
 Forward— DRESS ! 
 POSITION 1 
 Sideward— DRESS ! 
 POSITION I 
 
 Arms sideward raise and INHALE! 
 Arms lower and EXHALE! 
 GAME— BLACKBOARD RELAY RACE NO. 1— PAGE 123 
 
 Lesson II. 10 Minutes. Twice Daily — Znd Week. 
 
 Class— ATTENTION ! 
 Hips— FIRM I 
 Feet— CLOSE ! 
 Feet— OPEN 1 
 POSITION! 
 In Place— REST! 
 POSITION! 
 
 Arms overhead circle and IXHaLE! 
 Arms lower and EXHALE ! 
 GAME— BASKET BEAN BAG TOSS— PAGE 126 
 
 Lesson III. 10 Minutes. Twice Daily — 3rd Week. 
 
 Class— ATTENTION ! 
 Arms upward — BEND ! 
 
 Arms downward — .STRETCH ! 
 
S4 
 
 PHYSICAL EDUCATION COMPLETE 
 
 Hips— FIRM ! 
 POSITION ! 
 Forward— DRESS ! 
 POSITION ! 
 
 Arms sideward and upward raise and INHALE! 
 Arms lower and EXHALE ! 
 GAME— HUCKLE, BUCKLE, BEANSTALK— PAGE 128 
 
 Lesson IV. 
 
 Lesson V. 
 
 Lesson VL 
 
 10 Minutes. 
 
 Class— ATTENTION 1 
 
 Feet— CLOSE! 
 
 Feet— OPEN ! 
 
 Hips— FIRM I 
 
 Feet sideways — PLACE ! 
 
 (Begin with the left foot and count 1, 2.) 
 Feet together — PLACE! 
 
 (Begin with the left foot and count 1, 2.) 
 POSITION ! 
 
 Hips firm and INHALE! (Count 1.) 
 EXHALE! (Count 2.) 
 POSITION ! 
 
 GAME— RING TOSS— PAGE 126 
 
 Twice Daily — 4th Week. 
 
 10 Minutes 
 
 Class— ATTENTION ! 
 
 Arms forward — RAISE! 
 
 Arms downward — SINK ! 
 
 Hips— FIRM I 
 
 Feet— CLOSE ! 
 
 Feet— OPEN ! 
 
 POSITION! 
 
 Arms overhead circle AND INHALE! 
 
 Arms lower AND EXHALE ! 
 
 GAME— TOUCH— PAGE 128 
 
 Twice Daily — 5th Week. 
 
 Twice Daily — 6th Week. 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 
 Forward— DRESS ! 
 
 Sideward— DRESS ! 
 
 POSITION ! 
 
 Arms sideward — RAISE! 
 
 Arms downward — SINK ! 
 
 Hips firm AND INHALE to the count 1, 2, 3, 4, 5. 
 
 HOLD to the count 1, 2, 3, 4, 5. 
 
 EXHALE to the count 1, 2, 3, 4, 5. 
 GAME— SIMON SAYS— PAGE 131 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 SS 
 
 Lesson VII. 
 
 Lesson VIII. 
 
 10 Minutes. Twice Daily— 7th Week. 
 
 Class— ATTENTION ! 
 Arms forward — BEND! 
 POSITION ! 
 
 Arms sideward — DRESS ! 
 POSITION ! 
 
 Arms overhead circle AND INHALE to the count 1, 2, 3, 4, 5. 
 Arms lower AND I>:XHALE to the count 1, 2, 3, 4, 5. 
 
 GAME— THE LOST CHILD— PAGE 127 
 
 10 Minutes. Twice Daily— 8th Week. 
 
 Class— ATTENTION ! 
 Arms upward — BEND! 
 POSITION 
 Hips— FIRM I 
 Heels— RAISE! 
 Heels— SINK! 
 POSITION! 
 
 Shoulders backward move AND INHALE ! 
 Shoulders to position AND EXHALE! 
 GAME— BEAN BAG SIX— PAGE 125 
 
 Lesson IX. 10 Minutes. Twice Daily — 9th Week. 
 
 Class— ATTENTION ! 
 
 Arms forward and upward — RAISE ! 
 
 Arms forward and downward — SINK! 
 
 Hips— FIRM ! 
 
 Feet sideways — PLACE ! 
 
 (Begin with the left foot and count 1, 2.) 
 Feet together— PLACE ! 
 
 (Begin with left foot and count 1, 2.) 
 POSITION ! 
 
 Inhale slowly to the count 1, 2, 3, 4, 5. 
 Exhale slowly to the count 1, 2, 3, 4, 5. 
 GAME— BEAN BAG OVERHEAD— PASS— PAGE 125 
 
 Lesson X. 
 
 Twice Daily— 10th Week. 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 Hips— FIRM ! 
 POSITION! 
 Feet— CLOSE! 
 Feet— OPEN ! 
 Arms upward — BEND ! 
 POSITION ! 
 
 Arms forward and upward raise AND INHALE ! 
 Arms forward and downward sink AND EXHALE ! 
 GAME— CHANGING SEATS— PAGE 129 
 
56 
 
 PHYSICAL EDUCATION COMPLETE 
 
 Twice Daily — 11th Week. 
 
 Lesson XI. 10 Minutes. 
 
 Class— ATTENTION! 
 Arms forward — BEND! 
 POSITION ! 
 
 Arms overhead — CIRCLE (Count 1). 
 Arms lower (Count 2). 
 
 Hips— FIRM! 
 Heels— RAISE! 
 Heels— SINK! 
 POSITION ! 
 
 Shoulders backward move AND INHALE! 
 Shoulders to position AND EXHALE ! 
 GAME— CIRCLE BEAN BAG TOSS NO. 1— PAGE 126 
 
 Lesson XII. 
 
 Lesson XIII. 
 
 Lesson XIV. 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 Arms upward — BEND! 
 Arms sideward— STRETCH ! 
 POSITION ! 
 Feet sideward — PLACE ! 
 
 (Begin with left foot and count 1, 2). 
 Feet together— PLACE ! 
 
 (Begin with left foot and count 1, 2). 
 Arms overhead circle AND INHALE! 
 Arms lower AND EXHALE! 
 
 GAME— TICK, TACK, TOW— PAGE 129 
 
 Twice Daily— 12th Week 
 
 Twice Daily— 13th Week. 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 Left foot forward— PLACE! 
 Foot— REPLACE ! 
 Arms upward — BEND ! 
 Arms upward— STRETCH ! 
 POSITION! 
 
 INHALE slowly to the count 1, 2, 3. 4. 5, 6, 7, 8. 
 EXHALE slowiy to the count 1, 2. 3, 4, 5, 6, 7, 8. 
 SKIP ABOUT THE ROOM 
 
 10 Minutes. 
 
 Class— ATTENTION! 
 
 Forward— DRESS ! 
 
 POSITION ! 
 
 Sideward— DRESS ! 
 
 POSITION ! 
 
 Arms upward — BEND ! 
 
 Arms downward — STRETCH ! 
 
 Arms sideward raise AND INHALE! 
 
 Twice Daily— 14th Week. 
 
FOR SCHOOLS AND PLAYGROUNDS 57 
 
 Arms lower AND EXHALE ! 
 GAME— "ON MY WAY TO SCHOOL"— PAGE 127 
 
 Lesson XV. 10 Minutes. Twice Daily — 15th Week 
 
 Class— ATTENTION ! 
 Left foot forward- PLACE ! 
 Foot— REPLACE ! 
 Right foot forward— PLACE ! 
 Foot— REPLACE ! 
 In Place— REST ! 
 POSITION ! 
 Arms forward — BEND ! 
 POSITION! 
 
 Arms sideward and upward raise AND INHALE! 
 Arms lower AND EXHALE ! 
 GAME— BEAN BAGS LEFT AND RIGHT— PAGE 126 
 
 Lesson XVI. 10 Minutes. Twice Daily— 16th Week. 
 
 Class— ATTENTION ! 
 
 Arms forward — BEND! 
 
 Arms sideward — FLING! 
 
 POSITION ! 
 
 In place— REST ! 
 
 Hips— FIRM ! 
 
 Heels— RAISE! 
 
 Heels— SINK ! 
 
 Arms overhead circle AND INHALE! 
 
 Arms lower AND EXHALE! 
 
 MARCH ABOUT THE ROOM 
 
 Lesson XVII 10 Minutes. Twice Daily— 17th Week. 
 
 Class— ATTENTION ! 
 
 Feet— CLOSE ! 
 
 Feet— OPEN ! 
 
 Hips— FIRM! 
 
 POSITION ! 
 
 Neck— FIRM ! 
 
 POSITION! 
 
 Arms upward — BEND! 
 
 Arms sideward— STRETCH ! 
 
 INHALE to the count 1, 2, 3, 4, 5. 6. 7, 8, 9. 10. 
 
 EXHALE to the count 1, 2, 3, 4. 5, 6, 7, 8, 9, 10. 
 
 GAME— HIDE THE THIMBLE— PAGE 120 
 
 Lesson XVIII. 10 Minutes. Twice Daily— 18th Week. 
 
 Class— ATTENTION! 
 Forward— DRESS ! 
 Sideward— DRESS! 
 
ss 
 
 PHYSICAL EDUCATION COMPLETE 
 
 Lesson XIX. 
 
 Lesson XX. 
 
 Arms upward — BEND ! 
 
 Arms sideward— STRETCH ! 
 
 POSITION ! 
 
 Hips— FIRM ! 
 
 Head backward— PULL ! 
 
 Head return to POSITION! 
 
 Arms overhead circle AND INHALE! 
 
 Arms lower AND EXHALE ! 
 
 SKIP ABOUT THE ROOM 
 
 10 Minutes. Twice Daily— 19th Week. 
 
 Class— ATTENTION 1 
 Left foot forward— PLACE! 
 Feet change (Count 1, 2). 
 POSITION! 
 In Place— REST! 
 Hips— FIRM ! 
 Heels— RAISE ! 
 Heels— SINK! 
 
 Arms forward and upward raise AND INHALE! 
 Arms lower AND EXHALE! 
 RUNNING IN PLACE (Count 20, sections of 5). 
 
 10 Minutes. Twice Daily— 20th Week. 
 
 Class— ATTENTION ! 
 
 Arms upward — BEND! 
 
 Arms backward— STRETCH ! 
 
 POSITION! 
 
 In Place— REST ! 
 
 Hips— FIRM ! 
 
 Neck— FIRM! 
 
 Feet sideways — PLACE ! 
 
 (Begin with the left foot and count 1.2). 
 Feet together— PLACE ! 
 
 (Begin with the left foot and count 1, 2). 
 Inhale to the count 1, 2, 3, 4, 5, 6, 7. 8. 
 Exhale to the count 1, 2, 3, 4, 5, 6, 7, 8. 
 GAME— SQUIRREL AND NUT— PAGE 125 
 
 TWENTY LESSONS IN GYMNASTICS FOR GRADE III 
 (Repeat all exercises several times.) 
 
 Lesson L 10 Minutes Daily — 1st Week 
 
 Class— ATTENTION ! 
 In place— REST! 
 Feet— CLOSE ! 
 Feet— OPEN ! 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 59 
 
 ATTENTION ! 
 Hips— FIRM ! 
 Deep Breathing. 
 POSITION ! 
 GAME— BLACKBOARD 
 
 RELAY RACE NO. 2— PAGE 130 
 
 Lesson II. 
 
 Lesson III. 
 
 Lesson IV. 
 
 V. 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 
 Feet— CLOSE ! 
 
 Feet— OPEN ! 
 
 In place— REST ! 
 
 ATTENTION ! 
 
 Hips— FIRM ! 
 
 Neck— FIRM ! 
 
 CHANGE! CHANGE! POSITION! 
 
 Deep breathing. 
 
 GAME— OCCUPATION— PAGE 131 
 
 Daily— 2nd Week. 
 
 10 Minutes. 
 
 Class— ATTENTION! 
 In place— REST ! 
 POSITION! 
 Hips— FIRM ! 
 
 Left foot forward— PLACE ! REPLACE! 
 Right foot forward— PLACE! REPLACE! 
 POSITION! 
 Deep Breathing. 
 SLOW MARCHING ABOUT THE ROOM. 
 
 Daily— 3rd Week. 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 
 Feet— CLOSE! Feet— OPEN! 
 
 Hips— FIRM ! POSITION ! 
 
 In place— REST! POSITION! 
 
 Arms sideways — RAISE! 
 
 Arms— LOWER ! 
 
 Left foot sideward— PLACE ! 
 
 REPLACE ! Same with the right. 
 
 Arms overhead circle AND INHALE! 
 
 Arms lower AND EXHALE! 
 
 GAME— SIMON SAYS— PAGE 131 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 Hips— FIRM! POSITION! 
 Neck— FIRM ! 
 Feet— CLOSE! 
 
 Daily— 4th Week. 
 
 Daily— 5th Week. 
 
60 
 
 PHYSICAL EDUCATION COMPLETE 
 
 Lesson VI. 
 
 Feet— OPEN ! 
 POSITION ! 
 
 Arms sideward raise AND INHALE! 
 
 Arms lower AND EXHALE! 
 
 SKIP ABOUl THE ROOM 
 
 10 Minutes. 
 
 Class— ATTENTION ! In place— REST ! 
 POSITION! Head— FIRM! 
 Hips— FIRM ! Heels— RAISE ! 
 Heels— SINK! POSITION! 
 GAME— FOLLOW THE LEADER— PAGE 131 
 
 Lesson VIL 
 
 Lesson VI H. 
 
 Lesson IX. 
 
 Daily— 6th Week 
 
 10 Minutes. 
 
 Class— ATTENTION ! Feet— CLOSE! 
 
 Feet— OPEN! In place— REST! 
 
 POSITION! Hips— FIRM! 
 
 Heels— RAISE! Heels— SINK! 
 
 POSITION ! 
 
 Arms sideways — RAISE! Arms — SINK! 
 
 Deep breathing. 
 
 (Inhale as arms are raised slowly 
 sideways and exhale as arms sink.) 
 
 10 Minutes. 
 
 Class— ATTENTION ! Hips— FIRM ! 
 Head— FIRM! POSITION! 
 Hips— FIRM ! Heels— RAISE ! 
 Knees— BEND! Knees— STRETCH ! 
 Heels— SINK ! POSITION ! 
 
 SKIP ABOUT THE ROOM 
 DEEP BREATHING 
 
 DaUy— 7th Week. 
 
 Daily— 8th Week. 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 Feet— CLOSE I Feet— OPEN ! 
 Hips— FIRM ! Head firm and heels— RAISE ! 
 Heels— SINK! POSITION I 
 Head backward— PULL ! Head to— POSITION ! 
 Repeat, counting 1, 2, etc. 
 GAME— PUSSY WANTS A CORNER— PAGE 131 
 
 Daily— 9th Week. 
 
 Lesson X. 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 Hips— FIRM! POSITION! 
 Head firm and feet— CLOSE ! 
 Feet— OPEN ! POSITION ! 
 Hips — FIRM! Feet sidewa3's- 
 
 Daily— 10th Week. 
 
 -JUMP! 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 61 
 
 Hands and feet quickly— POSITION ! 
 
 ( Hands are brought quickly to sides as 
 the pupil jumps to the original position.) 
 
 Deep breathing. 
 
 GAME— HOPPING RELAY RACE NO. 2— PAGE 129 
 Lesson XL 10 Minutes. DaUy— 11th Week 
 
 Class— ATTENTION ! 
 
 Hips— FIRM ! 
 
 Feet— CLOSE! Feet— OPEN! 
 
 Left foot forward— PLACE ! 
 
 REPLACE ! 
 
 Right foot forward— PLACE ! 
 
 REPLACE ! 
 
 Arms sideways— RAISE! Arms SINK! 
 
 Deep breathing. 
 
 MARCH ABOUT THE ROOM 
 
 Lesson XII. 
 
 10 Minutes. 
 
 Class— ATTENTION I 
 
 In place— REST ! 
 
 Hips— FIRM ! 
 
 Left foot sideways — PLACE ! 
 
 Foot— REPLACE! 
 
 Right foot sideways — PLACE! 
 
 Foot— REPLACE 1 
 
 POSITION ! 
 
 Head firm and left foot sideways — PLACE ! 
 
 Foot replace and hands — POSITION ! 
 
 Repeat with right. 
 
 BEAN BAG OVERHEAD— PASS— PAGE 125 
 
 Daily— 12th Week. 
 
 Lesson XIII. 10 Minutes. 
 
 Class— ATTENTION ! 
 Feet— CLOSE! Feet— OPEN! 
 Hips— FIRM ! 
 
 Left foot backward— PLACE! 
 Foot— REPLACE ! 
 Right foot backward— PLACE! 
 Foot— REPLACE I 
 
 Head backward— PULL! Head to— POSITION I 
 Repeat, counting 1, 2, etc. 
 POSITION! 
 Deep breathing. 
 FOLK DANCE— DANISH DANCE OF GREETING 
 
 Daily— 13th Week. 
 
62 
 
 PHYSICAL EDUCATION COMPLETE 
 
 Lesson XIV. 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 
 Head backward— PULL ! Head to— POSITION ! 
 
 Repeat, counting 1, 2, etc. 
 
 Arms upward— BEND! POSITION! 
 
 Arms upward — BEND! (Count 1.) 
 
 Arms sideways — STRETCH ! (Count 2.) 
 
 BEND! 1— STRETCH! 2—, etc. 
 
 POSITION! 
 
 Deep breathing. 
 
 MARCHING ABOUT THE ROOM 
 
 DaUy— 14th Week. 
 
 Lesson XV. 10 Minutes. 
 
 Class— ATTENTION ! Hips— FIRM ! 
 Head— FIRM! POSITION! 
 Hips firm and feet sideways — JUMP! 
 Hands and feet quickly— POSITION ! 
 Arms forward — BEND! Arms sideways — FLING! 
 BEND! FLING! BEND! FLING! 
 POSITION! 
 Deep breathing. 
 GAME— CIRCLE BEAN BAG TOSS NO. 2— PAGE 132 
 
 Daily— 15th Week. 
 
 Lesson XVI. 
 
 etc. 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 
 Mark time— MARK 1, 2, 1, 2 
 
 Class— HALT! 1,2. 
 
 Hips firm and heels — RAISE ! 
 
 Quick mark time— MARK ! 1, 2. 1, 2, etc. 
 
 Class— HALT! 1,2. POSITION! 
 
 Hips f^rm and feet— CLOSE ! 
 
 Deep breath and head backward — PULL ! 
 
 Head to— POSITION ! Repeat, counting 1, 2, etc 
 
 Hands and feet quickly— POSITION ! 
 
 Slow, deep breathing. 
 
 GAME— CAT AND MICE— PAGE 132 
 
 Daily— 16th Week. 
 
 Lesson XVII. 
 
 10 Minutes. 
 
 Class— ATTENTION ! 
 
 Hips— FIRM ! Head— FIRM ! 
 
 POSITION ! 
 
 Hips firm and feet sideways — JUMP! 
 
 Trunk forward— BEND ! 'r.\ISE! 
 
 BEND! RAISE! 
 
 Hands and feet quickly— POSITION ! 
 
 In place— REST! 
 
 Daily— 17th Week. 
 
FOR SCHOOLS AND PLAYGROUNDS 63 
 
 POSITION ! 
 
 MARCHING ABOUT THE ROOM 
 
 Lesson XVIII. 10 Minutes. Daily— 18th Week. 
 
 Qass— ATTENTION ! 
 Hips— FIRM ! 
 
 Left foot backward— PLACE ! Foot— REPLACE ! 
 Right foot backward— PLACE! Foot— REPLACE ! 
 Left foot backward— PLACE! 
 Feet— CHANGE! 1, 2. 
 POSITION I 
 
 Arms forward— BEND ! FLING! BEND! FLING! 
 POSITION ! 
 
 Hips firm and with a deep breath chest — RAISE! 
 Chest— SINK! RAISE! SINK! 
 GAME— CROSSING THE BROOK— PAGE 133 
 
 Lesson XIX. 10 Minutes. Daily— 19th Week. 
 
 Class— ATTENTION ! Hips— FIRM ! 
 Head to the left— TWIST ! Forward— TWIST ! 
 Head to the right— TWIST ! Forward— TWIST ! 
 POSITION! 
 
 Arms sideways — RAISE ! 
 
 Fingers— CLOSE ! OPEN! CLOSE! OPEN! 
 POSITION ! Hips— FIRM ! 
 With a deep breath, head backward — PULL ! 
 Head to— POSITION! Count 1, 2, etc. 
 POSITION ! 
 Deep breathing. 
 GAAIE— SQUIRREL AND NUT— PAGE 125 
 
 Lesson XX. 10 Minutes. Daily— 20th Week. 
 
 Class— ATTENTION ! 
 Hips— FIRM ! 
 
 Left foot sideways — PLACE! 
 Foot— REPLACE! 
 Repeat with the right. 
 Arms upward — BEND! (Count 1.) 
 Arms upward— STRETCH ! (Count 2.) 
 BEND ! 1— STRETCH ! 2— etc. 
 POSITION! 
 
 Hips firm and heels — RAISE! 
 Knees— BEND ! Knees— STRETCH ! 
 Heels— SINK! and POSITION! 
 Deep breathing. 
 GAME— BEAN BAG OVERHEAD PASS— PAGE 125 
 
64 PHYSICAL EDUCATIOX COMTLETE 
 
 TWENTY LESSONS IN GYMNASTICS FOR GRADE IV 
 (Repeat all exercises several times.) 
 
 Lesson I. 10 Minutes. Daily — 1st Week. 
 
 Class— ATTENTION ! In place— REST ! ATTENTION! 
 Feet— CLOSE! Feet— OPEN! 
 
 Arms upward — Bend! (Count 1.) 
 Arms downward— STRETCH ! (Count 2.) 
 BEND! (1) STRETCH! (2) 
 POSITION ! 
 
 Arms forward— BEND I FLING! (Count 1, 2, etc.) 
 POSITION ! 
 
 With a deep breath, head backward — PULL! 
 Head to position and — EXHALE! 
 
 GAME— HORNS— PAGE 135 
 
 Lesson IL 10 Minutes. Daily— 2nd Week. 
 
 Class— ATTENTION ! In place— REST! ATTENTION! 
 Feet— CLOSE ! Feet— OPEN ! 
 
 Hips firm and feet sideways — JUMP ! 
 Hands and feet quickly— POSITION ! 
 
 Hips— FIRM! Trunk forward— BEND ! 
 RAISE! (Count I.) BEND! (Count 2.) Etc. 
 POSITION ! 
 
 Arms upward — BEND! (Count 1.) 
 . Arms sideways — STRETCH! (Count 2.) 
 
 BEND! (1) STRETCH! (2) BEND! (1) STRETCH! (2) 
 POSITION ! 
 
 Arms upward — BEND! (Count 1.) 
 
 Arms downward — STRETCH ! (Count 2.) 
 
 BEND! (1) STRETCH! (2) Etc. POSITION! 
 Hips— FIRM ! 
 
 With a deep breath, head backward — PULL! 
 Head to position and EXHALE ! 
 
 FOLK DANCE— SHOEMAKERS' DANCE. 
 
 Lesson III. 10 Minutes. Daily— 3rd Week. 
 
 Class— ATTENTION! Left— FACE! (Count 1! 2! i 
 
 Hips— FIRM ! Feet sideways— JUMP ! 
 
 Heels— RAISE! Spring, jump, ready— GO ! 1, 2. 1, 2. etc. 
 
 (Children jump from the astride to the 
 
 fundamental, then to astride position, etc.) 
 Class— HALT! 1,2,3. POSITION! 
 
FOR SCHOOLS AXD PLAYGROUNDS 65 
 
 With a deep breath, arms sideways — RAISE! SINK! 1, 2, etc. 
 (As the arms sink, children exhale.) 
 
 GAME— BEAN BAG LEFT AND RIGHT— TOSS !— PAGE 126 
 
 Lesson IV. 10 Minutes. Daily — 4th Week. 
 
 Class— ATTENTION ! Right— FACE! (Count 1, 2.) 
 Left— FACE! 1, 2, 
 
 Arms forward— BEND! FLING! Etc. POSITION! 
 
 Hips— FIRM! Left foot— RAISE! 
 Foot downward — PLACE ! 
 Repeat with right. POSITION! 
 
 Hips^FIRM! Feet sideways— PLACE! (Left, count 1, R-2.) 
 Knees— BEND ! Knees— STRETCH ! POSITION ! 
 
 Mark time— MARK! 1,2. 1,2. 1,2. Etc. 
 Class— HALT! 1,2. 
 
 With a deep breath, arms forward, upward — RAISE! 
 Slowly exhale and downward — SINK! 
 
 Lesson V. 10 Minutes. Daily — 5th Week. 
 
 Class— ATTENTION! 
 
 Left— FACE! 1, 2, etc. 
 
 Right— FACE! 1,2. 1, 2, Etc. 
 
 In place— REST! Class— ATTENTION 1 
 
 Beginning with the left foot, alternate. 
 
 Heels— RAISE! SINK! (Count 1, 2. 1, 2. Etc.) 
 
 Class— HALT ! POSITION ! 
 
 Feet— CLOSE! Arms upward— BEND! 
 
 Arms upward— STRETCH ! BEND ! STRETCH ! POSITION ! 
 
 Hips firm and deep breathing. 
 
 Lesson VI. 10 Minutes. Daily— 6th Week. 
 
 Class— ATTENTION ! 
 
 Left about— FACE! 1,2. Etc. 
 
 Hips firm and feet sideways — JUMP! 
 
 Trunk forward— BEND! RAISE! BEND! RAISE! POSITION! 
 
 Arms sideways raise and heels — RAISE ! 
 Arms and heels — SINK! 
 
 Hips— FIRM ! 
 
 With a deep breath, head backward — PULL! 
 
 Head to position and EXHALE! 
 
 GAME— VOLLEY BALL SEAT RELAY I^C&— PAGE 135 
 
66 
 
 PHYSICAL EDUCATION COMPLETE 
 
 Lesson VII. 10 Minutes. Daily— 7th Week. 
 
 Class— ATTENTION ! Right about— FACE! 1,2. 1,2. Etc. 
 
 Hips— FIRM! Feet sideways— JUMP ! 
 
 Trunl< forward- BEND ! RAISE! BEND! RAISE! 
 
 Hands and feet quickly— POSITION 1 
 
 In place— REST! 
 
 Arms forward — BEND! 
 
 Arms sideways fling and heels — RAISE! 
 
 BEND! FLING! Etc. 
 
 Hands and feet quickly— POSITION ! 
 
 Hips firm and slow, deep breathing. 
 
 GAME— "I SAY STOOP!"— PAGE 134 
 
 Lesson VIII. 10 Minutes. 
 
 Class— ATTENTION ! 
 Left about— FACE! 1,2. 
 Right about— FACE ! 1,2. 
 
 Hips firm and feet sideways — JUMP! 
 Left hip and right neck — FIRM ! 
 CHANGE! CHANGE! Etc. POSITION! 
 
 Arms sideways— RAISE ! Hands— TURN ! 
 Arms upward — RAISE! Arms sideways — SINK! 
 Hands— TURN! POSITION! 
 
 SKIP ABOUT THE ROOM. 
 DEEP BREATHING. 
 
 Daily— 8th Week. 
 
 Lesson IX. 
 
 Class— ATTENTION ! 
 
 10 Minutes. 
 
 Daily— 9th Week. 
 
 One step forward — MARCH ! (Left, right.) 
 
 Left— FACE! 1,2. 
 
 One step to the left— MARCH ! 
 
 Left— FACE! 1,2. 
 
 Left— FACE! 1,2. 
 
 Left— FACE! 1,2. 
 
 In place— REST! POSITION! 
 
 Alternate toe-raising — RAISE! 1, 2. 1, 2. 1, 2. 
 Class— HALT ! POSITION ! 
 
 Hips firm and feet— CLOSE ! 
 
 Heels— RAISE! SINK! RAISE! SINK! POSITION! 
 
FOR SCHOOLS AND PLAYGROUNDS 67 
 
 Arms forward, upward — RAISE! SINK! 
 (Inhale as raise and exhale as lower.) 
 
 Lesson X. 10 Minutes. Daily— 10th Week. 
 
 Class— ATTENTION ! 
 
 Four steps forward, beginning with the left foot — MARCH! 1, 2, 3, 4. 
 
 Right about— FACE ! 1,2. 
 
 Four steps forward— MARCH ! 1, 2, 3, 4. 
 
 Right— FACE! 1,2. Right— FACE! 1,2. 
 
 Hips— FIRM ! Head backward— PULL ! Head to— POSITION ! 
 
 Repeat, counting 1, 2, etc. 
 
 POSITION! 
 
 Arms sideways and downward — STRETCH ! 1, 2, 3, 4. 
 POSITION! 
 
 Deep breathing. 
 
 Run about the room in single file. 
 
 SLOW MARCHING. 
 
 Lesson XL 10 Minutes. Daily — 11th Week. 
 
 Class— ATTENTION! Right— DRESS! Eyes— FRONT! 
 POSITION! 
 
 Hips— FIRM ! Trunk forward— BEND ! RAISE ! Etc. POSITION ! 
 
 Arms upward— BEND ! Sideways— STRETCH ! 
 BEND! STRETCH! Etc. POSITION! 
 
 Hips— FIRM! Heels— RAISE! Knees— BEND ! 
 Knees— STRETCH ! Heels— SINK ! POSITION ! 
 
 Arms sideways — RAISE ! 
 
 Arm— ROTATION ! 1,2. POSITION! 
 
 Hips— FIRM! Feet sideways— JUMP! 
 
 Trunk forward— BEND ! 
 
 Arms forward— BEND ! FLING! Etc. POSITION!! 
 
 Mark time— MARK! About the room, forward— MARCH ! 
 March to position. 
 
 Arms overhead to circle — RAISE ! Inhale as raise. 
 Arms — SINK ! Exhale as sink. 
 Repeat very slowly. 
 
68 PHYSICAL EDUCATION COMPLETE 
 
 Lesson XII. 10 Minutes. Daily— 12th Week. 
 
 Class— ATTENTION ! Feet— CLOSE! Or'EN! 
 Head— FIRM! Hips— FIRM ! 
 Arms sideways — RAISE! SINK! 
 
 Hips— FIRM ! Head backward— PULL ! Head to— POSITION ! 
 Repeat, counting 1, 2, etc. 
 POSITION! In place— REST! 
 
 Arms upward— BEND! Sideways— STRETCH ! POSITION! 
 
 Arms sideways AND heels— RAISE! SINK! RAISE! SINK! 
 POSITION ! 
 
 Left arm forward and upward — FLING! 
 Arms— CHANGE! POSITION! 
 
 Hips firm and feet— CLOSE ! 
 
 Trunk to the left— TWIST! Forward— TWIST ! 
 
 Trunk to the right— TWIST ! Forward— TWIST ! 
 
 POSITION! 
 
 Hips firm and heels— RAISE! SINK! RAISE! SINK! 
 POSITION ! 
 
 Hips firm and with a deep breath, chest — RAISE! 
 Slowly— SINK! 
 
 Lesson XIII. 10 Minutes. Daily— 13th Week 
 
 Class— ATTENTION ! Left— FACE! Right— FACE! 
 Left— DRESS! Right— DRESS ! POSITION! 
 
 Hips firm and feet sidcwavs — PLACE! 1, 2. 
 Head backward— PULL! ' Head to— POSITION! 
 Repeat, counting 1, 2, etc. 
 Arms forward— BEND ! Sideways— FLING ! 
 POSITION ! In place— REST ! 
 
 Hips— FIRM ! Left knee upward— BEND I 
 Downward— PLACE ! 1. 2. 1, 2. 
 Repeat with the right. POSITION! 
 
 Arms upward — BEND! (Count 1.) 
 
 Left arm upward and right arm sideways — STRETCH ! (2) 
 
 BEND! (3) STRETCH! (4) POSITION! 
 
 Repeat, using right arm for upward — STRETCH ! 
 
 Hips firm and heels — RAISE ! 
 
 Mark time— MARK! 1,2. L 2. 1,2. L 2. Etc. 
 
 Class— HALT! 1,2. Heels— SINK! POSITION! 
 
 With a deep breath, arms sideways — RAISE! SINKl 
 
FOR SCHOOLS AND PLAYGROUNDS 69 
 
 Lesson XIV. 10 Minutes. Daily— 14th Week. 
 
 Class— ATTENTION ! 
 
 Left foot sideways— PLACE! REPLACE! 
 
 Repeat with the right foot. 
 
 Hips— FIRM ! Head backward— PULL ! Head to— POSITION ! 
 
 Repeat, counting 1, 2, etc. 
 
 Head to the left— BEND! RAISE! 
 
 Head to the right— BEND! RAISE! POSITION! 
 
 Arms forward— BEND! FLING! 
 
 Hips— FIRM! Trunk to the left— TWIST! 
 
 Forward— TWIST ! 
 
 Repeat to the right— POSITION ! 
 
 Head— FIRM! Left foot forward— PLACE ! REPLACE! 
 Repeat with the right foot. POSITION! 
 
 Arms sideways— RAISE! Trunk forward— BEND ! RAISE! 
 
 BEND ! RAISE ! Etc. 
 
 POSITION! 
 
 Hips firm and heels — RAISE! 
 Astride— JUMP! 1. 2. 1, 2. Etc. 
 Class— HALT! 1,2. Heels— SINK! 
 Hands and feet quickly— POSITION ! 
 Deep, slow breathing. 
 
 GAME— COLORS— PAGE 145 
 
 Lesson XV. 10 Minutes. DaUy— 15th Week. 
 
 Class— ATTENTION ! 
 
 Left— FACE! 1,2. Right— FACE ! 1,2. 
 
 Hips — FIRM I Alternate toe-raising — GO! 1,2. 1,2. 
 Class— HALT! 1,2. POSITION! 
 
 Arms upward— BEND! Sideways— STRETCH ! BEND! STRETCH! 
 POSITION ! 
 
 Hips— FIRM! Left knee upward— BEND ! Downward— STRETCH ! 
 CHANGE! (Count 1, 2, 3, 4.) POSITION! 
 
 Arms forward, upward— FLING ! LOWER! 1, 2. 1, 2. 1, 2. 
 
 Right hip and left head— FIRM ! 
 
 With a deep breath, trunk lift and to the left — 
 
 BEND! RAISE! BEND! RAISE! 
 
 Repeat to the right— POSITION ! 
 
 Hips firm and feet sideways — JL^MP! 
 
70 PHYSICAL EDUCATION COMPLETE 
 
 Heels— RAISE! SINK! RAISE! SINK! 
 Hands and feet quickly— POSITION ! 
 
 With a deep breath, arms sideways — RAISE! SINK! 
 
 MARCHING. 
 
 Lesson XVI. 10 Minutes. Daily— 16th Week. 
 
 Class— ATTENTION ! Hips— FIRM! Head— FIRM ! 
 Feet— CLOSE ! Feet— OPEN ! 
 
 Hips firm and feet sideways — JUMP ! 
 
 Heels— RAISE! Heels— SINK! POSITION! 
 
 Arms sideways— RAISE ! SINK! RAISE! SINK! Etc. 
 
 Hips— FIRM! Left foot sideways— RAISE! 
 
 Hop on the right, twice. Change to the left and hop, twice. 
 
 Class— HALT! 1,2. POSITION! 
 
 Arms upward — BEND! (Count 1.) 
 Arms sideways — STRETCH ! (Count 2.) 
 Arms— BEND! (Count 3.) 
 Arms downward— STRETCH ! (Count 4.) 
 POSITION ! 
 
 Head— FIRM ! Trunk lift and to the left— TWIST! 
 Forward— TWIST ! 
 Repeat to the right. 
 POSITION! 
 
 Hips— FIRM! Heels— RAISE! Astride— JUMP ! 1,2. 1,2. 1,2. Etc. 
 
 Class— HALT! 1,2. POSITION! 
 
 Deep breath, chest— R.A.ISE ! SINK! RAISE. I SINK! Etc. 
 
 Lesson XVII. 10 Minutes. Daily— 17th Week. 
 
 Class— ATTENTION ! 
 Left— FACE ! Right— FACE ! 
 
 Hips— FIRM! Heels— RAISE! Quick running in place— GO! 
 Class— HALT! 1,2,3,4. POSITION! 
 
 Hips firm and feet— CLOSE! 
 
 With a deep breath, head backward— PULL ! Head to— POSITION! 
 
 Repeat, counting, 1, 2, etc. 
 
 Hands and feet— POSITION ! 
 
 Head— FIRM! Heels— RAISE! Knees— BEND! Knees— STRETCH ! 
 Heels— SINK! POSITION! 
 
 Arms forward— BEND! FLING! POSITION! 
 
FOR SCHOOLS AND PLAYGROUNDS 71 
 
 Wood Play. (Imitate sawing wood.) 
 
 Arms circle overhead and INHALE. 
 Arms lower and EXHALE. 
 
 MARCH ABOUT THE ROOM. 
 
 Lesson XVIIL 10 Minutes. DaUy— 18th Week. 
 
 Class— ATTENTION ! 
 
 One step forward— MARCH ! (Left, right.) 
 One step backward— MARCH ! 
 Left— FACE ! Right— FACE ! 
 
 Hips— FIRM! Left foot outward— PLACE! 
 
 Foot— REPLACE ! POSITION ! 
 
 Repeat with the right foot and— POSITION ! 
 
 Hips— FIRM! Head backward— PULL ! Head to— POSITION ! 
 Repeat, counting 1, 2, etc. POSITION ! 
 
 Arms sideways and downward— STRETCH ! 1, 2, 3, 4. POSITION ! 
 
 Hips— FIRM! Left knee upward— BEND! Downward— PLACE ! 
 Repeat with the right foot— POSITION ! 
 
 Feet sideways jump and head — FIRM ! 
 
 Trunk forward— BEND ! RAISE! BEND! RAISE! POSITION! 
 
 Left foot forward— PLACE ! 
 
 Heels— RAISE! SINK! Count 1, 2, etc. 
 
 Foot— REPLACE! 
 
 Right foot forward— PLACE ! Repeat. 
 
 Foot— REPLACE ! POSITION ! 
 
 DEEP BREATHING. 
 
 Lesson XIX, 10 Minutes. DaQy— 19th Week. 
 
 Class— ATTENTION ! 
 
 Slowl}- run about the room and return to place. 
 
 ATTENTION ! Head— FIRM ! Hips— FIRM ! 
 
 Left hip and right head— FIRM ! CHANGE! CHANGE! 
 
 POSITION! 
 
 Arms forward— BEND ! FLING! BEXD! FLING! POSITION! 
 
 Arms upward fling and feet— CLOSE! POSITION! 
 
 Arms sideways stretch and heels — RAISE! 
 Arms bend and heels — LOWER ! 
 I, 2, 3, 4. 1, 2, 3, 4. 
 
72 PHYSICAL EDUCATION COMPLETE 
 
 Class— HALT! 1,2,3,4! POSITION! 
 
 Hips— FIRM ! 
 
 Left leg sideways— RAISE! LOWER! R.\ISE1 LOWER! 
 
 Repeat with the right. POSITION ! 
 
 Hips firm and feet astride— JUMP ! 1, 2, 3, 4. 
 Class— HALT ! 1, 2, 3, 4. POSITION I 
 
 Arm raising sideways, hand turning and deep breathing. 
 
 Lesson XX. 10 Minutes. Daily— 20th Week. 
 
 Class— ATTENTION ! Feet— CLOSE! Feet— OPEN ! 
 Left— FACE! Right about— FACE! Left— FACE! 
 
 Arms sideways raise and trunk to the left — BEND! 
 RAISE! BEND! RAISE! 
 Repeat to the right. 
 POSITION ! 
 
 Hips— FIRM! Heels— RAISE! Knees— BEND! Knees— STRETCH ! 
 Heels— SINK! POSITION! 
 
 Hips firm, trunk lift and to the left— BEND ! R.\ISE ! 
 
 Trunk lift and to the right— BEND! RAISE! BEND! RAISE! 
 
 POSITION ! 
 
 Arms sideways— FLING! SINK! FLING! SINK! 
 
 Arms upward— BEND! Sideways— STRETCH ! Hands— TURN ! 
 Arms upward— RAISE ! POSITION ! 
 
 Head— FIRM! Feet sideways— PLACE ! Heels— RAISE! 
 Heels— SINK! RAISE! SINK! POSITION! 
 
 .^rms forward bend and INHALE! 
 Sideways fling and EXHALE! 
 1,2. 1,2. 1,2. 
 POSITION ! 
 
FOR SCHOOLS AND PLAYGROUNDS 73 
 
 TWENTY LESSONS IN GYMNASTICS FOR GRADE V. 
 
 Lesson 1. 15 Minutes. Daily — 1st Week. 
 
 (Repeat all exercises several times.) 
 
 Class— ATTENTIOxN! Left— FACE! Right— FACE! 
 Left— DRESS! FRONT! Right— DRESS ! FRONT! 
 
 Hips— FIRM ! Feet— CLOSE ! Feet— OPEN ! 
 Alternate heels then toes— RAISE! 1, 2. 1, 2. 
 POSITION ! 
 
 Arms sideways— STRETCH ! Count 2—1, 2—1, 2, etc. 
 
 Hips— FIRM! Heels— RAISE! Knees— BEND! Knees— STRETCH! 
 Heels— SINK ! POSITION ! 
 
 Head— FIRiM! Hips— FIRM ! 
 
 Left head and right hip— FIRM ! CHANGE ! CHANGE ! 
 
 POSITION! 
 
 Hips— FIRM! Trunk lift and to the left— BEND! RAISE! 
 Trunk lift and to the right- BEND! RAISE! Alternating. 
 POSITION ! 
 
 Hips— FIRM! Astride— JUMP! Count 1 Heels— RAISE! 
 2— Knees— BEND ! 3^Knees— STRETCH ! 4— Heels— SINK! 
 
 Arms sideways raise and slowly INHALE! 
 Arms sink and EXHALE 1 
 
 Lesson II. 15 Minutes. Daily — 2nd Week. 
 
 Class— ATTENTION ! Left foot forward— PLACE! REPLACE! 
 Right foot forward— PLACE ! REPLACE! 
 Left— FACE! Right— FACE! 
 
 Hips— FIRM! Head backward— PULL! Head to— POSITION ! 
 Repeat, counting 1,2, etc. POSITION! 
 
 Hips firm and feet sideways — PLACE ! 
 
 Arms forward— BEND ! FLING! BEND! FLING! 
 
 Hands and feet quickly— POSITION ! 
 
 Hips— FIRM! Heels— RAISE! Knees— BEND! Knees— STRETCH! 
 Heels— SINK! POSITION! 
 
 Arms half forward — BEND! 
 
 Arm— ROTATION ! 1, 2—1, 2, etc. POSITION! 
 
74 PHYSICAL EDUCATION COMPLETE 
 
 Hips— FIRM! Feet sideways— PLACE! 
 Trunk lift and to the left— BEND! RAISE! 
 Repeat to the right. POSITION! 
 
 Heels— RAISE! Quick mark time— MARK! 
 Class— HALT! 1,2,3,4. POSITION! 
 
 Hips— FIRM! With a deep breath, heels— RAISE! 
 Heels— SINK! and EXHALE! 
 
 Lesson III. 15 Minutes. Daily — 3rd Week. 
 
 Class— ATTENTION ! Left— DRESS! FRONT! Right— DRESS! 
 FRONT! Hips— FIRM! Head— FIRM ! POSITION! 
 
 Hips— FIRM ! Head backward— PULL ! Head to— POSITION ! 
 Repeat, counting 1, 2, etc. POSITION! 
 
 Arms forward— BEND! FLING! BEND! FLING! (Quick time.) 
 POSITION ! 
 
 Hips— FIRM! Left knee upward— BEND! Forward— STRETCH ! 
 BEND ! Downward— STRETCH ! Repeat with the right. POSITION ! 
 
 Arms half forward— BEND ! 
 
 Arm— ROTATION ! 1, 2. 1, 2. POSITION! 
 
 Feet close and hips — FIRM ! 
 
 Trunk lift and to the left— BEND ! RAISE! 
 
 Repeat right. POSITION ! 
 
 Hips— FIRM ! Heels— RAISE ! 
 
 Left foot forward and right foot backward — JUMP! 
 
 CHANGE !— to the count 2. 1,2. 1,2. 1,2. Class— HALT ! 1,2. 
 
 Hands and feet quickly— POSITION ! 
 
 Arms sideways raise and — INHALE ! 
 Arms sink and — EXHALE! 
 
 SLOW MARCHING ABOUT THE ROOM 
 
 Lesson IV. 15 Minutes. Daily — 4th Week. 
 
 Class— ATTENTION ! Left— FACE! Right— FACE! 
 Left about— FACE! Right about— FACE! 
 
 Hips— FIRM! Head to the left— BEND! RAISE! etc. 
 Repeat to the right. POSITION! 
 Head backward— PULL ! Head to— POSITION ! 
 Repeat, counting 1, 2, etc. POSITION! 
 
 Arms forward— BEND! FLING! BEND! FLING! POSITION! 
 
FOR SCHOOLS AND PLAYGROUNDS 75 
 
 Left arm sideways and right arm upward — STRETCH ! 
 CHANGE! (To count 1, 2.) Class— HALT! POSITION! 
 
 Left hip and right head— FIRM ! 
 Trunk to the left— TWIST! Forward— TWIST ! 
 Hands change and trunk to the right — TWIST ! 
 Forward— TWIST ! POSITION! 
 
 Hips— FIRM! Heels— RAISE! Astride— JUMP! 1, 2. 1, 2. 1, 2. 
 Class— HALT! 1,2. POSITION! 
 
 SLOW MARCHING ABOUT THE ROOM. 
 
 Lesson V. 15 Minutes. Daily — 5th Week. 
 
 Class— ATTENTION ! Left— FACE! Feet— CLOSE! Feet— OPEN ! 
 Right— FACE ! 
 
 Hips— FIRM! Head to the left— TWIST! 
 Head backward— PULL ! POSITION! 
 
 (Is done by pulling the head back in 
 
 the direction of the opposite shoulder.) 
 Repeat to the right. POSITION ! 
 
 Arms upward and backward — STRETCH! 1, 2. 1, 2. 1, 2. 
 Class— HALT! 1,2. POSITION! 
 
 Hips— FIRM! Left leg height of hip— RAISE! SINK! 
 RAISE! SINK! Repeat to the right. POSITION! 
 
 Hips firm and feet sideways— JUMP ! Heels— RAISE! 
 Trunk forward— BEND ! 
 
 Arms forward— BEND ! FLING! BEND! FLING! 
 Trunk— RAISE ! Hands and feet quickly— POSITION ! 
 
 Left foot forward— PLACE ! and head— FIRM ! 
 
 Trunk to the left— TWIST! Forward— TWIST ! 
 
 Feet— CHANGE! Trunk to the right— TWIST! Forward— TWIST ! 
 
 Hands and feet— POSITION ! 
 
 DEEP BREATHING. 
 
 Lesson VI. 15 Minutes, Daily— 6th Week. 
 
 Class— ATTENTION ! Feet— CLOSE ! Feet— OPEN ! 
 Left about— FACE ! Right about— FACE ! 
 
 Hips— FIRM! Left foot forward— PLACE! Heels— RAISE! SINK! 
 1,2. 1,2. Feet— CHANGE! 1,2. 1,2. Class— HALT! 1,2. 
 POSITION! 
 
76 PHYSICAL EDUCATION COMPLETE 
 
 Hips— FIRM! Feet sideways— JUMP ! 
 
 Head to the left— BEND! RAISE! BEND! RAISE! 
 
 Repeat to the right. 
 
 Hands and feet, quickly— POSITION ! 
 
 Hips— FIRM! Heels— RAISE! Knees— BEND! Knees— STRETCH ! 
 Heels— SINK! 1,2,3,4. 1,2,3,4. POSITION! 
 
 Hips firm and feet sideways — PLACE! 1, 2. 
 
 HeeLs— RAISE! Knees— BEND! Knees— STRETCH ! Heels— SINK! 
 
 POSITION! 
 
 In place— JUMP ! 
 
 (Count 1, Heels— RAISE! Count 2, Knees— BEND ! Count 3, 
 JUMP! Count 4, Land on toes and bend knees. Count 5, 
 Knees— STRETCH ! Count 6, Heels— SINK !) 
 
 Arms sideways raise and — INHALE ! 
 Sink and— EXHALE ! 
 
 MARCH ABOUT THE ROOM. 
 
 Lesson VII. 15 Minutes. Daily— 7th Week. 
 
 Class— ATTENTION! Left— DRESS! FRONT! Right— DRESS ! 
 FRONT! Left about— FACE! Right about— FACE! POSITION! 
 
 Arms sideward, upward raise and heels — RAISE ! 
 Arms and heels — SINK! 
 
 Hips— FIRM ! Head backward— PULL ! Head to— POSITION ! 
 Repeat, counting 1, 2, etc. POSITION ! 
 
 Arms upward, sideward and downward — STRETCH! 1, 2, 3, 4, 5, 6. 
 POSITION! 
 
 Hips— FIRM! Feet sideward— PLACE! Heels— RAISE! 
 Knees— BEND! Knees— STRETCH ! BEND! STRETCH! 
 Heels— SINK! POSITION! 
 
 Arms sideward and upward — RAISE! Trunk forward — BEND! 
 RAISE! BEND! RAISE! POSITION! 
 
 Hips— FIRM! Toes— RAISE! 1,2. 1.2. POSITION! 
 
 Arms overhead, circle and — INHALE! 
 Arms sink and— EXHALE ! 
 
 SKIP ABOUT THE ROOM. 
 
 Lesson VIII. 15 Minutes. Daily— 8th Week. 
 
 Class— ATTENTION ! Left— FACE ! Right— FACE ! Feet— CLOSl'l ! 
 Feet— OPEN! Left foot sideways— PLACE ! REPLACE! 
 Right foot backward— PLACE! REPLACE' 
 
FOR SCHOOLS AXD PLAYGROUNDS 77 
 
 Hips— FIRM! Feet sideways— JUMP! Head backward— PULL ! 
 Head to— POSITION ! Repeat, counting I, 2, etc. 
 Hands and feet quickly— POSITION ! 
 
 Arms forward— BEND ! Sideways— FLING ! BEND! FLING! 
 POSITION! 
 
 Head— FIRM! Left foot sideways— RAISE ! SINK! RAISE! SINK! 
 Repeat with the right. POSITION! 
 
 Hips firm and feet sideways — JUMP! 
 
 Arms forward and upward— FLING 1 LOWER ! FLING ! LOWER ! 
 
 POSITION ! 
 
 Arms forward bend and feet — CLOSE! 
 Sideways fling and feet— OPEN ! POSITION ! 
 
 Hips— FIRM! Heels— RAISE! Feet astride— JUMP! 1,2. 1,2. 
 Class— HALT! 1,2. POSITION! 
 
 Hips— FIRM! Left leg backward— RAISE! SINK! 
 Repeat with the right leg. POSITION! 
 
 Arms sideward and upward raise and — INHALE ! 
 Arms lower and — EXHALE ! 
 
 Lesson IX. 15 Minutes. Daily— 9th Week. 
 
 Class— ATTENTION ! Arms upward— BEND ! POSITION ! 
 Feet— CLOSE ! Feet— OPEN ! ATTENTION ! 
 
 Feet sideways place and arms sideways — STRETCH ! 1, 2. 
 
 Heels— RAISE! Knees— BEND ! Knees— STRETCH ! Heels— SINK! 
 
 Hands and feet quickly— POSITION ! 
 
 Hips— FIRM! Head backward— PULL ! Head to— POSITION ! 
 Repeat, counting 1, 2, etc. POSITION! 
 
 Arms sideward and downward — STRETCH ! 1, 2, 3, 4. Class — HALT ! 
 1,2. POSITION! 
 
 Arms half sideward— BEND ! 
 
 Arm— ROTATION ! 1,2. 1,2. Class— HALT! 1,2. POSITION! 
 
 Arms forward bend feet sideward — JUMP ! 
 
 Arms sideward fling and heels — RAISE! Arms bend and heels— SINK! 
 
 1,2. 1,2. POSITION! 
 
 Hips— FIRM ! 
 
 High knee upward bending, beginning with the left foot — GO! 
 
 1,2. 1,2. 1,2. Class— HALT! 1,2. POSITION! 
 
 Arms sideward overhead, circle and — INHALE! 
 
 Lower and — EXHALE! 
 
78 PHYSICAL EDUCATION COMPLETE 
 
 Lesson X. 15 Minutes. Daily — 10th Week. 
 
 Class— ATTENTION! Arms sideward— RAISE! SINK! Feet— CLOSE! 
 Feet— OPEN! Right about— FACE! Left about— FACE! 
 
 Head— FIRM ! With a deep breath, trunk Hft and to the left— BEND! 
 RAISE! BEND! RAISE! Repeat to the right. POSITION! 
 
 Arms upward and sideward— STRETCH ! BEND! STRETCH! 
 POSITION ! 
 
 Hips— FIRM ! Left knee upward— BEND ! Forward— STRETCH ! 
 
 BEND ! Downward— STRETCH ! 
 
 Repeat with the right, alternately. POSITION I 
 
 Feet sideways — PLACE ! 
 
 Trunk forward — BEND! Arms forward and upward — FLING! 
 
 RETURN ! FLING ! RETURN ! 
 
 Trunk— RAISE ! POSITION ! 
 
 Hips— FIRM! Left foot sideways— RAISE! 
 Hop twice on the right and — CHANGE! 
 Hop twice on the left and — CHANGE! 
 Class— HALT! 1, 2. POSITION! 
 
 Arms forward bend and — INHALE! 
 Arms sideways fling and — EXHALE! 
 
 Lesson XL 15 Minutes. Daily — 11th Week. 
 
 Class— ATTENTION ! Left— FACE! Right— FACE! Feet— CLOSE! 
 
 Feet— OPEN! Heels— RAISE! Heels— SINK! 
 
 Heels — RAISE! Knees bend and arms sideward, upward — RAISE! 
 
 Knees stretch, arms and heels — SINK! 
 
 POSITION! 
 
 Head— FIRM! With deep breath, chest— RAISE! SINK! 
 RAISE! SINK! POSITION! 
 
 Heels raise, arms forward and upward — FLING ! LOWER ! etc. 
 POSITION ! 
 
 Left arm upward and right arm backward — STRETCH ! 
 CHANGE! 1,2,3,4. POSITION! 
 
 Hips— FIRM ! Heels— RAISE ! 
 
 Hop on right foot and left foot sideward — RAISE! 
 
 (Quick change, alternating — count 1.2; 1,2; 1,2. Class — HALT ! 1, 2.) 
 POSITION ! 
 
 Arms sideward raise and — INHALE! 
 Arms lower and — EXHALE! 
 
FOR SCHOOLS AND PLAVGROUXDS 79 
 
 Lesson XII. 15 Minutes. Daily— 12th Week. 
 
 Class— ATTENTION ! Mark time— MARK! 1,2. 1,2. Class— HALT ! 
 1,2. Left— FACE! Feet— CLOSE! Feet— OPEN ! Right— FACE! 
 
 Arms sideward raise and feet — CLOSE ! 
 
 Head backward— PULL ! Head to— POSITION ! 
 
 Repeat, counting 1, 2, etc. Hands and feet — POSITION! 
 
 Arms sideward — downward and backward — STRETCH ! 
 
 Hips— FIRM! Left foot forward— PLACE! 
 
 Heels— RAISE! Knees— BEND! Knees— STRETCH ' Heels— SINK 1 
 
 POSITION! Repeat with the right. POSITION! 
 
 Arms upward— BEND! Left arm sideward— STRETCH ! 
 Arms— CHANGE! 1,2,3,4. Class— HALT! 1.2. POSITION! 
 
 Arms sideways — RAISE ! 
 
 Left leg backward— RAISE! Left leg downward— PLACE ! 
 
 Repeat with the right. POSITION ! 
 
 Arms upward stretch and feet sideways — PLACE ! 
 
 Trunk forward— BEND! RAISE! BEND! RAISE! POSITION! 
 
 Left foot forward— PLACE ! Heels— RAISE! QUICK CHANGE! 
 (Jumping exercise.) 
 
 Hips— FIRM ! Slowly INHALE ! and EXHALE ! POSITION ! 
 
 Lesson XIII. 15 Minutes. Daily— 13th Week. 
 
 Class— ATTENTION ! Arms sideways— RAISE! LOWER! 
 
 Left foot forward— PLACE ! REPLACE ! Right— FACE ! Left— FACE ! 
 
 Hips— FIRM! Head to the left— TWIST! Forward— TWIST ! 
 Repeat to the right. POSITION ! 
 
 Arms sideward stretch and heels — RAISE! 
 Arms bend and heels — SINK! 
 
 Hips— FIRM ! 
 
 Deep breath and chest— RAISE! SINK! RAISE! SINK! POSITION! 
 
 Hips— FIRM! Left foot sideward— PLACE! 
 Trunk to the left— TWIST! Forward— TWIST! 
 Repeat to the right. POSITION! 
 
 Arms upward, sideward — RAISE! (Inhale) 
 Arms— SINK! (Exhale) 
 
 SKIP ABOUT THE ROOM. 
 
80 PHYSICAL EDUCATION" COMPLETE 
 
 Lesson XIV. 15 Minutes. Daily— 14th Week. 
 
 Class— ATTENTION ! Left— DRESS! FRONT! Right— DRESS! 
 FRONT! Feet— CLOSE! Feet— OPEN! Heels— RAISE! SINK! 
 
 Hips— FIRM! Head to left— BEND! RAISE! POSITION! 
 Repeat to the right. POSITION ! 
 
 Hips— FIRM 1 Feet sideways— PLACE! 
 
 Trunk forward— BEND ! Head— ROTATION ! 1, 2. 3, 4. 
 
 Trunk— RAISE! Hands and feet quickly— POSITION ! 
 
 Hips— FIRM! Feet sideways— PLACE ! 
 
 Head backward— PULL ! Head to— POSITION ! 
 
 Repeat, counting 1, 2, etc. POSITION! 
 
 Left hip. right head— FIRxM ! 
 
 Trunk lift and to the left— BEND! RAISE! 
 
 Arms— CHANGE ! Repeat to the right. POSITION! 
 
 Hips— FIRM! With a deep breath, chest— RAISE! SINK! 
 POSITION! 
 
 Lesson XV. 15 Minutes. Daily— 15th Week. 
 
 Class— ATTENTION ! Count off by twos— START! 1,2. 1, 2. 
 Head— FIRM! Hips— FIRM ! CHANGE! CHANGE! POSITION! 
 
 Hips— FIRM! Head backward— PULL! Head to— POSITION ! 
 
 Arms sideward and downward — STRETCH ! 
 
 Hips— FIRM! Heels— RAISE! Knees— BEND! Knees— STRETCH ! 
 Heels— SINK ! POSITION ! 
 
 Trunk forward— BEND ! Arms sideways— RAISE ! 
 Arms downward— SINK! Trunk— RAl'SE! 
 
 Hips— FIRM! Left foot forward— PLACE ! 
 
 Feet— CHANGE! Count 1, 2—1, 2, etc. POSITION! 
 
 Head— FIRM! Trunk to the left— BEND! RAISE! 
 Repeat to the right. POSITION ! 
 Count 1, 2, 3, 4. 
 
 Head— FIRM! Feet sideways— PLACE I Knees— BEND! 
 
 Knees— STRETCH ! 
 
 Hands and feet, quickly— POSITION ! 
 
 Arms sideward, upward — RAISE! 
 Arms downward— SINK! POSITION! 
 
FOR SCHOOLS AND PLAYGROUNDS 81 
 
 Lesson XVI. 15 Minutes. Daily— 16th Week. 
 
 Class— ATTENTION ! Right— FACE ! Right alx.ut— FACE ! 
 Left about— FACE! Left— FACE! 
 
 Arms sideward- -RAISE ! Head to the left— TWIST! 
 
 Head bacl<vvard— PULL ! Forward and to the right— TWIST! 
 
 Head backward— PULL ! Forward— TWIST ! POSITION! 
 
 Arms downward, sideward and upward — STRETCH ! 
 
 Left knee upward— BEND! Forward— STRETCH ! Knee— BEND ! 
 Downward — STRETCH ! Repeat with the right. 
 
 In place— JUMP! 1, 2; 1, 2, etc. 
 
 Heels— RAISE! Quick time— in place— MARCH ! 
 
 With a deep breath, arms sideward— RAISE ! SINK! 
 
 Lesson XVH. 15 Minutes. Daily— 17th Week. 
 
 Class— ATTENTION! Heels— RAISE! Hips— FIRM ! Heels— SINK! 
 Head— FIRM ! POSITION ! 
 
 Hips— FIRM! Alternate toe-raising— START ! 1, 2; 1, 2, etc. 
 Class— HALT ! POSITION ! 
 
 Head— FIRM! POSITION! Hips— FIRM ! POSITION! 
 
 Hips— FIRM ! Left knee upward— BEND ! 
 
 Foot downward — PLACE ! 
 
 Repeat with the right— POSITION ! 
 
 Arms sideward— STRETCH ! Feet sideways— PLACE ! 
 Trunk forward- — BEND! Arm rotation — 1, 2 — 1, 2, etc. 
 Trunk— RAISE! 
 
 Hips— FIRM! Head backward— PULL! Head to— POSITION! 
 Repeat, counting 1, 2, etc. POSITION! 
 
 Head— FIRM! Knees— BEND! Knees— STRETCH ! 
 Knees— BEXD! .STRETCH! POSITION! 
 
 Arms sideward— STRETCH ! 
 
 Arm circling and deep breathing — 1, 2 — 1, 2, etc. 
 
 Arms — SINK! 
 
 Lesson XVI 11. 15 Minutes. Daily— 18th Week. 
 
 Class— ATTENTION ! Head— FIRM ! Hips— FIRM ! CHANGE! 
 CHANGE! Right— FACE! Left— FACE! POSITION! 
 
82 PHYSICAL EDUCATION COMPLETE 
 
 Hips firm and feet sideways — PLACE! 
 
 Head backward— PULL ! ^Head to— POSITION! 
 
 Hands and feet cinickly— POSITION ! 
 
 Arms forward— BEND! Arms sideways— FLING ! BEND I FLING! 
 
 Hips— FIRM! Left knee upward— BEND ! Forward— STRETCH I 
 BEND! CHANGE! etc. POSITION! 
 
 Arms lialf forward — BEND! Arm rotation — 1, 2 — 1, 2, etc. 
 
 POSITION ! 
 
 Head firm and feet sideways — PLACE! 1, 2. 
 
 Trunk lift and to the left— BEND! RAISE! 
 
 Repeat to the right. POSITION! 
 
 Arms circle overhead and — INHALE! 
 Arms lower and — EXHALE! 
 
 Lesson XIX. 15 Minutes. Daily— 19th Week 
 
 Class— ATTENTION ! Heels— RAISE! SINK! In place— REST! 
 ATTENTION ! 
 
 One step forward— MARCH ! Right about— FACE ! 
 One step forward— MARCH ! Left about— FACE! 
 
 Hips— FIRM! Left forward— FALLOUT! CHANGE! POSITION! 
 
 Arms forward— BEND! FLING! BEND! FLING! POSITION! 
 
 Arms forward and upward — RAISE ! SINK ! 
 
 Arms forward— RAISE ! Upward— FLING ! Forward— SINK ! 
 POSITION ! 
 
 Hips— FIRM! Head backward— PULL ! Head to— POSITION! 
 Repeat, counting 1, 2, etc. 
 
 Arms upward and sideward— STRETCH ! 1, 2, 3, 4. POSITION ! 
 
 Hips— FIRM ! Jump in place— 1, 2, 3, 4, 5, 6. 7, 8. 
 
 Hips — FIRM ! Deep breathing. 
 POSITION ! 
 
 Lesson XX. 15 Minutes. Daily— 20th Week. 
 
 Class— ATTENTION ! Feet— CLOSE! OPEN! Heels— RAISE! 
 SINK! Head— FIRM! Hips— FIRM ! POSITION! 
 Hips— FIRM ! Alternate heels and toes— RAISE ! POSITION ! 
 Head— FIRM! POSITION! Right head and left hip— FIRM ! 
 CHANGE! POSITION! 
 
FOR SCHOOLS AND PLAYGROUNDS 85 
 
 Hips— FIRM! Left knee upward— BEND! Foot downward— PLACE! 
 POSITION! 
 
 Arms sideward— STRETCH ! Feet sideways— PLACE! 
 
 Trunk forward — BEND ! Arm rotation — 1, 2 — 1, 2, etc. 
 
 Trunk upward— RAISE ! Hands and feet quickly— POSITION ! 
 
 Head— FIRM! Feet sideways— PLACE ! 
 Trunk to the left— TWIST! Forward— TWIST ! 
 Repeat to the right. POSITION! 
 
 Head— FIRM! Knees— BEND ! Knees— STRETCH 1 POSITION! 
 
 Arms sideways — STRETCH ! 
 
 Arm circling and deep breathing — 1, 2 — 1, 2 — 1, 2, etc. 
 
 Arms downward — SINK! 
 
CHAPTER IV 
 
 Gymnastic Lessons for Grammar Grades 
 
 TWENTY LESSONS IN GYMNASTICS FOR GRADE VI 
 
 Lesson I. 15 Minutes. Daily — 1st Week. 
 
 Class— ATTENTION ! Left— FACE! Right about— FACE! 
 
 Left— FACE! Head— FIRM ! Hips— FIRM ! CHANGE! POSITION! 
 
 Hips— FIRM! Heels— RAISE! Knees— BEND! Knees— STRETCH ! 
 Heels— SINK! 
 
 Hips— FIRM! Head to the right— BEND! RAISE! 
 
 Repeat to the right. POSITION! 
 Arms sideward, upward — FLING! Arms — SINK! 
 
 Hips— FIRM! Left knee upward— BEND ! Downward— STRETCH! 
 Alternate left and right. POSITION ! 
 
 Arms sideward— STRETCH ! Arms upward— FLING ! Arms— SINK! 
 
 Head— FIRM! Feet sideways— JUMP ! Head backward- PULL ! 
 
 Head to — POSITION! Repeat, counting 1, 2, etc. Hands and feet, 
 quickly— POSITION ! 
 
 Head— FIRM ! Left foot forward— PLACE ! Trunk lift and to the left— BEND ! 
 RAISE! Feet change— 1 ! 2! Repeat to the right POSITION! 
 
 Hips— FIRM! Feet sideways— JUMP! Heels— RAISE! SINK! POSITION! 
 
 Arms forward bend and INHALE! Arms sideward fling and EXHALE! 
 
 Lesson II. 15 Minutes. Daily — 2nd Week. 
 
 Class— ATTENTION ! Feet— CLOSE! Heels— R.\ISE: SINK! 
 
 Feet— OPEN! Hips firm and feet sideward— JUMP! POSITION! 
 
 Hips— FIRM! Head to the left— BEND! RAISE! 
 Repeat to the right. POSITION ! 
 
 Arms sideward— FLING ! Upward— RAISE ! SINK! 
 Head firm and feet sideways— PLACE ! Toes— RAISE! SINK! 
 Hands and feet, quickly— POSITION ! 
 
 Head— FIRM! Feet astride— JUMP ! Trunk forward— BEND! 
 RAISE! BEND! RAISE! POSITION! 
 
 Head firm and feet sideway.s — JUMP! 
 
 Trunk lift and to the left— BEND ! RAISE! 
 Trunk lift and to the right— BEND ! RAISE ! 
 Hands and feet— POSITION ! 
 
FOR SCHOOLS AND PLAYGROUNDS 85 
 
 Hips— FIRM ! Left leg sideways— RAISE ! 
 
 Cut step sideways, to the count- 1, 2—1, 2— GO ! Class— HALT ! 1, 2, 3. 
 POSITION! 
 
 Arm raising- sideways and deep breathing. 1, 2 — 1, 2. 
 
 Lesson III. 15 Minutes. Daily— 3rd Week. 
 
 Class— ATTENTION ! Hips— FIRM ! Arms forward— BEND ! 
 
 Arms upward— BEND! Hips— FIRM ! Left foot sideways— PLACE! 
 Foot— REPLACE! Right foot sideways— PLACE! REPLACE! 
 I'OSITION ! 
 
 Hips firm and left foot forward— PLACE! (In series— 1, 2, 3, 4.) 
 Feet — CHANGE ! Alternating throughout the exercise. 
 
 Hips— FIRM! Head to the left— BEND! RAISE! 
 Repeat to the right. POSITION ! 
 
 Arms sideways fling and heels — RAISE! Arms and heels — SINK! 
 
 Arms upward and sidewaid — STRETCH! 
 
 Left leg backwards— RAISE! SINK! POSITION! 
 Repeat to the right. POSITION ! 
 
 Arms sideways fling and feet sideways — PLACE! I, 2. 
 Trunk fo'rward— BEND! RAISE! BEND! RAISE! 
 Hands and feet— POSITION ! 
 
 Head firm and left foot forward — PLACE! 
 Head to the left— BEND! 
 Feet change and repeat to the right. 1, 2. POSITION! 
 
 Hips firm and heels— RAISE ! SINK! RAISE! SINK! POSITION! 
 
 Hips— FIRM! With a deep breath, chest raise! SINK! 
 
 Lesson IV. 15 Minutes. Daily — 4th Week. 
 
 Class— ATTENTION! Heels— RAISE! SINK! Hips— FIRM ! 
 Right hip and left head— FIRM ! POSITION ! 
 
 Arms sideways raise and head to the left — TWIST! 
 
 Forward— TWIST! Repeat to the right. POSITION! 
 
 Arms half forward— BEND ! Arm rotation— 1 ! 2! etc. POSITION! 
 
 Hips— FIRM! Left knee upward— BEND! 
 
 Forward— STRETCH ! BEND! Downward— STRETCH! 
 Repeat with the right foot. POSITION! 
 
 Hips firm and feet sideways — PLACE! 
 
 Trunk forward— BEND ! RAISE! BEND! R.\ISE! 
 
86 . PHYSICAL EDUCATION COMPLETE 
 
 Hands and feet quickly— POSITION ! 
 
 Hips firm and feet astride — JUMP! 
 
 Head backward— PULL! Head to— POSITION! 
 Repeat, counting 1, 2, etc. POSITION ! 
 
 Hips— FIRM ! Left leg sideways— RAISE I 
 
 Cut step sideways, to the count 1, 2 — 1, 2 — GO! 
 Class— HALT! 1,2,3. POSITION! 
 
 Arms sideways raise and slowly — INHALE ! 
 Arms lower and — EXH.VLE! 
 
 Lesson V. 15 Minutes. Daily — 5th Week. 
 
 Class— ATTENTION ! Feet— CLOSE! Hips— FIRM ! Head— FIRM ! 
 Left foot forward— PLACE! REPLACE! 
 Right foot forward— PLACE ! REPLACE ! Feet— OPEN ! POSITION ! 
 
 Hips— FIRM ! Feet sideways— PLACE! 
 
 Heels— RAISE! Knees— BEND! Knees— STRETCH ! Heels— SINK! 
 POSITION! 
 
 Hips firm and feet sideways — PLACE! Head backward — PULL! 
 Head to— POSITION ! Repeat, counting 1, 2, etc. 
 Hands and feet quickly— POSITION ! 
 
 Left arm upward— STRETCH ! I, 2, 3, 4. 
 
 Repeat with the right. Alternate throughout the exercise. 
 
 Arms upward— BEND! 1. 
 
 Arms upward stretch and left leg backward — R.\ISE! 2. 
 Arms bend and leg— SINK! 3. POSITION! 4. 
 Repeat with the right foot. 
 
 Arms upward stretch and feet sideways — PLACE! 1, 2. 
 
 Trunk forward— BEND! RAISE! Hands and feet, quickly— I'OSITION ! 
 
 Hips firm and left foot forward — PLACE! 
 
 Head to the left— TWIST ! Forward— TWIST ! 
 
 Feet— CHANGE! 1,2. 
 
 Head to the right— TWIST! Forward— TWIST! POSITION! 
 
 Arms upward— STRETCH! Heels— RAISE! Knees— BEND I 
 Knees— STRETCH! Arms and heels— SINK! 
 
 Arms circle overhead and — INHALE ! 
 
 Arms lower and — EXHALE ! (Slowly)- 
 
FOR SCHOOLS AND PLAYGROUNDS 87 
 
 Lesson VI. 15 Minutes. Daily — 6th Week. 
 
 Class— ATTENTION ! Left foot backward— PLACE! REPLACE! 
 
 Rif^ht foot backward— PLACE ! REPLACE! Arms upward— BEND! 
 Arms half sideways— BEND ! Arms half forward — BEND! 
 POSITION ! 
 
 Arms upward, siileward, downward and backward — STRETCH! 
 
 Alternate toe-raising — 1, 2 — 1, 2. 
 
 Arms half sideways— BEND ! Arms rotate— 1 ! 2 ! etc. POSITION! 
 
 Feet astride jump and head — FIRM ! 
 
 Trunk hft and to the left— BEND!' RAISE! 
 
 Trunk lift and to the right— BEND! RAISE! POSITION! 
 
 Hips firm and left foot forward— PLACE ! 
 
 " Heels— r^AISE! Feet— CHANGE! (Quickly.) 1, 2. 1, 2. 
 Class— HALT! 1,2. Heels— SINK! POSITION! 
 
 Hips— FIRM ! Heels slowly raise and— I-N-H-A-L-E. 
 Heels slowly sink and — E-X-H-A-L-E. 
 
 Lesson VII. 15 Minutes. Daily — 7th Week. 
 
 Class— ATTENTION ! Trunk forward bend and hips— FIRM ! 
 
 Trunk raise and hands— POSITION ! Heels— RAISE! SINK! 
 Toes- RAISE! SINK! POSITION! 
 
 Hip.s— FIRM ! With a deep breath, head backward— PULL ! 
 I Head to— POSITION ! Repeat, counting 1, 2, etc, POSITION ! 
 
 Arms sideways stretch and feet astride — JUMP! Hands — TURN! 
 Trunk forward— BEND ! RAISE! BEND! RAISE! 
 Hands and feet quickly— POSITION ! 
 
 Hips— FIRM! Left foot forward— PLACE ! 
 
 Head backward— PULL ! Head to— POSITION ! 
 Feet— CHANGE!— 1, 2— and repeat. POSITION! 
 
 Head firm and feet— CLOSE ! Trunk lift and to the left— TWIST! 
 Forward— TWIST ! Trunk lift and to the right— TWIST! 
 Forward— TWIST ! POSITION ! 
 
 Arms downward— STRETCH ! Knees— BEND ! 
 
 Arms bend and knees— STRETCH! 1,2. 1,2. Class— HALT I 1,2. 
 POSITION! 
 
 Arms sideways raise, heels raise and, slowh- — INHALE! 
 Arms and heels lower and — EXHALE! 
 
88 PHYSICAL EDUCATION COMPLETE 
 
 Lesson VIII. 15 Minutes. Daily — 8th Week. 
 
 Class— ATTENTION ! Head— FIRM ! Hips— FIRM ! POSITION! 
 Right— FACE! Left— FACE! Right— DRESS ! FRONT! 
 Right about— FACE! Left about— FACE! POSITION! 
 
 Head— FIRM! With a deep breath, chest— RAISE! SINK! POSITION! 
 
 Arms backward, downward, sideward and upward — STRETCH ! 
 
 Left— FACE! Hips— FIRM ! Left leg sideways— RAISE ! 
 Legs— CHANGE— 2 ! etc. Right— FACE! POSITION! 
 
 Left anil upward and right arm sideways — STRETCH! 
 
 CHANGE! 1,2. Class— HALT! 1, 2. POSITION! 
 
 Hips— FIRM! Head backward— PULL! Head to— POSITION! 
 Repeat, counting 1, 2, etc. POSITION! 
 
 Hips— FIRM! Feet— CLOSE! Left leg forward— RAISE ! 
 
 Forward cut step— GO ! Class— HALT! 1,2,3. POSITION! 
 Arms sideward raise and slowly — INHALE! 
 Arms lower and — EXHALE! 
 
 Lesson IX. 15 Minutes. Daily— 9th Week. 
 
 Class— ATTENTION ! Arms upward— FLING! POSITION! 
 
 Right— FACE! Left— FACE! Feet— CLOSE! Feet— OPEN ! 
 POSITION! 
 
 Hips— FIRM! Mark time— MARK! 1,2. 1,2. Class— HALT! 1,2. 
 POSITION! 
 
 Hips firm and feet sideways — PLACE! 
 
 Head backward— PULL ! Head to— POSITION ! Repeat, counting 
 
 1, 2, etc. 
 
 Hands and feet, quickly— POSITION ! 
 
 Arms sideward, upward— FLING ! SINK! FLING! SINK! 
 
 Arms sideward— STRETCH ! Heels— RAISE ! Knees— BEND ! 
 Knees— STRETCH ! Heels— SINK! POSITION! 
 
 Hips— FIRM! Left i'oot forward— FALLOUT ! 
 Feet— CHANGE! 1,2. POSITION! 
 
 Arms half sideward— BEND ! Arm rotation— 1 ! 2! etc. POSITION! 
 
 Hips— FIRM! Left foot forward— PLACE ! 
 
 Trunk lift and to the left— BEND! RAISE! 
 
 Feet change — 1 ! 2 ! 
 
 Trunk lift^and to the right— BEND! RAISE! 
 
FOR SCHOOLS AND PLAYGROUNDS 89 
 
 Hands and feet, quickly— POSITION ! 
 
 Arms sideward stretch and feet sideways — PLACE ' 
 
 Knees— BEND! Knees— STRETCH ! POSITION! 
 
 Hips— FIRM! With a deep breath, chest— RAISE! SINK! 
 
 Lesson X. 15 Minutes. Daily— 10th Weeki 
 
 Class— ATTENTION ! Mark time— MARK ! 1, 2—1, 2. Class— HALT! 1, 2. 
 Left— FACE! Right— FACE! Left— DRESS! FRONT! 
 Head— FIRM! POSITION! 
 
 Arms forward and upward— FLING 1 SINK ! FLING ! SINK ! 
 
 Head— FIRM! Heels— RAISE! Knees— BEND! Knees deep— BEND! 
 Knees— STRETCH ! Heels— SINK ! POSITION ! 
 
 Arms slowly upward — BEND ! Arms slowly upward — STRETCH ! Count I, 
 2, etc. ' POSITION ! 
 
 Left arm sideward, upward raise and feet — CLOSE! 
 
 Trunk to the right— BEND! RAISE! Arms— CHANGE! 
 Trunk to the left— BEND! RAISE! 
 Hands and feet— POSITION ! 
 
 Cut step sideward— JUIMP! 1, 2—1, 2, etc. 
 
 Arms sideward, upward raise and — INHALE! 
 Arms sink and — EXHALE! 
 
 Lesson XI. 15 Minutes. Daily— 11th Week. 
 
 Class— ATTENTION ! Heels— RAISE! SINK! Feet— CLOSE! 
 Feet— OPEN! Hips— FIRM ! Right hip and left head— FIRM ! 
 CHANGE! CHANGE! POSITION! 
 
 Hips firm and feet— CLOSE ! Head backward— PULL ! Head to— POSITION ! 
 Repeat, counting 1, 2, etc. 
 Hands and feet— POSITION ! 
 
 Arms upward — BEND ! Alternate arms downward — STRETCH ! 
 
 Hips— FIRM ! Heels— RAISE ! Knees deep— BEND ! Knees— STRETCH ! 
 Heels— SINK! POSITION! 
 
 Arms sideward stretch and feet sideward — PLACE ! 
 
 Trunk forward— BEND! Arms forward— BEND ! FLING! 
 Trunk— RAISE I POSITION 1 
 
 Hips— FIRM ! Trunk to the left— TWIST ! Forward— TWIST ! 
 Repeat to the right. POSITION! 
 
90 PHYSICAL EDUCATION COMPLETE 
 
 Hands on desks and heels — RAISE! Count 1! 
 Vaulting- over seats — GO ! Count 2 ! 3 ! 
 Land on toes with knees bent. Count 4! 
 Knees— STRETCH ! Count 5! 
 Heels— SINK! Count 6! 
 
 Deep breathing with arm sideward raisingf. 
 
 Lesson XII. 15 Minutes. Daily— 12th Week. 
 
 Class— ATTENTION ! Feet— CLOSE! Hips— FIRM ! 
 
 Heels— RAISE! Heels— SINK! Feet— OPEN ! POSITION! 
 
 Hips— FIRM! Heels— RAISE! Head to the left— BEND! RAISE! 
 Head to the right— BEND! RAISE! POSITION! 
 
 Head firm and feet astride— JUMP! 
 
 With a deep breath, head backward— PULL! Head to— POSITION ! 
 Repeat, counting 1, 2, etc. POSITION! 
 
 Hips— FIRM! Left leg forward— RAISE ! Downward— PLACE! 
 Repeat with the right. POSITION ! 
 
 Arms half forward— BEND ! Arm rotation— 1 ! 2! etc. POSITION! 
 
 Hips— FIRM! Feet— CLOSE! Left foot forward— PLACE ! 
 Heels— RAISE! SINK! Foot— REPLACE ! 
 Repeat with the right. POSITION! 
 
 Hips firm and feet sideways — JUMP ! 
 
 Trunk lift and to the'left— BEND ! RAISE! 
 Truid< lift and to the right— BEND! RAISE! 
 Hands and feet— POSITION ! 
 
 Hips— FIRM! Feet sideways— JUMP! 
 
 Heels— RAISE ! Spring jump, ready— CO ! 1, 2—1, 2. 
 Class— HALT! 1,2,3. POSITION. 
 
 With a deep breath, arms sideward — RAISE ! SINK ! 
 
 Lesson XIII. 15 Minutes. Daily— 13th Week. 
 
 Class— ATTENTION ! Hips— FIRM I Head— FIRM ! Feet— CLOSE ! 
 Arms forward, upward— FLING, SINK! Heels— RAISE! SINK! 
 Feet— OPEN ! POSITION ! 
 
 Head firm and feet sideways— PLACE ! Head to the left— TWIST! 
 
 Forward— TWIST ! Head to the right— TWIST ! Forward— TWTST ! 
 POSITION! 
 
 Arms upward, sideward, downward and backward — STRETCH ! 
 
FOR SCHOOLS AND PLAYGROUNDS 91 
 
 Head— FIRM ! Left leg backward— RAISE ! 
 
 Foot downward— PLACE! RAISE! Downward— PLACE ! 
 Repeat with the right leg. POSITION! 
 
 Hips— FIRM! Feet sideways— PLACE ! Trunk forward— BEND ! 
 
 Arms forward— BEND! Sideward— FLING ! BEND! FLING! 
 Trunk— RAISE! Hands and feet— POSITION ! 
 
 Head— FIRM ! Left forward— FALLOUT ! 
 
 Feet— CHANGE! 1!2! 1 ! 2 ! etc. POSITION! 
 
 Right— FACE! Hands on desks— PLACE ! 
 
 Vaulting over seats— Count 1!2!3!4!5!6! POSITION ! 
 
 Arms forward, upward raise and — INHALE ! 
 Arms lower and — EXHALE ! 
 
 Lesson XIV. 15 Minutes. Daily— 14th Week. 
 
 Class— ATTENTION ! Left face and one step to the left— MARCH ! 
 Right face and one step to the right — MARCH ! 
 Left about— FACE ! Right about— FACE ! Hips— FIRM ! 
 POSITION ! 
 
 Hips— FIRM ! With a deep breath, head backward— PULL ! 
 
 Head to— POSITION! Repeat, counting 1, 2, etc. POSITION! 
 
 Left foot sideward— PLACE ! Heels— RAISE! SINK! Foot— REPLACE! 
 Repeat with the right foot. POSITION ! 
 
 Arms half sideward — BEND! Arm rotation — 1! 2! 
 
 Hips— FIRM! Feet astride— JUMP ! 
 
 Trunk lift and to the left— BEND ! RAISE! 
 
 Trunk lift and to the right— BEND ! RAISE ! POSITION ! 
 
 Left foot forward— PLACE! Heels- RAISE! SINK! etc. 
 Feet— CHANGE ! 1 ! 2 ! POSITION ! 
 
 Hips— firm: Feet sideways— JUMP ! 
 
 Heels— RAISE! Spring jump, ready— GO ! 1,2—1,2. 
 Class— HALT! 1,2,3. POSITION! 
 
 With a deep breath, chest— RAISE! SINK! 
 
 Lesson XV. 15 Minutes. Daily— 15th Week. 
 
 Class— ATTENTION ! One step backward— MARCH ! 1, 2. 
 
 Feet— CLOSE! Feet— OPEN ! One step forward— MARCH ! 1,2. 
 Hips— FIRM ! POSITION ! 
 
 Hips— FIRM! Head backward— PULL ! Head to— POSITION ! 
 
92 PHYSICAL EDUCATION COMPLETE 
 
 Repeat, counting 1, 2, etc. POSITION! 
 
 Arms downward, upward and sideward — STRETCH ! 
 
 Hips— FIRM! Left knee upward— BEND! Forward— STRETCH ! 
 Knee— BEND! Foot downward— PLACE! 
 Repeat with the right. POSITION 1 
 
 Arms forward— STRETCH ! Trunk forward— BEND ! 
 
 Arms upward— FLING! Arms forward— SINK! etc. POSITION! 
 
 Arms sideward stretch and feet sideways — PLACE I 
 
 Head backward— PULL ! Head to— POSITION 1 1, 2, etc. 
 Hands and feet quickly— POSITION ! 
 
 Hips— FIRM! Left foot outward— PLACE ! 
 
 Trunk to the left— TWIST ! Forward— TWIST ! POSITION ! 
 Repeat with the right. POSITION! 
 
 Hips— FIRM ! Prepare to jump— 1 ! 2 ! 3 ! 4 ! 5 ! 6 ! 
 
 Arms overhead and — INHALE ! 
 
 Arms lower and — EXHALE ! 
 
 Lesson XVI, 15 Minutes. Daily— 16th Week. 
 
 Class— ATTENTION ! Right— FACE ! Left— FACE ! 
 
 Right about— FACE! Left about— FACE! POSITION! 
 
 Hips— FIRM! Head to the left— BEND! RAISE! 
 
 Head to the right— BEND ! RAISE! POSITION! 
 
 Hips— FIRM! Heels— RAISE! Knees deep— BEND ! Knees— STRETCH ! 
 Heels— SINK! POSITION! 
 
 Hips firm and left foot outward — PLACE! 
 
 Trunk lift and to the left— BEND ! RAISE! 
 Trunk Hft and to the right— BEND ! RAISE! 
 Hands and feet, quickly— POSITION ! 
 
 Arms half forward— BEND ! Arm rotation— 1 ! 2! POSITION! 
 
 Hips — FIRM ! Spring jump, ready — GO! 1, 2 — 1, 2, etc. 
 Class— HALT! 1,2,3. POSITION. 
 
 Hips— FIRM! With a deep breath, chest— RAISE! SINK! POSITION! 
 
 Lesson XVII. 15 Minutes. Daily— 17th Week. 
 
 Class— ATTENTION ! Arms forward— BEND ! Arms sideways— FLING ! 
 POSITION ! Feet— CLOSE ! Feet— OPEN ! 
 Left foot backward— RAISE! Downward— PLACE ! 
 .Right foot forward— RAISE ! Downward— PLACE! POSITION! 
 
FOR SCHOOLS AXD PLAYGROUNDS 93 
 
 Arms half sideward — BEND! Arm rotation — 1! 2! 
 
 Left arm sideward and ris;ht arm downward — STRETCH! 
 
 Both arms upward and sideward— STRETCH ! POSITION! 
 
 Hips— FIRAl 1 
 
 High knee upward bending, beginning with the left foot, ready — GO! 
 1,2—1,2. Class— HALT! 1,2. POSITION! 
 
 Arms upward stretch and feet sideways — PLACE ! 
 Trunk forward— BEND ! RAISE! 
 Hands and feet, quickly— POSITION ! 
 
 Arms forward— STRETCH ! Trunk forward— BEND ! 
 
 Arms upward— FLING! Arms forward— SINK! POSITION! 
 
 Hips— FIRM! Heels— RAISE! Knees— BEND! Knees— STRETCH ! 
 Heels— SINK! POSITION! 
 
 Arms forward, upward raise and slowly — INHALE ! 
 Arms lower slowly and EXHALE! 
 
 Lesson XVIII. 15 Minutes. DaUy— 18th Week. 
 
 Class— ATTENTION ! Left face and one step to the left— MARCH ! 
 L Right face and one step to the right — MARCH! 
 
 Hips— FIRM! Heels— RAISE! Knees— BEND! Knees— STRETCH ! 
 Heels— SINK ! POSITION ! 
 
 Hips— FIRM! Head backward— PULL ! Head to— POSITION! 
 
 Head to the left— BEND! RAISE! Head to the right— BEND! RAISE! 
 Count 1, 2, 3, 4, 5, 6, etc. POSITION! 
 
 I Arms sideward and backward — STRETCH ! 
 
 Head— FIRM! Left knee upward— BEND! Backward- STRETCH ! 
 Upward— BEND ! Downward— PLACE ! 
 Repeat with the right. POSITION! 
 
 I Arms sideward stretch and left forward — FALLOUT! 
 
 Arms upward bend and sideward— STRl-ITCH ! Feet— CHANGE! 
 POSITION! 
 
 Hips— FIRAI! Left foot outward— PLACE ! 
 
 Trunk to the left— TWIST ! Forward— TWIST ! 
 Repeat to the right. POSITION! 
 
 Head- FIRM! Left foot forward— PLACE ! Heels— RAISE! SINK! 
 Feet— CHANGE! POSITION! 
 I With a deep breath, chest— RAISE ! SINK! 
 
94 PHYSICAL EDUCATION COMPLETE 
 
 Lesson XIX. 15 Minutes. Daily— 19th Week. 
 
 Class— ATTENTION : Right about— FACE! Left— FACE! 
 
 Left— FACE! Right— DRESS ! FRONT! Left— DRESS ! FRONT! 
 Hips— FIRM! Head— FIRM! Arms forward— BEND ! POSITION! 
 
 Hips— FIRM! Left foot forward— PLACE! Heels— RAISE! Heels— SINK! 
 Feet— CHANGE! 1!2! Class— HALT! 1!2! POSITION! 
 
 Hips— FIRM ! Feet— CLOSE ! Head backward— PULL ! Head to— 
 POSITION! 
 
 Repeat, counting 1, 2, etc. RAISE! 
 Feet— OPEN! POSITION! 
 
 Left arm upward and right arm sideward — STRETCH ! 
 Arms— CHANGE! 1!2! POSITION! 
 
 Arms sideward stretch and feet sideways — PLACE! 
 
 Trunk forward— BEND! Arms forward— BEND ! FLING I 
 Trunk— RAISE! Hands and feet— POSITION ! 
 
 Arms upward— STRETCH ! Left foot backward— PLACE ! 
 Trunk forward— BEND ! RAISE! BEND! RAISE! 
 Arms and foot— POSITION ! 
 Repeat with the right. POSITION ! 
 
 Left hip firm and right arm upward — STRETCH! 
 
 Trunk to the left— BEND! RAISE! Arms— CHANGE! etc. POSITION! 
 
 Hips— FIRM ! Left leg sideways— RAISE ! 
 
 Cut step sideways to the count 1, 2 — 1, 2 — GO! Class — HALT! 1, 2, 3. 
 POSITION! 
 
 Arms sideward raise and deep breathing. 
 
 Lesson XX. 15 Minutes. Daily— 20th Week. 
 
 Class— ATTENTION ! Hips firm and left foot sideways— PLACE ! 
 
 Hands and foot — POSITION ! Hips firm and right foot sideways — 
 
 PLACE ! 
 
 Hands and foot — POSITION ! Hips firm and left foot sideways — 
 
 PLACE ! 
 
 Hips firm and feet— CHANGE! 1, 2. Hips firm and feet— CHANGE! 1, 2. 
 
 Hips— FIRM! Heels— RAISE! Quick running in place— GO! 
 Class— HALT! 1,2,3,4. POSITION! 
 
 Hips firm and feet — CLOSE! With a deep breath, head backward — PULL! 
 Head to— POSITION ! Repeat, counting 1, 2, etc. 
 Hands and feet— POSITION ! 
 
 Arms upward, sideward, downward and backward — STRETCH I 
 
FOR SCHOOLS AND PLAYGROUNDS 95 
 
 With palms up, arms sideways — STRETCH ! 
 
 Arm raisino- upward, heels— RAISE ! 1, 2—1, 2. TOSITION ! 
 
 Arms sideways fling and feet — CLOSE! 
 
 Left leg sideways— RAISE! REPLACE! Repeat to the right. 
 Hands and feet— POSITION ! 
 
 Head firm and feet— CLOSE! Left foot forward— PLACE ! 
 
 Trunk forward— BEND I RAISE ! Head firm and feet— CHANGE ! 1,2. 
 Trunk forward— BEND ! RAISE! Foot— REPLACE ! 
 Hands and feet— POSITION ! 
 
 Hips— .^ IRM ! 
 
 High knee upward bending, beginning with the left foot — (iO! 1, 2! 
 1 ! 2 ! etc. Class— HALT ! 1 ! 2 ! POSITION ! 
 
 Arms sideways fling and left foot sideways — PLACE! 
 Trunk Hft and to the left— BEND! RAISE! 
 Trunk lift and to the right— BEND! RAISE! POSITION! 
 
 Hips — FIRM! Left leg sideways— RAISE ! Cut step sideways— GO ! 112! 
 1 ! 2 ! etc. Class— HALT ! 1, 2, 3. POSITION ! 
 
 Arm raising and deep breathing — 1, 2 — 1, 2. 
 
 TWENTY LESSONS IN GYMNASTICS FOR GRADE VII 
 
 Lesson I. 20 Minutes. Daily — 1st Week. 
 
 Class— ATTENTION ! Arms sideways and heels— RAISE! SINK! 
 Hips— FIRM ! Head— FIRxM ! Right hip and left head— FIRM ! 
 CHANGE! CHANGE! POSITION! 
 
 Hips— FIRM ! With a deep breath, head backward— PULL ! 
 
 Head to— POSITION! Repeat, counting 1, 2, etc. POSITION! 
 
 Left arm forward and upward— FLINCi ! CHANGE! CHANGE! 1, 2—1, 2. 
 Class— HALT! 1,2. POSITION! 
 
 Head— FIRM! Heels— RAISE! Knees— BEND! Knees— STRETCH ! 
 Heels— SINK! POSITION!! 
 
 Feet astride— JUMP! Trunk forward— BEND ! Arms forward— BEND ! 
 FLING! BEND! FLING! Trunk— RAISE! Hands and feet quickly— 
 POSITION! 
 
 Head— FIRM ! Heels— RAISE ! Knees— deep— BEND ! Knees— STRETCH ! 
 Heels— SINK! POSITION! 
 
 Hips— FIRM! With a deep breath, chest— RAISE! LOWER! 
 
96 PHYSICAL EDUCATION COMPLETE 
 
 Lesson II. 20 Minutes. Daily— 2nd Week. 
 
 Class— ATTENTION! Left— FACE! Right— FACE! Left— DRESS! FRONT! 
 Arms upward— BEND! Arms forward— BEND ! Hips— FIRM! 
 POSITION! 
 
 Hips— FIRM! Heels— RAISE! Knees— BEND! Knees— deep— BEND ! 
 Knees— STRETCH ! Heels— SINK ! POSITION ! 
 
 Hips— FIRM ! Head backward— PULL ! Head to— POSITION ! 
 Repeat, comiting 1, 2, etc. POSITION ! 
 
 Arms upward, sideward and downw^ard — STRETCH ! POSITION ! 
 
 Hips— FIRM! Left knee upward— BEND ! Knee backward— STRETCH ! 
 Knee upward — BEND! Foot downward — PLACE! 
 Repeat with the right foot. POSITION! 
 
 Feet— CLOSE! Left foot forward— PLACE! 
 
 Trunk forward — BEND! Arm flinging forward, upward (1) 
 forward, downward (2) 1, 2 — 1, 2. 
 Trunk— RAISE ! Foot— REPLACE ! 
 Repeat with the right foot. POSITION ! 
 
 Hips— FIRM ! High knee upward bending- GO ! 1 ! 2 ! 1 ! 2 ! etc. 
 Class— HALT ! 1 ! 2 ! POSITION ! 
 
 Head firm and feet sideways — JUMP! 
 
 Trunk lift and to the 'left— BEND I RAISE! 
 Trunk lift and to the right— BEND! RAISE! 
 Hands and feet quickly, POSITION! 
 
 Hips— FIRM! Astride— lUMP 1, 2— 1,2. Class— HALT 1. 2, POSITION! 
 
 Arms sideways raise and — INHALE! Lower and — EXHALE! 
 
 Lesson III. 20 Minutes. Daily— 3rd Week. 
 
 Class— ATTENTION! Hips— FIRM ! Head— FIRM ! Feet— Close ! 
 Feet— OPEN! Left— FACE! Right— FACE! POSITION! 
 
 Hips— FIRM! Head backward— PULL ! Head to— POSITION! 
 
 Arms forward— FLING ! Arms upward— BEND! Sideward— STRETCH ! 
 Arms upward— RAISE ! Arms upward— BEND ! Sideways— STRETCH ! 
 POSITION! 
 
 Arms Sideward, upward — RAISE ! Left leg forward — RAISE ! 
 
 Hands and foot POSITION ! Repeat using right foot. POSITION ! 
 
 Arms half sideward— BEND ! Arm rotation— 1, 2, etc. POSITION! 
 
 Left foot forward place and neck— FIRM ! Trunk lift and to the left— BEND! 
 RAISE! Arms and feet— CHANGE ! POSITION! 
 
FOR SCHOOLS AND PLAYGROUNDS 97 
 
 Hips— FIRM! Astride— JUMP! 1. 2—1. 2. Class— HALT ! 1, 2, 3. 
 POSITION! 
 
 Arms sideward, upward and heels raise as — INHALE! 
 Arms lower as — EXHALE! 
 
 Lesson IV. 20 Minutes. Daily— 4th Week. 
 
 Class— ATTENTION! Left— FACE! One step to the left— MARCH! 
 Ricrht— FACE! One step forward— MARCH ! Feet— CLOSE ! OPEN! 
 Head— Firm! Arms upward— BEND! Forward— BEND ! POSITION! 
 
 Arms sideward stretch and feet sideways — PLACE! 
 Head backward— PULL ! Head to— POSITION ! 
 Repeat, counting 1, 2. etc. POSITION! 
 
 Arms ujjward — STRETCH! Left knee upward — BEND! Knee backward — ■ 
 STRETCH! Knee upward— BEND! Foot downward— PLACE. 
 Repeat with the right— POSITION ! 
 
 Arms upward— STRETCH ! Left forward— FALL OUT! POSITION! 
 Repeat with the right— POSITION ! 
 
 Arms upward stretch and feet sideways — PLACE! 
 Trunk lift and to the left— BEND! RAISE! 
 Trunk lift and to the right— BEND! RAISE! POSITION! 
 
 Head— FIRM! Left foot sideways— PLACE ! Heels— RAISE! 
 
 Knees— BEND! Knees— STRETCH ! Heels— SINK! POSITION! 
 Repeat with the right— POSITION ! 
 
 Hips— FIRM! Left leg sideward— RAISE ! Cut-step sideways— GO 1 1!2! 
 1 ! 2! etc. Class— HALT! 1, 2, 3. POSITION! 
 
 Arms sideward raise and — INHALE! Arms lower and — EXHALE! 
 
 Lesson V. 20 Minutes. Daily— 5th Week. 
 
 Class— ATTENTION ! Mark time— MARK! Class— HALT ! 
 
 Hips— FIRM! Head— FIRM! POSITION! Right— DRESS ! FRONT ! 
 
 Arms sideways and heels— RAISE! Head to the left— BEND! RAISE! 
 BEND! RAISE! Head to the right— BEND ! RAISE! BEND! RAISE! 
 Heels— SINK! POSITION! 
 
 Left arm forward and right arm sideward — STRETCH! Arms — CHANGE! 
 POSITION ! 
 
 Hips— FIRM! Left leg sideward— RAISE! Legs— CHANGE! etc. 
 POSITION! 
 
98 PHYSICAL EDUCATION COMPLETE 
 
 Arms sideways stretch and feet sideways — PLACE! Trunk forward — BEND! 
 Arms forward— BEND! FLING! Trunk— RAISE! 
 Hands and feet quickl\ — POSITION ! 
 
 Hips— FIRM! Left foot forward— PLACE ! Trunk to the left— TWLST! 
 Forward— TWIST ! Trunk to the right— TWIST ! Forward— TWIST ! 
 POSITION! 
 
 Hips firm and feet— CLOSE ! Left leg forward— RAISE ! 
 
 Forward cut step— GO ! Class— HALT! 1, 2, 3. POSITION! 
 
 Arms overhead circle and — INHALE I Lower and — EXHALE 1 
 
 Lesson VI. 20 Minutes. Daily— 6th Week. 
 
 Class— ATTENTION I Right about— FACE! Forward four steps— MARCH ! 
 Left about— FACE! Forward four steps— MARCH ! 
 Arms upward— BEND! Arms sideward— STRETCH ! Head— FIRM ! 
 Feet— CLOSE ! Feet— OPEN ! POSITION ! 
 
 Arms sideward— STRETCH ! Heels— RAISE! Knees— BEND! 
 Knees— STRETCH ! Heels— SINK ! POSITION ! 
 
 Arms half forward— BEND ! Head backward— PULL ! Head to— POSITION ! 
 Repeat, counting 1, 2, etc. POSITION! 
 
 Arms upward — BEND! Left arm sideward — STRETCH! Count 2. 
 Left arm bend and right arm sideward — STRETCH! Count 1. 
 Ahernating 1, 2— 1, 2^ etc. Class— HALT! 1,2. POSITION. 
 
 Head— FIRM! Left knee upward— BEND! Knee backward— STRETCH ! 
 Knee upward — BEND ! Foot downward — PLACE ! Repeat with the 
 right. POSITION. 
 
 Arms upward— STRETCH ! Heels— RAISE ! Knees— BEND ! Arms- 
 parting 1, 2—1, 2. Knees— STRETCH ! Heels— SINK! POSITION! 
 
 Feet— CLOSE! Left foot forward— PLACE! Trunk forward— BEND ! 
 Arm flinging forward, upward — 1 Forward, downward, 2. 1, 2. 
 Trunk— RAISE! Foot— REPLACE ! Repeat with the right. POSITION! 
 
 Forward cut step as in Lesson V. 
 
 Hips firm and with a deep breath, chest — RAISE! Sink and — EXHALE! 
 
 Lesson VIL 20 Minutes. Daily— 7th Week. 
 
 Qass— ATTENTION ! Feet— CLOSE! Hips— FIRM ! Heels— RAISE! 
 SINK! 
 
 Feet— OPEN! Arms upward— BEND! Arms half sideways— BEND! 
 Position ! 
 
FOR SCHOOLS AND PLAYGROUNDS 99 
 
 Plips firm and feet sideways — PLACE! With a deep breath, head backward 
 —PULL! Head to— POSITION ! Repeat, counting I, 2, etc. 
 Hands and feet— POSITION ! 
 
 Arms upward bend and heels — RAISE! 
 
 Arms upward stretch and knees — BEND! 1, 2—1, 2. 
 Class— HALT! 1,2. POSITION! 
 
 Trunk forward— BEND! Arms upward— FLING 1 
 
 Arms forward— SINK ! FLING! SINK! Trunk— RAISE ! 
 
 Hips firm and left foot forward— PLACE ! Trunk to the left— TWIST! 
 Forward— TWIST ! Feet— CHANGE! To the right— TWIST ! 
 Hands and feet— POSITION ! 
 
 Right— FACE! Hands on desks— PLACE! Jump over seat— 1, 2, 3, 4, 5, 6. 
 Repeat. Left— FACE! POSITION! 
 
 With a deep breath, chest— RAISE! SINK! RAISE! SINK! 
 
 Lesson VIII. 20 Minutes. Daily— 8th Week. 
 
 Class— ATTENTION ! Left— FACE! One step to the right— MARCH ! 
 Left— FACE! One step to the left— MARCH! Right about— FACE! 
 POSITION! 
 
 Head firm and left foot sideways — PLACE! Arms sideways fling and heels — 
 RAISE! Arms bend and heels— SINK! Hands and foot— POSITION ! 
 Repeat to the right. POSITION! 
 
 Hips firm and feet — CLOSE ! With a deep breath, head backward — PULL I 
 Head to— POSITION! Repeat, counting 1, 2, etc. 
 Hands and feet— POSITION ! 
 
 Arms upward, downward and sideward — STRETCH! 
 
 Hips, firm and feet— CLOSE! Left leg sideways— RAISE ! REPLACE! 
 Right leg sideways— RAISE! REPLACE! Hands and feet— POSITION! 
 Arms upward— STRETCH ! Heels— RAISE! Knees— BEND ! 
 Arms parting— 1 ! 2 ! 1 ! 2 ! Knees— STRETCH ! 
 Heels— SINK! POSITION! 
 
 FEET— CLOSE! Left foot forward— PLACE ! Trunk forward— BEND! 
 Arm flinging forward, upward — 1. Forward, downward — 2. 1, 2, — 1, 2. 
 Trunk— RAisE! Foot— REPLACE ! Repeat with the right. POSITION! 
 
 Hips— FIRM! High knee upward bending— GO! Class— HALT ! 1, 2. 
 POSITION. 
 
 Cut step sideways. 
 
 Arm raising sideways and deep breathing, 1, 2 — 1, 2 — 1, 2. 
 
100 PHYSICAL EDUCATION COMPLETE 
 
 Lesson IX. 20 Minutes. DaUy— 9th Week 
 
 Class— ATTENTION ! Left forward— FALL OUT! CHANGE! Hips— FIRM! 
 Right liip and left head— FIRM ! CHANGE! CHANGE! 
 Trunk forward— BEND! RAISE! Left— FACE! Right— FACE! 
 
 Hips— FIRM! Head I)acl<\var(l— PULL ! Head to— POSITION ! 
 Head to the left— BEND! RAISE! 
 Head to the right— BEND! RAISE! POSITION! 
 
 Arms upward — BEND! Heels — RAISE! Arms upward stretch and knees — 
 BEND! Arms bend and knees— STRETCH ! Position! 
 
 Arms sideward — STRETCH! Swimming movement with the arms — 1, 2, 3. 
 POSITION. 
 
 Trunk forward — BEND! Repeat swimming movement with the arms — 1, 2, 3. 
 Trunk— RAISE ! POSITION ! 
 
 Arms forward bend and feet— CLOSE ! Trunk lift and to the left— BEND! 
 RAISE! Trunk lift and to the right— BEND! RAISE! 
 Hands and feet— POSITION 1 
 
 Hips— FIRM ! Astride— JUMP ! 1 ! 2 ! 112! etc. POSITION ! 
 
 Arms sideward and upward raise and — INHALE! Arms lower and EXHALE! 
 
 Lesson X. 20 Minutes. Daily— 10th Week. 
 
 Class— ATTENTION ! Heels— RAISE! Knees— BEND! Knees— STRETCH ! 
 Heels— SINK! Feet— CLOSE! Feet— OPEN! Left leg forward— 
 RAISE! 
 Downward— PLACE ! Arms upward— BEND! POSITION! 
 
 Arms sideward— STRETCH ! Hea.l liackward- PULL ! Head to— 
 POSITION! 
 Repeat, counting 1, 2, etc. POSITION! 
 
 Hips — FIRM! Left knee upward — BEND! Knee sideways — MOVE! 
 
 Knee forward — MOVE ! Foot downward — Place ! Repeat with the right. 
 POSITION. 
 
 Arms forward bend and feet sideways — PLACE! Trunk forward — BEND! 
 Arms sideways— FLING ! (1) BEND— (2) 1. 2—1, 2. 
 Class— HALT 1, 2. Trunk— RAISE! POSITION! 
 
 Left arm upward and with palm up, right arm sideways — STRETCH ! 
 Arms— CHANGE! 1, 2. Arms— CHANGE! L 2. 
 Both arms sideways— STRETCH ! POSITION! 
 
 Hips — FIRM! Heels — RAISE! High knee upward bending, beginning with 
 the left foot— GO ; 1 ! 2 ! etc. Class— HALT ! 1 ! 2 ! 3 ! POSITION ! 
 
FOR SCHOOLS AND PLAYGROUNDS 10) 
 
 Cut step sideways. 
 
 Arms sideways raising, hand turning- and deep breathing. 1, 2, — 1, 2 — 1, 2. 
 
 Lesson XI. 20 Minutes. Daily— 11th Week. 
 
 Class— ATTENTION ! Feet astride— JUMP! Trunk forward— BEND ! 
 RAISE! 
 
 POSITION! Left— DRESS! Right— DRESS! Hips— FIRM ! 
 Heels— RAISE! SINK! POSITION! 
 
 Hips— FIRM ! Head backward— PULL ! Head to— POSITION ! 
 Repeat, counting 1, 2, etc. POSITION! 
 
 Left arm sideways and right arm forward — STRETCH! Arms — CHANGE! 
 1,2. POSITION! 
 
 Arms upward stretch and feet sideways — PLACE! Trunk forward — BEND! 
 RAISE! BEND! RAISE! POSITION! 
 
 Arms upward stretch and feet sideways — PLACE I Head backward — PULL ! 
 Head to— POSITION ! Repeat, counting 1, 2, etc. 
 Hands and" feet, quickly— POSITION ! 
 
 Head firm and left foot outward— PLACE! Trunk to the left— TWIST! 
 Forward— TWIST ! Trunk to the right— TWIST! Forward— TWIST ! 
 Hands and feet— POSITION I 
 
 Cut step sideways. 
 
 Hips— FIRM ! With a deep breath, chest— RAISE ! SINK ! 
 
 Lesson XI L 20 Minutes. Daily— 12th Week. 
 
 Class— ATTENTION ! Right about— FACE! Two steps forward— MARCH ! 
 Left about— FACE! Two steps forward— MARCH ! Feet— CLOSE! 
 Hips— FIRM ! Heels— Raise ! Heels— SINK ! Feet— OPEN ! POSITION ! 
 
 Left foot forward place and hips — FIRM ! Head backward — PULL ! 
 Head to— POSITION ! Repeat, counting 1, 2, etc. 
 Feet— CHANGE! Repeat. POSITION! 
 
 Heels — RAISE! Knees — deep — BEND! Arms upward and sideward — 
 STRETCH! Knees— STRETCH ! Heels— SINK! POSITION! 
 
 Arms upward — STRETCH! Left leg sideways — RAISE! Foot downward — 
 PLACE! Repeat with the right. POSITION! 
 
 Arms half forward — BEND! Arm rotation — 1, 2 — 1, 2. 
 
 Trunk forward— BEND! RAISE! BEND! RAISE! POSITION! 
 
 Head tirm and feet sideways— PLACE ! Trunk lift and to the left — BEND! 
 RAISE! Trunk lift and to the right— BEND! RAISE ! BEND ! RAISE! 
 Hands and feet— POSITION ! 
 
102 FKYSICAL EDUCATION COMPLETE 
 
 Hips — FIRM ! Left leg sideways — RAISE ! Hop four times on the right foot. 
 Feet — Change and hop four times on the left foot. Alternate. POSITION ! 
 
 Arm sideward raising and deep breathing. 
 
 Lesson XIIL 20 Minutes. Daily— 13th Week. 
 
 Class— ATTENTION ! Right— FACE! Knees— BEND! Knees— STRETCH ! 
 Left— FACE! Arms forward— BEND! Arms upward— BEND ! Hips— 
 FIRM ! POSITION ! 
 
 Arms sideways raise and left foot forward — PLACE! Head to the left — 
 BEND ! RAISE ! Head to the right— BEND ! RAISE ! Hands and foot— 
 POSITION! Repeat to the right. POSITION! 
 
 Arms forward bend and heels — RAISE ! Arms sideways fling and knees — 
 BEND! Arms bend and knees— STRETCH ! Repeat! 
 
 Left— FACE ! Hips firm and left outward— FALL OUT ! Left heel— RAISE I 
 SINK! RAISE! SINK! POSITION! Repeat to right. 
 
 Arms sideways stretch and feet sideways — PLACE! Trunk forward — BEND! 
 RAISE ! Trunk forward and arms forward— BEND ! RAISE ! POSITION ! 
 
 Hips— FIRM! Feet astride— JUMP! Trunk Hft and to the left— BEND! 
 RAISE! Repeat to the right. Hands and feet— POSITION ! 
 
 Hips — FIRM ! Left leg forward — RAISE ! Hop four times on the riglit foot. 
 Feet change, right leg backward raise and hop four times on the left. 
 Alternate. POSITION! 
 
 Arms forward slowly raise and — INHALE! Arms lower and — EXHALE! 
 
 Lesson XIV. 20 Minutes. Daily— 14th Week. 
 
 Class— ATTENTION ! Left foot forward— RAISE! SINK! Right foot for- 
 ward— RAISE! SINK! POSITION! Heels— RAISE! Knees— BEND! 
 Knees— STRETCH ! Heel.s— SINK ! Feet— CLOSE ! OPEN ! 
 
 Heels— RAISE! Knees— BEND ! Arms upward— STRETCH 1 1,2—1,2. 
 Knees— STRETCH ! Heels— SINK! POSITION! 
 
 Left arm upward and right arm sideward — STRETCH! Arms — CHANGE! 
 Arms downward— STRETCH ! 1, 2—1, 2. Position ! 
 
 Hips — FIRM ! Ahernate knee upward bending, beginning with the left foot 
 —1! 2! 3! 4! etc. POSITION! 
 
 .Head— FIRM! Left forward— FALL OUT ! Foot— REPLACE ! 
 
 Right forward— FALL OUT ! Foot— REPLACE ! POSITION ! 
 
 Arms half sideways— BEND ! Arm rotation— 1 ! 2! etc. POSITION] 
 
FOR SCHOOLS AND PLAYGROUNDS 103 
 
 Hips — FIRM! Left leg sideward — RAISE! Hop on the right eight times; 
 feet change and hop eight times on the left. POSITION! 
 
 Hips — FIRM ! Deep breathing-, slow coimt, 1, 2 — 1, 2. 
 
 Lesson XV. 20 Minutes. Daily— 15th Week. 
 
 Class— ATTENTION ! Arms sideways— RAISE ! SINK! Left— FACE! 
 Right— FACE ! Hips— FIRM ! Head— FIRM ! Arms sideward, upward— 
 RAISE! POSITION! 
 
 Hips f^rm and left foot outward— PLACE! Foot— REPLACE ! 
 To the left and right alternately ! POSITION ! 
 
 Head firm and feet sideways — JUMP ! With a deep breath, head backward — 
 PULL! Head to— POSITION ! Repeat, counting 1, 2, etc. 
 Hands and feet, quickly— POSITION ! 
 
 Left arm upward and right arm sideward — STRETCH! Arms — CHANGE! 
 CHANGE! CHANGE! Arms upward— STRETCH ! etc. POSITION! 
 
 Arms sideward — STRETCH ! Left knee upward — BEND ! Knee backward 
 —STRETCH! BEND! STRETCH! Downward— PLACE ! 
 Repeat with the right. POSITION ! 
 
 Hips_FIRM! Left forward— FALL OUT! POSITION! 1,2,-1,2. 
 Right forward— FALL OUT ! 1, 2—1, 2. POSITION ! 
 
 Cut step forward. 
 
 Head— FIRM! With a deep breath, chest— RAISE ! SINK! POSITION! 
 
 Lesson XVL 20 Minutes. Daily— 16th Week. 
 
 Class— ATTENTION ! Head firm and feet sideways— JUMP ! 
 
 Arms forward— BEND! FLING! POSITION! Heels— RAISE! SINK! 
 Toes— RAISE! SINK! Left— FACE! Right— FACE! POSITION! 
 
 Hips— FIRM ! Left foot outward— PLACE! Heels— RAISE! SINK! I, 2—1, 2. 
 POSITION! 
 
 Arms forward, backward, sideward and upward — STRETCH ! 
 
 Left arm upward and right arm forward — STRETCH ! 2. 1, 2. 
 
 Arms sideward— STRETCH! BEND! STRETCH! POSITION! 
 
 Hips— FIRM ! Left forward— FALL OUT ! Arms upward— STRETCH ! 1, 2 
 —1, 2—1, 2. POSITION! Repeat to the right. POSITION! 
 
 Hips firm and feet sideways— PLACE! Trunk forward— BEND ! RAISE! 
 BEND! RAISE! Hands and feet, quickly— POSITION! 
 
 Cut step forward. 
 
104 PHYSICAL EDUCATION COMPLETE 
 
 Hips— FIRM! With deep breath, chest— RAISE 1 SINK! 
 
 Lesson XVII, 20 Minutes. Daily— 17th Week. 
 
 Class— ATTENTION ! Hips— FIRM ! Heels— RAISE! SINK! 
 
 Feet— CLOSE! Arms forward and upward— FLING! LOWER! 
 Feet— OPEN! Head— FIRM ! Right head and left hip— FIRM 1 
 CHANGE! CHANGE! POSITION! 
 
 Head— FIRM ! Trunk to the left— TWIST 1 Forward— TWIST ! 
 
 Trunk to the right-TWIST! Forward— TWIST! POSITION! 
 
 Arms sideward, itpward, downward and backward — STRETCH ! 
 
 Hips— FIRM! Heels— RAISE! Knees— deep— BEND ! Knees— STRETCH ! 
 Heels— Sink! POSITION! 
 
 Hips— FIRM ! Left backward— FALL OUT ! POSITION 1 
 Right backward— FALL OUT! POSITION! 
 
 Arms sideways stretch and feet sideways — PLACE! Head to the left — BEND! 
 RAISE i' Head to the right— BEND! RAISE! POSITION! 
 
 Hips — FIRM ! Left leg sideward — RAISE ! Hop ten times on the right foot. 
 Feet change and hop ten times on the left foot. Alternate twice. 
 POSITION! 
 
 Deep breathing- and arms sideward raising. 
 
 Lesson XVIII. 20 Minutes. Daily— 18th Week. 
 
 Class— ATTENTION ! Arms sideways and heels— RAISE! SINK! 
 
 Arms forward— BEND ! FLING! POSITION! Feet— CLOSE! OPEN ! 
 Left knee upward— BEND! SINK! Right— DRESS! FRONT I 
 
 Hips firm and left foot forward— PLACE ! Heels— RAISl'.! Knees— BEND! 
 Knees— STRETCH ! Heels— SINK! Foot— REPLACE ! 
 
 Hips— FIRM! Head backward— PULL! Head to— POSITION ! 
 Repeat, counting 1, 2, etc. 
 
 Head— FIRM! Head backward— PULL ! Head to— POSITION ! 
 Repeat, counting 1, 2, etc. POSITION! 
 
 Left arm sideways and right arm downward — STRETCH! Arms — CHANGE! 
 CHANGE! 'Arms upward— STRl'TCH! POSITION! 
 
 Hips— FIRM ! Alternate high knee upward bending— 1, 2—1, 2. POSITION ! 
 Class— HALT ! 1 ! 2 ! POSITION ! 
 
 Head— FIRM! Left backward— FALL OUT! POSITION! 
 Repeat with the right. POSITION! 
 
FOR SCHOOLS AND PLAYGROUNDS 105 
 
 Ilips— FIRM! Cut step forward. 
 
 Arms upward bend and — INHALE! Slow arm extension — sideways 1, 2. 
 EXHALE ! 
 
 Lesson XIX. 20 Minutes. Daily— 19th Week. 
 
 Class— ATTENTION! Left foot sideward— RAISE! POSITION! 
 Arms forward, upward— FLING ! POSITION ! Feet— CLOSE ! 
 Feet— OPEN! Toes— RAISE! SINK! POSITION! 
 
 Arms sideways raise and left foot outward — PLACE! RI'IPLACE! 
 POSITION ! 
 Repeat to the right. POSITION ! 
 
 Heels — RAISE! Arms upward, sideward, downward and backward — 
 STRETCH! POSITION! 
 
 Arms and left leg sideward— RAISE ! SINK! RAISE! SINK! 
 
 Feet— CHANGE! RAISE! SINK! RAISE! SINK! POSITION! 
 
 Arms sideward — STRETCH ! Feet sideward — PLACE ! Trunk forward — 
 BEND! Arms forward— BEND ! FLING! BEND! FLING! 
 Trunk— RAISE ! POSITION ! 
 
 Hips— FIRM! Left forward— FALL OUT ! Heels— RAISE! 
 
 Knees— BEND! Knees— STRETCH 1 Heels— SINK! POSITION! 
 
 Jump in place — 1, 2, 3, 4, 5, 6. 
 
 Arms sideward raising and deep breathing. 
 
 Lesson XX. 20 Minutes. Daily— 20th Week. 
 
 Class— ATTENTION ! Hips firm and feet— CLOSE! Feet— OPEN ! 
 Toes— RAISE! SINK! Head to the left— BEND ! RAISE! 
 Head to the right— BEND.! Raise! Trunk forward— BEND ! RAISE! 
 POSITION! 
 
 Hips— FIRM! Heels— RAISE! Knees— BEND! Deep— BEND ! 
 Alternate head — rotation 1, 2, 3, 4, etc. 
 
 Hips— FIRM! Head— FIRM! CHANGE! CHANGE! POSITION! 
 
 Left arm upward right arm sideward — STRETCH! Arms — CHANGE! 
 Arms downward— STRETCH ! POSITION ! 
 
 Hips— FIRM! Left foot sideward— RAISE! SINK! RAISE! SINK! 
 
 Feet— CHANGE! 1,2. RAISE! SINK! RAISE! SINK! POSITION! 
 
 Hips firm and feet— CLOSE I Left forward— FALL OUT! POSITION! 1, 2.— 
 
106 PHYSICAL EDUCATION COMPLETE 
 
 1, 2—1, 2—1, 2, etc. Right forward— FALL OUT! POSITION! etc. 
 Cut step sideward. 
 Hips firm and with a deep breath, chest— RAISE! SINK! 
 
 TWENTY LESSONS IN GYMNASTICS FOR GRADE VIII. 
 
 Lesson I. 20 Minutes. Daily— 1st Week. 
 
 Class— ATTENTION ! In place— REST! ATTENTION! Feet— CLOSE! 
 Feet— OPEN! Hips— FIRM ! Head firm and feet astride— JUMP! 
 POSITION ! 
 
 Arms sideways stretch and feet astride — JUMP! Trmik forward — BEND! 
 RAISE! BEND! RAISE! POSITION! 
 
 Arms forward— BEND! Sideward— FLING ! BEND! FLING! POSITION! 
 
 Head— FIRM! Left knee upward— BEND! Forward— STRETCH ! BEND! 
 STRETCH! Foot— REPLACE! Repeat with the right foot. POSITION! 
 
 Arms half sideways — BEND! Trunk forward — BEND! Arm rotation — 
 l!2!l!2!etc. Trunk— RAISE! POSITION! 
 
 Hips— FIRM! Trunk to the left— TWIST ! Forward— TWIST! 
 
 Trunk to the right-TWIST ! Forward— TWIST ! POSITION! 
 
 Hips— FIRM! Left leg sideways— RAISE! 
 
 Cut step sideward, in the rhythm, 1, 2, 1, 2 — GO! 
 Class— HALT! 1,2,3.' POSITION! 
 
 Hips firm and with a deep breath, chest— RAISE ! SINK ! 
 
 Lesson II. 20 Minutes. Daily— 2nd Week. 
 
 Class— ATTENTION ! Left foot forward— PLACE ! Foot— REPLACE! 
 Right foot forward— PLACE ! Foot— REPLACE ! Arms— R.\ISE ! SINK ! 
 Heels— RAISE! SINK! POSITION! 
 
 Head— FIRM! Trunk to the left— TWIST ! Forward— TWIST ! 
 
 Trunk to the right-TWIST! Forward— TWIST ! POSITION! 
 
 Arms sideward, ujjward, Ijackward and downward — STRETCH ! 
 
 Hips— FIRM! Left knee upward— BEND! Knee sideways— MOVE! 
 Forward— MOVE! Repeat to the right. POSITION! 
 
 Head— FIRM! Left foot backward— FALL OUT! Foot— REPLACE! 
 Right backward— FALL OUT ! POSITION ! 
 
 Hips— FIRM! Feet— CLOSE! Left leg forward— R.\ISE! 
 
FOR SCHOOLS AXD PLAYGROUNDS 107 
 
 Forward cut step— GO ! 1,2, 1,2, etc. Class— HALT! 1,2,3. POSITION! 
 Arms sideward raise and — INHALE! Arms sink and — EXHALE! 
 
 Lesson III. 20 Minutes. Daily— 3rd Week. 
 
 Class— ATTENTION ! Right hip and left neck— FIRM ! CHANGE ! I'OSI- 
 TION! Right— FACE! Left— FACE! Feet— CLOSE! Feet— OPEN! 
 Left forward— FALL OUT! POSITION! Right backward— FALL 
 OUT ! POSITION ! 
 
 Hips firm and left foot forward— FALL OUT! Heels— RAISE ! 
 
 Knees— BEND! Knees— STRETCH ! Heels— SINK! POSITION! 
 Repeat to the right. POSITION ! 
 
 Left arm upward and right arm downward — STRETCH! Arms — CHANGE! 
 Arms sideward— STRETCH ! POSITION! 
 
 Arms half sideward — BEND! Left leg sideward — RAISE! 
 
 Foot downward— PLACE! Repeat with the right. POSH ION ! 
 
 Flips firm and left foot outward — FALLOUT! Feet change — 1! 2! 
 POSITION! 
 
 Arms upward stretch and feet sideward — PLACE ! Trunk lift and to the 
 left— BEND! RAISE! BEND! RAISE! Trunk lift and to the right— 
 BEND! RAISE! BEND! RAISE! POSITION! 
 
 Hips— FIRM! Left leg sideways— RAISE ! Hop on the right foot— 1 ! 2! 
 Change and hop on the left— 1 ! 2 ! Alternating. POSITION ! 
 
 Arms sideward raise and a deep breath — 1 ! Arms lower and exhale — 2 ! 
 
 Lesson IV. 20 Minutes. Daily — 4th Week. 
 
 Class— ATTENTION ! Right— DRESS! FRONT! Right about— FACE! 
 Left ri bout— FACE! Toes— RAISE ! SINK! Hips— FIRM ! 
 Trunk forward— BEND! R.\ISE ! POSITION! 
 
 Arms upward stretch and feet sideways — PLACE! Trunk forward — BEND! 
 RAISE! BEND! RAISE! POSITION! 
 
 Left arm sideward and right arm upward — STRETCH! Arms — CHANGE! 
 
 1! 2! Both arms upward and sideward— STRETCH ! POSITION! 
 Arms and left leg sideward — RAISE! .Arms and legs lower and — CHANGE! 
 
 POSITION ! 
 
 Trunk forward — BEND ! Arms forward — RAISE ! Turning palms up — arms 
 sideways— FLING ! Forward— FLING ! 1,2—1,2—1,2. 
 Trunk— RAISE! Palms— FACE! POSITION! 
 
108 PHYSICAL EDUCATION COMPLETE 
 
 Arms sideward stretch and left foot outward — PLACE! Trunk to the left — 
 BEND! RAISE! BEND! RAISE! Feet— CHANGE! Trunk to the 
 right— BEND! RAISE! BEND! RAISE! Hands and foot— POSITION ! 
 
 Hips— FIRM! Feet astride— JUMP ! Heels— RAISE! 
 
 Spring jump, ready— GO ! 1, 2, 1, 2, etc. Class— HALT ! 1, 2 ,3. POSITION ! 
 
 ^rms circle overhead and inhale — 1 ! Lower and exhale — 2 1 
 
 Lesson V. 20 Minutes. Daily— 5th Week. 
 
 Class— ATTENTION ! Arms— RAISE! SINK! Trunk forward— BEND ! 
 RAISE! Feet close and arms upward — FLING! Feet open and 
 arms— SINK! Left leg backward— PLACE! Foot— REPLACE! 
 Right leg sideward— RAISE! SINK! POSITION! 
 
 Arms sideways raise and feet astride — JUMP! Fleels — RAISE! 
 
 Knees— deep— BEND! Knees— STRETCH ! Heels— SINK! POSITION! 
 
 Left arm upward and right arm backward — STRETCH! Arms — CHANGE! 
 Arms sideward— STRETCH ! etc. POSITION! 
 
 Hips— FIRM! Left knee upward— BEND! Knee sideward— MOVE! 
 Forward— MOVE! 1,2—1,2—1,2—1,2. POSITION. 
 Repeat with the right. POSITION ! ' 
 
 Head firm and feet— CLOSE ! Left backward— FALL OUT ! 
 
 Foot— REPLACE ! 1, 2—1, 2, etc. Repeat with the right. POSITION! 
 
 Hips— FIRM! With a deep breath head backward— PULL! 
 
 Head to— POSITION ! Repeat, counting 1, 2, etc. POSITION ! 
 
 Cut step sideward. (See Lesson 1.) 
 
 Hips— FIRM! Deep breathing slowly— 1 ! 2! POSITION! 
 
 Lesson VI. 20 Minutes. Daily— 6th Week. 
 
 Class— ATTENTION ! Left foot forward— RAISE! Foot— RliPLACE! 
 Right foot forward— RAISE! Foot— REPLACE I Hips firm and 
 feet— CLOSE! Hands and feet— POSITION ! 
 Left— FACE! Right— DRESS ! FRONT! Right— FACE ! 
 
 Hips— FIRM! Head to the left— BEND! RAISE! 
 To the right— BEND ! RAISE! POSITION! 
 
 Hands on desks— PLACE! Feet backward, toes touching floor- PLACE! 
 Anns— BEND! RAISE! BEND! RAISE! Hands and feet— POSITION ! 
 
 Arms sideward and left leg forward— RAISE! SINK! RAISE! SINK! 
 Repeat right. POSITION ! 
 
FOR SCHOOLS AND PLAYGROUNDS 109 
 
 Arms forward and upward — FLING! Slowly, half sideways — BEND! 
 Arm rotation— 1 ! 2 ! POSITION! 
 
 Hips firm and left foot outward— PLACE ! Trunk lift and to the left— BEND! 
 RAISE! Trunk hft and to the right— BEND 1 RAISE! POSITION! 
 
 Spring jump. (See Lesson IV.) 
 
 Arms sideways raise, heels raise, inhale — slowly — 1 ! 
 Arms and heels sink as slowly exhale — 2! 
 
 Lesson VIL 20 Minutes. Daily— 7th Week. 
 
 Class— ATTENTION ! Feet— CLOSE! Feet— OPEN ! Heels— RAISE! 
 Heels— SINK! Arms forward— BEND ! Sideward— FLING ! 
 Toes— RAISE! SINK! POSITION! 
 
 Feet — CLOSE ! Arms forward and upward raise as trunk to the left — TWIST! 
 Arms sideward and downward sink as trunk forward — TWIST ! 
 Repeat to the right. POSITION! 
 
 Heels — RAISE ! Knees deep — BEND ! Arms upward and sideward — 
 
 STRETCH! 1,2,3,4—1,2,3,4. Knees— STRETCH ! Heels— SINK! 
 
 Hips— FIRM! Left leg backward— RAISE! Foot— REPLACE ! 
 1,2—1,2—1,2—1,2. Repeat with the right. POSITION! 
 
 Hips— FIRM! Left forward— FALL OUT! POSITION! 
 
 1,2—1,2—1,2—1,2. Right forward— FALL OUT ! POSITION! 
 1,2—1,2—1,2—1,2. POSITION! 
 
 Hips— FIRM ! Feet sideways— PLACE ! Trunk lift and to the left— BEND ! 
 RAISE! Trunk forward— BEND ! RAISE! Trunk lift and to the right— 
 BEND! RAISE! Hands and feet, quickly— POSITION ! 
 
 Spring jump. (See Lesson IV.) 
 
 Arms sideways raise and — INHALE! Arms sink and— EXHALE! 
 
 Lesson VIII. 20 Minutes. Dally— 8th Week. 
 
 Class— ATTENTION ! Head— FIRM ! Hips— FIRM ! CHANGE! CHANGE! 
 Feet— CLOSE! Heels— RAISE! Left foot forward— RAISE! Sink! 
 Right foot backward— RAISE! POSITION! 
 
 Arms upward bend and left foot sideways — PLACE! With palms up, arms 
 sideward stretch and heels — RAISE! Arms upward raise and knees — 
 BEND ! Arms sink and knees— STRETCH ! Arms bend and heels— SINK! 
 Hands and foot— POSITION ! Repeat to the right. POSITION! 
 
110 PHYSICAL EDUCATION COMPLETE 
 
 Arms forward— BEND ! 
 
 Deep breathing and slow arm flinging sideways — FLING ! 
 BEND! l!2!etc. POSITION! 
 
 Arms sideways— RAISE! Hands— TURN ! Arms half sideways— BEND ! 
 Sideways— FLING ! BEND! POSITION! 
 
 Arms half sideways— BEND ! Heels— RAISE ! Knees— BEND ! 
 
 Deep— BEND! Knees— STRETCH ! Heels— SINK! POSITION! 
 
 Feet— CLOSE! Left foot forward— PLACE ! Trunk slightly forward— BEND ! 
 Arms forward upward — FLING! Arms forward downward — FLINCi ! 
 1, 2—1, 2. Trunk— RAISE ! Hands and foot— POSITION ! Repeat to right. 
 
 Forward cut step. (See Lesson II.) 
 
 Arms sideward to overhead circle raise and — INHALE! 
 Arms lower and — EXHALE! 
 
 Lesson IX. 20 Minutes. Daily— 9th Week. 
 
 Class— ATTENTION ! Heels— RAISE! Heels— SINK! Left— FACE! 
 
 Right— FACE! Right about— FACE! Left about— FACE! Toes raise 
 and hips— FIRM ! POSITION! Arms quickly, half sideways— BEND! 
 POSITION ! 
 
 Hips firm and feet astride— JUMP 1 Trunk lift and to the left— BEND! 
 
 RAISE! Trunk and arms forward— BEND! Arms sideward— FLING ! 
 BEND ! FLING ! Trunk raise and hips— FIRM ! Trunk lift and to the 
 right, etc. POSITION ! 
 
 Arms sideways— RAISE ! Half forward— BEND ! Arm rotation— 1 ! 2 ! 1 ! 2 ! 
 etc. Head— FIRM! POSITION!— 
 
 Arms forward upward— FLING ! Left leg forward— RAISE ! Knee— BEND! 
 Knee— STRETCH! Foot— REPLACE ! Repeat with the right. 
 POSITION ! 
 
 Arms forward and upward fling and left foot backward — FALL OUT ! 
 POSITION! 1,2—1,2. Repeat right. POSITION! 
 
 Left hip firm, right arm forward, upward fling antl left foot forward — PLACE ! 
 Trunk lift and to the left— BEND! RAISE! POSITION! Repeat all 
 right. POSITION ! 
 
 Cut step sideward. (See Lesson I.) 
 
 Hips— FIRM! With a deep breath, chest— RAISE! SINK! POSITION! 
 
 1 
 
FOR SCHOOLS AND PI.A^GROUXDS J 11 
 
 Lesson X. 20 Minutes. Daily— 10th Week. 
 
 Class — ATTENTION! Hips firm and feet — CLOSE! Arms sideways raise 
 and left foot forward— PLACE! REPLACE! POSITION! 
 Arms forward— BEND! FLING! POSITION! 
 
 Hips firm and heels — RAISE! Quick running in place — GO! 
 Class— PI ALT! 1,2,3,4. POSITION! 
 
 Arms forward — BEND ! Deep breathing and slow arm flinging sideways — 
 FLING! BEND! 1,2—1,2. POSITION! 
 
 Arms sideways and upward, twice in each direction — 
 STRETCTl! 1,2—1,2—1,2—1,2. POSITION! 
 
 Arms upward— STRETCH ! Feet— CLOSE! Left knee upward— BEND! 
 Knee forward— STRETCH ! Upward— BEND ! Backward— STRETCH 1 
 Upward— BEND ! POSITION! Repeat with right foot. 
 
 Arms half sideways — BEND! Arm rotation — 1! 2! 1! 21 etc. 
 POSITION! 
 
 Forward cut step. (See Lesson II.) 
 
 Hips firm and feet close, with a deep breath, chest— RAISE! SINK! RAISE! 
 SINK! Hands and feet— POSITION ! 
 
 Lesson XL 20 Minutes. Daily— 11th Week. 
 
 Class— ATTENTION ! Right— DRESS! FRONT! Feet— CLOSE! 
 Trunk forward— BEND ! Arms forward— BEND ! Trunk— RAISE ! 
 Hands and feet— POSITION ! 
 
 Hips firm and heels — RAISE! Quick running in place — GO! 
 Class— HALT!. 1,2,3,4. POSITION! 
 
 Arms half sideways — BEND! Slow arm extension upward and with a deep 
 breath, head backward— PULL ! 1, 2, etc. POSITION! 
 
 Arms upward bend and feet — CLOSE ! Arms upward — STRETCH ! 
 
 Left knee upward— BEND ! Right heel— RAISE ! SINK ! RAISE ! SINK ! 
 Quickly— POSITION! Repeat to the right. 
 
 Hips firm and heels — RAISE! High knee upward bending, beginning with the 
 left— GO! Class— HALT! 1,2.3. POSITION! 
 
 Arms sideways fling and to the left— LUNGE! Arms and foot— POSITION ! 
 Same to the right. POSITION ! 
 
 Spring jump. (See Lesson IV.) 
 
 Arms sideways raise to circle overhead and inhale slowly. 
 Arms sink and exhale slow!)-, 1, 2 — 1, 2. 
 
112 PHYSICAL EDUCATION COMPLETE 
 
 Lesson XII. 20 Minutes. Daily— 12th Week. 
 
 Class— ATTENTION ! Hips firm and left leg forward— RAISE ! POSITION ! 
 Right foot back-ward— FALL OUT ! POSITION ! In place— REST ! 
 POSITION! Head— FIRM! Hips— FIRM ! CHANGE! CHANGE! 
 POSITION! 
 
 Head— FIRM ! Trunk to the left— TWIST ! Forward— TWIST ! 
 Trunk to the right— TWIST! Forward— TWIST ! POSITION! 
 
 Hands on desks — PLACE! Legs backward, with toes on floor — PLACE! 
 Arms— BEND! STRETCH! BEND! STRETCH! POSITION! 
 
 Arms sideways and toes — RAISE! Arms and toes — SINK! 
 
 y\rms half forward— BEND ! Arm rotation— 1 ! 2! etc. POSITION! 
 
 Arms upward — BEND! Arms upward stretch and trunk tu the left — BEND! 
 RAISE! BEND! RAISE! POSITION! 
 
 Forward cut step. (See Lesson II.) 
 
 Arms sideways raise and — INHALE! 
 
 Arms sink and — EXHALE! 
 
 Lesson XIII. 20 Minutes. Daily— 13th Week. 
 
 Class— ATTENTION ! Mark time— MARK! Class— HALT ! 1,2. 
 
 Left— FACE! Right— DRESS! FRONT! Right— FACE! Left about— 
 FACE! Right about— FACE! POSITION! 
 
 Arms sideways raise and trunk to the left — TWIST! Trunk forward — 
 TWIST ! 'l, 2—1, 2—1,2. Trunk to the right— TWIST ! Trunk forward— 
 TWIST! 1, 2—1, 2—1, 2. POSITION. 
 
 Arms upward, sideward, downward, backward, twice in each direction — ■ 
 STRETCH ! 
 
 Hips — FIRM! Left leg backward stretch and right knee — BEND! 
 
 Knee— STRETCH f BEND! STRETCH! POSITION! Repeat with the 
 right. POSITION! 
 
 Arms half sideways— BEND! Arm rotation— 1 ! 2 ! etc. POSITION! 
 
 Arms upward stretch and left foot outward — PLACE! Trunk to the left — 
 TWIST ! Trunk forward and to the right— TWIST ! 1, 2—1, 2. 
 Forward— TWIST! Feet— CHANGE ! Trunk to the right— TWIST ! 
 Trunk forward and to the left— TWIST ! 1, 2—1, 2. Forward— TWIST ! 
 POSITION! 
 
 Spring jump. (See Lesson IV.) 
 
 Hips firm and with a deep breath, chest— RAISE! SINK! POSITION! 
 
FOR SCHOOLS AXD PLAYGROUNDS 113 
 
 Lesson XIV. 20 Minutes. Daily— 14th Week. 
 
 Class— ATTENTION ! Left— FACE ! Two steps to the right— MARCH ! 
 Left face and two steps forward— MARCH ! Right about— FACE ! 
 Feet— CLOSE! Feet— OPEN ! POSITION! 
 
 Anns forward and upward fling and left font forward — PLACE! 
 Head l)ackward— PULL! Head to— POSITION ! 1, 2, etc. 
 Arms and feet— CHANGE ! etc. POSITION! 
 
 Heels— RAISE! Knees— deep— BEND ! Arms sideward— STRETCH ! 
 L 2— 1. 2. Knees— STRETCH! Heels sink and— POSITION ! 
 
 Hips— FIRM! Left leg backward— RAISE! Right knee— BEND ! 
 Knee stretch and left leg— POSITION ! Repeat right. 
 
 Hips— FIRM! Left forward— FALL OUT! POSITION! 1,2—1,2—1,2. 
 Right forward— FALL OUT! POSITION! 1, 2—1, 2—1, 2. 
 POSITION ! 
 
 Arms sideways fling and to the left — LUNGE! 
 
 Arms and feet— CHANGE I 1, 2. Arms and feet— CHANGE! 1, 2. 
 POSITION! 
 
 Forward cut step. (See Lesson II.) 
 
 Arms sideways raise, heels raise and — INHALE! 
 Arms and heels sink and — EXHALE 1 
 
 Lesson XV. 20 Minutes. Daily— 15th Week. 
 
 Class— ATTENTION ! Arms forward, upward and heels— RAISE ! 
 Arms and heels— SINK! Heels— RAISE! Knees— BEND ! 
 Knees— STRETCH ! Heels— SINK ! Right and left hip— FIRM ! 
 CHANGE ! POSITION ! 
 
 Arms upward— STRETCH ! Heels— RAISE 1 Knees— BEND! 
 Arms half sink — 1! Arms upward raise — 2! 1,2. 
 Knees— STRETCH ! Heels— SINK! POSITION! 
 
 Anns half sideways bend and feet — CLOSE! Left foot forward — PLACE! 
 Slow arm stretching upward, with backward pulling of head and deep 
 breathing, 1, 2—1, 2. POSITION! 
 
 Arms upward— STRETCH ! Feet— CLOSE! Left knee upward— BEND! 
 Right heel— RAISE! SINK! RAISE! SINK! POSITION! 
 Same witli the left. 
 
 Feet— CLOSE! Left foot forward— PLACE ! 
 
 Trunk slightly forward — BEND! Arms forward, upward — FLING! . 
 
114 PHYSICAL EDUCATION COMPLETE 
 
 Arms forward, downward— SINK! Count 1, 2. Trunk— RAISE! 
 Hands and foot— POSITION ! Repeat right. 
 
 Hips firm and heels — RAISE! High knee upward bending — GO! 
 Class— HALT! 1,2,3. POSlVlON! 
 
 Head firm and with a deep breath, chest — RAISE! SINK! 
 
 Lesson XVI, 20 Minutes. Daily— 16th Week. 
 
 Class— ATTENTION ! Hips— FIRM ! Head— FIRM ! CHANGE! CHANGE! 
 POSITION! Arms forward— BEND! Arms half sideways— BEND ! 
 Left— FACE! Right— FACE! Heels— RAISE! SINK! POSITION! 
 
 Left forward — FALL OUT ! Arms forward, sideward, upward and downward, 
 twice in each direction— STRETCH ! POSITION ! 
 
 Hands on desks— PLACE ! Legs backward— PLACE! Arms— BEND! 
 STRETCH! BEND! STRETCH! POSITION! 
 
 Hips— FIRM! Right leg backward— RAISE! Left knee— BEND! 
 Knee— STRETCH ! POSITION! Repeat with right. 
 
 Arms sideward stretch and feet sideward — PLACE! Trunk forward — BEND! 
 Arms half forward — BEND! Arm rotation — 1! 2! 
 Trunk— RAISE! Hands and feet, quickly— POSITION ! 
 
 Left— FACE ! Hips firm and left foot outward— FALL OUT ! ' 
 Trunk lift and to the left— BEND ! RAISE ! POSITION I 
 Repeat to the right. Right— FACE! POSITION! 
 
 Spring jump. (See Lesson IV.) 
 
 Arms slowly sideways, upward raise and — INHALE! 
 
 Arms sink and— EXHALE! 
 
 Lesson XVH. 20 Minutes. Daily— 17th Week. 
 
 Class— ATTENTION ! Feet close and hips— FIRM ! Heels— RAISE! 
 
 Knees— BEND ! Knees— STRETCH ! Heels— SINK ! Hands and feet— 
 POSITION! 
 
 Arms upward stretch and feet sideways— PLACE! Trunk to the left — 
 TWIST! Forward— TWIST! 1,2—1,2. Trunk to the right— TWIST ! 
 Forward— TWIST! 1.2—1,2. POSITION! 
 
 Arms forward bend and feet— CLOSE! Left foot forward— PLACE ! 
 
 Slow arm flinging sideways, deep breathing and chest raising — 1, 2 — 1, 2. 
 Feet— CHANGE ! Repeat to the right. POSITION ! 
 
 Arms sideways— STRETCH ! Arms upward— STRETCH ! 
 
 Repeat arms upward— STRETCH ! Arms sideward— STRETCH ! etc. 
 . POSITION! 
 
FOR SCHOOLS AND PLAYGROUNDS 115 
 
 Arms si<lc\va\s raise and feet — CLOSE! 
 
 Left knee upward— BEND ! Right heel— RAISE! SINK! 1, 2-1, 2. 
 Right heel— SINK! Repeat to the right. POSITION! 
 
 Arms forward and upward fling and heels — RAISE! 
 Heels- SINK! RAISE! SINK! POSITION! 
 
 Forward out step. (See Lesson II.) 
 
 Head backward pull and slowly inhale — 1 ! 
 Head to position and exhale — 2 ! 
 
 Lesson XVIII. 20 Minutes. Daily— 18th Week. 
 
 Hips lirm and feet— CLOSE! Left foot forward— PLACE! 
 
 Heels— RAISE! Knees— BEND ! Knees— STRETCH ! Heels— SINK! 
 Hips firm and feet— CHANGE! Repeat right. POSITION! 
 
 Head firm and left foot sideways — PLACE! 
 Arms sideways fling and heels — RAISE! 
 Arms upward rair.e and knees — BEND! 
 Arms sink and knees — STRETCH ! 
 
 Arms bend and heels— SINK! Hands and foot— POSITION ! 
 Repeat right. 
 
 Arms forward bend and feet — CLOSE! Left foot forward — PLACE! 
 Slow arm flinging sideways, deep breathing and chest raising, I, 2. 
 Feet— CHANGE! 
 
 Arms sideways— STRETCH I Arms upward— STRETCH ! 
 
 Repeat arms upward — STRETCH! Arms sideward — STRETCH! etc. 
 POSITION! 
 
 Arms forward and upward fling, right leg backward raise and left heel — 
 RAISE! Heel— SINK! Foot— REPLACE ! POSITION!- Repeat' right. 
 All very slowly. 
 
 Hips — FIRM! High knee upward l)cnding, beginning with the left — GO! 
 
 Class— HALT! 1! 2! POSITION! 
 Arms overhead circle and inhale — 1 ! Sink and exhale — 2 ! 
 
 Lesson XIX. 20 Minutes. Daily— 19th Week. 
 
 Class— ATTENTION ! Feet close and hips— FIRM ! Left foot forward— 
 RAISE! Knee— BEND! Knee— STRETCH ! Foot— REPLACE ! 
 Right foot backward— PLACE! Toes— RAISE! SINK! POSITION! 
 
 Arms sidewavs raise and left foot forward — PLACE! 
 
 Arms forward— BEND! FLING! BEND! FLING! 
 
 Arms bend, fling and feet— CHANGE— 1 ! 2! POSITION! 
 
116 PHYSICAL EDUCATION COMPLETE 
 
 Arms forward, upward and left leg backward — RAISE! 
 
 Right heel— RAISE! SINK! RAISE! SINK! POSITION! 
 Repeat with right. 
 
 Arms forward— BEND ! Feet— CLOSE ! 
 
 Left heel raise and right leg backward — STRETCH ! 
 Left heel sink and right leg downward — PLACE! 
 Repeat right. I'OSITION! 
 
 Hips— FIRM! High knee upward bending— GO! Class— HALT ! 1, 2. 
 POSITION ! 
 
 Arms sideways fling and the left side — LUNGE! 
 Trunk lift and to the left— BEND! RAISE! 
 Arms fling and feet— CHANGE! 1, 2. Repeat right. POSITION! 
 
 Spring jump. (See Lesson IV.) 
 
 Arms sideways raise and heels raise as inhale — 1 ! 
 Arms lower and exhale — 2 \ 
 
 Lesson XX. 20 Minutes. Daily— 20th Week. 
 
 Class— ATTENTION ! Right hip and left head— FIRM ! 
 
 CHANGE! Feet— CLOSE! OPEN! Feet sideways— PLACE! 1,2. 
 POSITION! Arms forward bend and feet astride— JUMP ! 
 Hands and feet, quickly— POSITION ! 
 
 Head firm and feet— CLOSE! Left foot forward— PLACE ! 
 Chest— RAISE! SINK! RAISE! SINK! 
 
 Head firm and feet — CHANGE! Repeat right. Hands and feet — 
 POSITION! 
 
 Arms upward^B END ! Left arm sideways, palm up and right arm upward — ■ 
 STRETCH! 1, 2—1, 2. Class— HALT! 1, 2. Left^rm upward and 
 right arm sideways— STRETCH! 1,2—1,2. Class— HALT ! 1,2. 
 POSITION ! 
 
 Hips firm and feet— CLOSE! Left leg sideways— RAISE! 
 
 Right heel— RAISE! SINK! RAISE! SINK! Hands and foot— 
 POSITION! Repeat right. POSITION! 
 
 Hips— FIRM! High knee upward bending— GO! Class— HALT! 1,2. 
 POSITION ! 
 
 Hips— FIRM! Leg flinging sideways slowly— GO! Class— HALT ! 1, 2. 
 
 Hips — FIRM! Give forward cut step from right leg forward — RAISE! 
 
 Arms sideways raise, heels raise and with a deep breath — INHALE! 
 Arms and heels lower and — EXHALE ! 
 
CHAPTER V 
 
 G-ames for All Grades for the School Room and Playground 
 
 GAMES FOR GRADE I. 
 
 Hide the Thimble 
 
 Bean Bag Board Game 
 
 Froggie in the Puddle 
 
 String Jump 
 
 Simple Relay Race 
 
 Drop the Handkerchief 
 
 Black Board Relay Race No. 1 
 
 Rabbits in the Hollows 
 
 Fox and Ducks 
 
 The Jolly Miller 
 
 Teacher and Class 
 
 Squirrel and Nut 
 
 Bean Bag or Ball Plays 
 
 1. Bean Bag Overhead — Pass 
 
 2. Toss and Catch 
 
 3. Bean Bag Six 
 
 4. Bean Bag Left and Right 
 
 5. Bean Bag Overhead — Drop 
 
 6. Basket Bean Bag Toss 
 
 7. Ring Toss 
 
 8. Circle Bean Bag Toss No. 1 
 
 9. Bean Bag Relay Race 
 10. Bean Bag Double Ring 
 
 The Lost Child 
 
 "Good Morning !" 
 
 "On My Way to School" 
 
 GAMES FOR GRADE II. 
 
 Hide the Thimble 
 
 Bean Bag Board Game 
 
 String Jump 
 
 Drop the Handkerchief 
 
 Black Board Relay Race No. 1 
 
 Rabbits in the Hollows 
 
 Fox and Ducks 
 
 The Jolly Miller 
 
 Scjuirrel and Nut 
 
 Huckle, Buckle, Beanstalk 
 
 Touch 
 
 The Lost Child 
 Changing Seats 
 Tick, Tack, Tow 
 Simon Says 
 Teacher and Class 
 "Good Morning!" 
 "On My Way to School" 
 Bean Bag or Ball Plays (As listed 
 for Grade I.) 
 
 GAMES FOR GRADE III. 
 
 Black Board Relay Race No. 2 
 
 Occupation 
 
 Simon Says 
 
 Follow the Leader 
 
 Pussy Wants a Corner 
 
 Hopping Relay Race No. 1 or 2 
 
 Circle Bean Bag Toss No. 2 
 
 Cat and Mice 
 
 Crossing the Brook 
 
 Pom, Pom, Pull-Away 
 
 Number Call 
 
 Chase Ball 
 
 Volley Ball Zig-Zag 
 
 "I Say Stoop!" 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 119 
 
 GAMES FOR GRADE IV. 
 
 \ollcy Ball Zig-Zag No. 1 
 
 "Good Morning!" 
 
 Cross Tag 
 
 Hurdle Race 
 
 Basket Bean Bag Toss 
 
 Colors 
 
 Carry Relay 
 
 Dodge Ball No. 1 
 
 Dodge Ball No. 2 
 
 Wood Tag 
 
 New York 
 
 Circle Tag 
 
 Horns 
 
 Volley Ball Seat Relay kace 
 
 "I Say— Stoop!" 
 
 Hopping Relay Race No. 1 or 2 
 
 Simon Says 
 
 Pom, I'om, Pull-Away 
 
 Occupation 
 
 Follow the Leader 
 
 Black Board Relay Race 
 
 Playground Base Ball 
 
 GAMES FOR GRADE V. 
 
 "Beast, Bird or Fish !" 
 
 "Crackabout !" 
 
 Flying Dutchman 
 
 Hustle 
 
 Bob 
 
 Astride Ball Pass or Rugby Pass 
 
 (Companion to Bob) 
 "Good Morning!" 
 Dodge Ball No. 1 
 Dodge Ball No. 2 
 Wood Tag 
 Playground Base Ball 
 Hurdle Race 
 
 Fish Net 
 
 Flag Relay 
 
 Goal Throwing Relay No. 1 or 2 
 
 Pom, Pom, Pull-Away 
 
 Colors, Birds or Animals 
 
 Keep Away (or Take Away) 
 
 German Bat Ball 
 
 Horns 
 
 Volley Ball Seat Relay Races 
 
 Schoolroom Base Ball 
 
 Hopping Relay Race No. 1 or 2 
 
 Tag 
 
 GAMES FOR GRAMMAR GRADES. 
 
 Zip 
 
 Three Deep 
 
 "Beast, Bird or Fish!" 
 
 "Crackabout !" 
 
 Hustle 
 
 Bob 
 
 Astride Ball Pass or Rugby Pass 
 
 Japanese Tag 
 
 Dodge Ball No. 2 
 
 Fish Net 
 
 Last Couple Out 
 
 Flag Relay 
 
 Tug of War 
 
 Potato Race 
 
 Cross Tag 
 
 Goal Throwing Relay No. 1 
 
 Goal Throwing Relay No. 2 
 
 Volley Ball Zig-Zag No. 2 
 
 Rooster Fight 
 
 Colors, Birds or Animals 
 
 Catch Slap 
 
 Hustle Away Tag 
 
 Keep Away or Take Away 
 
 Soccer Foot Ball 
 
 (Basket Ball) 
 
 Volley Ball 
 
 Captain Ball 
 
 German Bat Ball 
 
 Playground Base Ball 
 
 Tennis 
 
120 PHYSICAL EDUCATION COMPLETE 
 
 GAMES FOR THE SCHOOLROOM AND PLAYGROUND 
 FOR ALL GRADES. 
 
 Give boys and girls happy, clean wholesome play and plenty of it if you 
 would have them learn the lessons of honesty and straightforwardness and 
 help them to become strong and vigorous men and women. 
 
 RULES FOR TEACHING A GAME. 
 
 1st. Explain your game thoroughly to the children before any attempt is 
 made by the class to play it. 
 
 2nd. It is often a great help to use the blackboard to illustrate the various 
 points of the game, or to use a few of the children to illustrate posi- 
 tions, situations, etc. 
 
 3rd. It is ver}' unwise' to attempt to play and teach a game at the same time, 
 particularly where a large number of children are participating. 
 
 4th. Be sure to have all points of the game clear before beginning to play, 
 providing the game is one of the simpler kind. It is sometimes neces- 
 sary, in the more difficult games, to explain one portion of it, then have 
 the children play that part. Explain another portion, play it, etc., 
 finally gathering" up all sections, play the entire game. 
 
 5th. If there is a large number of children wishing to play the same game, 
 unless it is one involving activity for many at the same time, it is better 
 to form the children in several groups, explain the game to all, using 
 one group to demonstrate for the rest and then let all play. 
 
 GAMES FOR GRADES I— VIIL 
 
 HIDE THE THIMBLE. (Schoolroom.) 
 One child is selected to hide the thimble. 
 
 All the children in the room with the exception of the one who is to hide 
 the thimble, go to the back of the room and stand with their faces to the win- 
 dows, so they may not see the movements of the one who has the tliinil)lc. 
 The thimble is then hidden in some snUg little corner, the children all called to 
 hunt for it and the excitementjjegins. Little hints as to whether or not any- 
 one is close to the thimble may be given by saying. "You are getting warmer," 
 if near it, or "You are getting colder," if not close, or by loud or c|uiet clap- 
 ping, etc. The child who discovers the thimble has the chance then to hide it, 
 while the others take positions as before. 
 
 BEAN BAG BOARD GAME. (Schoolroom.) 
 
 Apparatus — Bean Bag Board and four Bean Bags. 
 
 Board is placed against the wall and a line drawn on the floor about ten 
 feet distant for the children to "toe." 
 
FOR SCHOOLS AND PLAYGROUNDS 121 
 
 The children stand in line, the first one taking the four bean bags in his 
 hands and, one by one, tossing them at the board, trying to get them to fall 
 through either of the two holes in the board. The larger hole in the board is 
 numbered 10 and the smaller one 5. A bean bag put through either hole, 
 counts just that much on the thrower's score. The teacher writes the child's 
 name on the blackboard and the score opposite his name. Number two steps 
 up and has four tosses. His name and score are written on the board and so 
 the game is carried on, the child having made the highest score is declared 
 the winner. 
 
 FROGGIE IN THE PUDDLE. (Schoolroom or Playground.) 
 
 Children form a circle around the "Frog" in the puddle. 
 The children join hands, and dance or skip around the child who is in the 
 center, representing the frog. As they skip around they say the little rhyme : 
 
 "Froggie in the puddle 
 Can't get out ; 
 Take a little stick 
 And poke him out." 
 
 "Froggie" has to stay within a small ring which has been drawn around 
 him, and as the children tease him and make dashes at him, going as close as 
 they dare without being tagged, he attempts to touch one, but he must be very 
 careful not to get outside of his ring. If he succeeds in tagging a child, that 
 one becomes "Froggie" and the first one joins the circle. 
 
 STRING JUMP. (Schoolroom or Playground.) 
 
 Two children hold ends of a piece of string about 6 feet long. 
 
 Children form in a line for jumping. 
 
 The leader of the line takes a few Hght, rimning steps and vaults over 
 the string. (Care should be taken to teach the children to land properly on 
 the toes and spring to the erect position.) Number two follows and so on 
 until all the children have jumped, when the ends of the string are held by 
 two of the children who have jumped the string, so that all may have a chance. 
 The children then line up again, the string is raised a little higher and the 
 children try again. Thus the game goes on and those wdio cannot make the 
 jumps must drop out and watch the others. The one who stays in the game 
 the longest is the winner. 
 
 SIMPLE RELAY RACE. (Schoolroom or Playground.) 
 
 Children form in rows, each row having the same number in it. 
 
 A line is drawn for the children in the first row to "toe." 
 
 If played in the schoolroom, children should raise their seats and stand 
 between desks. 
 
 At a given signal, the children in the first line toe the mark, at "Go 1" 
 they run to the front of the room, touch the chalk tray and return, tagging 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 123 
 
 number two of their respective lines, pass on to the rear of the line and take 
 up position, while child number two of each row, as soon as tagged, dashes 
 across the line and runs to touch the chalk tray, returns and tags child num- 
 ber three, etc. This gradually brings the leaders to their original positions in 
 the line. The line wins whose leader first reaches that place. 
 
 DROP THE HANDKERCHIEF. (Schoolroom or Playground.) 
 
 Children form a circle, with one on the outside of the circle, who carries 
 a handkerchief in her hand. 
 
 The child carrying the handkerchief passes around the circle, sometimes 
 walking, skipping or running, as she wishes, and when she has reached some 
 child at whose heels she wishes to drop the handkerchief, she does so as 
 quietly as possible and starts on around the circle again, her object being to 
 gain the place which is to be made vacant by the child who is to pick up the 
 handkerchief and give chase. The one who reaches the vacant space last has 
 to take the handkerchief and the game is continued. The children forming 
 the circle are not to turn around to watch the child with the handkerchief as 
 she passes behind them. 
 
 BLACKBOARD RELAY RACE NO. 1. (Schoolroom.) 
 
 Children sit at their desks, the same number of children in each row. 
 
 At a given signal the children occupying the front seats leave their seats 
 from the left side, run to the background, pick up chalk, make the figure 1, 
 place chalk in the tray and run to their seats. As soon as seated the children 
 in the next seats behind repeat the action, etc. The row finishing first, of 
 course, wins the game. 
 
 (Any mark may be made on the board which the teacher designates.) 
 
 RABBITS IN THE HOLLOWS. (Schoolroom, if there is room for running, 
 
 or Playground.) 
 
 Children form groups of threes, taking hold of hands, and one to repre- 
 sent a rabliit is in the center. There are two extra runners, one a rabl)it and 
 the other a hound. 
 
 When the signal to run is given, the rabbit makes for a "hollow" where 
 
 RABBITS IN THE HOLLOW— SECOND GRADE 
 
124 PHYSICAL EDUCATION COMPLETE 
 
 there is already snuggled a little rahljit. Raljliit number two works his way 
 into the hollow and the little rabbit that was in the hollow must find another 
 home at once, so he runs to one of the other groups and drives out the little 
 rabbit in that hollow, etc. Now, if the hound should catch a raljbit before 
 safety is reached, by some wonderful magic the hound becomes a rabljit and 
 the rabbit that was being chased becomes the hound, and the game is con- 
 tinued. Every few minutes one of the three children forming the hollow 
 should be allowed to exchange places with the rabbit within that hollow in 
 order that all may have a chance to run. 
 
 FOX AND DUCKS. (Schoolroom or Playground.) 
 
 One child to be the fox. 
 
 The rest are the ducks. 
 
 At one end of the wood a den is marked ofif for the fox and at the other 
 a duck pond. 
 
 The ducks stray from the pond in search of food, and if they venture too 
 close to the den of the fox are liable to be caught and devoured. The fox 
 Avatches his chance and as the ducks approach, darts out and catches one if 
 he possibly can. Each duck caught must joint the fox in his attempts to 
 secure the entire flock of ducks, and as soon as the last one is caught the 
 game is ended. The first duck caught becomes the fox and the game is 
 repeated. 
 
 THE JOLLY MILLER. (Schoolroom, if a space where there is no furniture 
 
 may be had. Playground.) 
 
 Children form a double circle, arms linked, and march around to represent 
 a wheel. 
 
 The Miller stands in the center. 
 The circle moves around as all say the rhyme : 
 "Jolly is the Miller who lives by the mill — 
 The mill goes round with a right good will — 
 With one hand in the hopper and the other in the sack. 
 The right steps forward as the left steps back." 
 When the line "The right steps forward and the left steps back" is 
 reached, the children on the outside of the circle, or the "rights," step forward, 
 and the children on the inside of the circle, or "lefts," take one step to the 
 rear, each securing at the same time, a new partner, while it is the business of 
 the Miller to endeavor to obtain a partner for himself when the change takes 
 place. Should he succeed, the one left without a partner becomes the Miller. 
 
 TEACHER AND CLASS. (Schoolroom or Playground.) 
 
 One or more Volley Balls. 
 
 Children form a line (if many of them, have several lines) facing the 
 
 child who has the ball, and who stands apart from the others about six feet. 
 
 When the signal is given, the child who has the ball tosses it to child 
 
FOR SCHOOLS AXD PLAYGROUNDS 125 
 
 nuni1)c'r cme, who in turn tnsscs it back to the leader. lie tosses it to child 
 number two, etc. If a child misses the ball, he must take his place at the 
 foot of the line. If the leader misses it he has to take the place of the one to 
 ■whom he last threw the ball, that child becoming the leader. The object of 
 the game is to see how long a leader is able to keep his place. 
 
 SQUIRREL AND NUT. (Schoolroom.) 
 
 An object to represent a nut. 
 
 Children are at their seats, heads lowered on one arm, eyes closed as if 
 asleep, one hand held open to receive the nut from the squirrel. 
 
 One player, who represents a squirrel and who carries a nut in his or her 
 hand, runs <|uickly up and down the aisles on tiptoe and drops the nut into 
 one of the open hands. The chase now begins and all awake to see the fun, 
 for as soon as the squirrel drops the nut he tries to reach his nest (his own 
 seat) before the player tags him who received the nut. If caught, the player 
 who is the squirrel becomes the squirrel again. If the nest is safely reached 
 the second player now becomes the s(iuirrel, and the game proceeds. 
 
 BEAN BAG OR BALL PLAYS. 
 
 No. 1. BEAN BAG OVF.RHEAD PASS. (Schoolroom or Playground.) 
 
 Children form in two lines, same number in each line. 
 
 Two Bean BAGS or Volley Balls. 
 
 The children form in two lines, one child standing directly behind the 
 other. The two front children hold the bean bags or balls, and when the signal 
 is given they are passed quickly overhead to the one in the rear, and so on 
 until the last child in each line is reached. As soon as the last child in a line 
 has the bag or ball, he or she runs with it to the front position of that row of 
 children and starts the bag or ball backward again. This is repeated until the 
 child who originally occupied position number one in the line has reached the 
 last place in that line. The first leader to reach this place wins a point for 
 that line. 
 
 No. 2. TOSS AND CATCH. (Schoolroom or Playground.) 
 
 Bean Bags or Volley Balls. 
 Children form in two lines. 
 
 The children form two lines, lines facing each other. The bags or balls 
 are tossed across the open space, caught and tossed back. 
 
 No. 3. BEAN BAG SIX. (Schoolroom.) 
 
 Six Bean Bags for each row of children. 
 
 Children in seats. 
 
 Each child who occupies a front seat has six bean bags. At a given signal 
 the bags are passed overhead to the children directly behind. These children 
 pass the bags to the ones behind, but are not to pass any bag until all six are 
 
126 PHYSICAL EDUCATION COMJ'LETE 
 
 on each desk. When the bags have reached the last desks the passing forward 
 begins, and the row wins whose player in the front seat first stacks all six 
 bags together on his desk. 
 
 No. 4. BEAN BAG LEFT AND RIGHT. (Schoolroom.) 
 
 One or more Bean Bags for each row. 
 
 Children in seats. 
 
 Each child who occupies a seat in the extreme right row of seats has one 
 or more bean bags. At the signal the bags are passed by the left hand to 
 the child directly opposite, who passes the bags to the child directly across 
 the aisle from him, and so on until the children in the farthest row to tlie left 
 have all received the bags. The return passing is done by the right hand. 
 
 Or the bags may be given to the children in the front seats and thev pass 
 to the ones in the rear by the left hands, with the return passing done by 
 the right hands. First row to get all the bags "home" wins. 
 
 No. 5. BEAN BAG OVERHEAD DROP. (Schoolroom.) 
 
 One or more bags for each row. 
 
 Children sitting in seats. 
 
 Each child who occupies a front seat has one or more bean bags and when 
 the signal is given drops them, one by one, overhead to the child behind. As 
 soon as the bags are passed the child stands in the aisle, and when the last 
 child receives them he stands and passes the bags forward by the left or right 
 hand, as decided by the teacher. The row first receiving the bags wins. 
 
 No. 6 BASKET BEAN BAG TOSS. (Schoolroom or Playground.) 
 
 One or more Bean Bags and a Waste Basket or Circle hiade on ground. 
 
 Children in line. 
 
 Children stand at a certain distance from the basket or ring and try to 
 throw the bags into the basket or circle. Each successful throw may be 
 counted five, and the one receiving" the highest score in a certain number of 
 throws, wins. 
 
 No. 7. RING TOSS. (Schoolroom or Playground.) 
 
 Three Bean Bags. 
 
 Children in line. 
 
 Three rings of different sizes are marked on the floor or ground. The 
 smallest is numbered fifteen, the second ten and the third five. Each child is 
 allowed three throws at the circles, and a score of his record is kept. He is 
 allowed fifteen points for throwing into the smallest circle, ten the next and 
 five the largest. 
 
 No. 8. CIRCLE BEAN BAG TOSS NO. L (Schoolroom or Playground.) 
 
 Bean Bag or Volley Ball. 
 
 Children form a circle, one in the center. 
 
FOR SCHOOLS AND PLAYGROUNDS 127 
 
 The ball is tossed from the center to one of the p)ayers in the circle and 
 back to the center, etc. 
 
 No. 9. BEAN BAG RELAY RACE. (Schoolroom or Playground.) 
 
 One Bean Bag for each row. 
 
 Children in seats, or if on the Playground standing in rows. 
 
 A Circle marked off for each row. 
 
 At a given signal the players in the front seats carry the bean bags to 
 the circles (each to his own), place them inside and return to their seats. As 
 soon as seated the next set of children goes after the bags and returns, placing 
 the bags on desks. The next set takes the bags from the desks and carries 
 them to the circles, etc. The first row to finish wins the game. 
 
 No. 10. BEAN BAG DOUBLE RING. (Schoolroom or Playground.) 
 
 Three Bean Bags for each row. 
 
 Children in seats, or if on the Playground standing in rows. 
 
 Two circles marked oft' for each row, circles for each row about two 
 inches apart. 
 
 The children in the front row have three bean bags each. 
 
 At the given signal they run to their own circles, place the bean bags 
 in one of the circles and return to seats. The second players run to the 
 circles take the bean bags from circle number one and place in circle number 
 two, return to seats, when the next set continues the game. The first row 
 to finish wins the game. 
 
 For the Playground the children stand in lines or rows, an even number 
 in each row, and as soon as a player completes the run to the circle and back 
 to his place he steps away from the row to allow the player behind a free 
 chance. A line should be marked on the ground in front of the leaders of 
 the rows and each child before retiring should cross that line to his original 
 position. 
 
 TPIE LOST CHILD. (Schoolroom.) 
 
 One of the children stands in one corner of the room, face to the wall, 
 eyes hidden. The teacher sends one of the other children out of the room, 
 when the first player is asked to face about and tell who is missing from the 
 group. If successful he tries again, otherwise another child is selected. 
 
 The game may be made more dift'icult by asking the children to change 
 seats after one has left the room. 
 
 "ON JMY WAY TO SCHOOL." (Schoolroom or Playground.) 
 
 The teacher asks some child the question "What did you see on your way 
 to school this morning?" The child makes an answer that includes the men- 
 tion of some physical action that can be imitated, as "I saw a lark flying over 
 the field," and then, running about the room, imitates the fiving of the bird. 
 
128 PHYSICAL EDUCATION COMPLETE 
 
 A few suggestions are here offered : 
 
 "I saw a girl running to schooL" 
 
 "I saw a boy playing a drum." 
 
 "I saw some leaves falling from the trees." 
 
 "I saw a lame duck going to the pond." 
 
 "I saw a farmer sowing wheat." 
 
 GOOD MORNING! (Schoolroom.) 
 
 One child stands on the floor with back to the others. 
 
 Children sit in seats. 
 
 The teacher asks one of the children to approach to within three or four 
 feet of the child who is standing with her back to the children. When she 
 has done this she is to say "Good morning, Kate !" and Kate, without looking 
 around, must endeavor to guess by the voice which child is speaking to her. 
 If she thinks she recognizes the voice she says "Good morning Sam !" 
 (Using the child's proper name in each instance, of course.) If the guess 
 is an incorrect one, another trial is given. If the guess is still incorrect, the 
 child who was "guesser" sits down and the other one becomes "guesser" 
 now. The point of the game is to be successful in distinguishing voices. 
 
 HUCKLE, BUCKLE, BEANSTALK. 
 
 The game is a form of Hide the Thimble. 
 
 Use any small object such as a thimble, cork or ring. All players l)Ut one 
 leave the room. The one remaining hides the object given him, but puts it in 
 plain sight in a place, however, that is not too conspicuous. On tup of a 
 picture frame if possible to get to it, in corner of the room, etc., but should 
 be easily seen without moving any object. If some object, the color of the 
 article to be hidden, can be found, the hiding will be far more successful. 
 When the article has been put in place the children enter the room and begin 
 to look for it. Just as soon as one spies it (he does not disclose this fact at 
 once, which would be in many cases, if done, a "give away") he takes his 
 seat, and when seated says "Huckle, Buckle, Beanstalk," which indicates to 
 the rest that he knows where the object is. This continues until all have 
 found it, or the teacher declares the hunt closed. The first one to find the 
 object now hides it. 
 
 ( If passing out of the room causes too much confusion, have the children 
 place hands to ears and close the eyes tightly.) 
 
 TOUCH. (Schoolroom or Playground.) 
 
 One of the children is asked to go to some part of the room and in plain 
 sight of all, touch any object he wishes. He then returns to his seat and a 
 second child goes to the same object, touches it, selects another object which 
 he touches, takes his seat, and a third goes to object number one, touches 
 that, then to object number two. touches that, and now selects a new object 
 
FOR SCHOOLS AND PLAYGROUNDS 129 
 
 wliich he touches before taking his seat, and so the game goes on. It will be 
 most surprising to note the number of objects children will be able to touch, 
 without error, in their regular order. 
 
 (The teacher, with paper and pencil handy, should jot down the names 
 of objects touched in their proper order.) 
 
 CHANGING SEAT.S. (Schoolroom.) 
 
 Children all seated. The teacher gives the order "Seat Changing, For- 
 ward!" when all the children leave their own seats and occupy the ones 
 directly in front of them. This will leave all who occupied the front row 
 of seats standing and the back row of seats will be empty. The order may 
 now be, "Seat Changing, Left !" or "Seat Changing, Right !" or "Seat Chang- 
 ing, Backward !" as the teacher wishes. In any case there will always be 
 one row of children standing and sometimes two, according to the way the 
 orders are given. (It is well to give the orders in such order that the children 
 are kept on the alert.) 
 
 TICK, TACK, TOW. (Schoolroom or Playground.) 
 
 Children may play this game either at the blackboard or at their seats, 
 with paper and pencil, two playing together. 
 
 Draw a diagram consisting of two vertical lines about four inches apart 
 if at the blackboard, two inches apart if on paper, and cross them by two 
 horizontal lines, same distance apart. One player selects the zero (o) and 
 the other the plus sign (-|-) for a mark. The first one to place three of his 
 own marks in a row wins, when he says : 
 
 "Tick, tack, tow, 
 Three in a row." 
 
 HOPPING RELAY RACE NO. 2. 
 
 Have an equal number of pupils in each row of seats. The game starts 
 with those in the rear seats. All players remain seated until it is their turn 
 to hop, each hopping from his own seat to the forward blackboard and back 
 to his seat again. 
 
 At a given signal the players seated in all of the rear seats stands in the 
 aisles by their seats and, raising one foot off the floor, hop forward until the 
 front blackboard is reached, when the other foot may be raised and the return 
 hopping done on the one that was resting at first. The players now hop back 
 to their seats, and as they pass the players who sit in front of them, tag them 
 and sit down. The second players repeat and so follow the rest. 
 
 The row wins whose player in the front seat first returns to his or her 
 seat. 
 
 The game may be varied a little by having all the players start from 
 the left side of their seats and returning down the same aisle pass around 
 the rear seat of their own row, return to place by way of the right aisle. This 
 gives a longer distance for all to cover. 
 
130 PHYSICAL EDUCATION COMPLETE 
 
 SCHOOLROOM BASEBALL. 
 
 ORIGINAL 
 
 A leader is chosen who has a faculty for telling a story. This leader gives 
 to each of the players the name of some part of baseball apparatus used in 
 ball games, such as the ball, bat, home plate, catcher's mit, body protector, 
 mask, first base, second base, third base, also the names of baseball players, 
 catcher, pitcher, first baseman, second baseman, third baseman, shortstop, 
 right, center and left fielders, and the umpire. Those who are not given any 
 of these names are "the people on the bleachers." To avoid confusion of teams 
 the names for instance. White Sox and Seals, may be given, and the term 
 White Sox' catcher or Seals' pitcher should be used to make it plain just which 
 player is meant, should there be a chance for confusion. 
 
 The leader now tells the story of a baseball game between the White Sox 
 and the Seals. Each time a piece of apparatus or the name of a player is 
 mentioned the one to whom that name was given stands in the aisle, turns 
 around and sits down in his seat again. When the names White Sox and 
 Seals are mentioned all the players of both teams arise, turn around and sit 
 down again. When the term "the baseball apparatus" is used all who are 
 given the names of such stand, turn around and sit down. When the "people 
 on the bleachers" are mentioned all who have no particular name of either 
 apparatus or players on either team stand, turn around and sit down. The 
 story must be told with life and spirit to make it enjoyable. 
 
 The story may be started somewhat like this : 
 
 The day had arrived for a game of baseball between the White Sox and 
 the Seals (all team members stand, turn around and sit down, and this must 
 be done quickly). The weather was perfect, the people on the bleachers 
 (they stand, turn and sit down) were in high spirits. The White Sox were at 
 the bat, the umpire took his place behind the pitcher, who stood with the ball 
 in his hand. The catcher was busy putting on his body protector and mit, as 
 well as his mask. The Seals' catcher was "up." The people on the bleachers 
 called "Play ball!" The umpire shouted "Batter up! Play ball!" and the 
 game started. (Amusing situations may now be introduced as the game pro- 
 gresses, and the fun of it all will depend on the originality of the leader and 
 the quickness with which he names the dififerent situations. It might be well 
 to let some of them write the story outside of school and read it as the class 
 acts it in the schoolroom. 
 
 BLACKBOARD RELAY RACE NO. 2. (Schoolroom.) 
 
 Children sit in their seats, same number in each row. 
 
 The front blackboard is divided into as many sections as there are rows 
 of children, the sections being numbered accordingly. 
 
 At a given signal the children occupying the front seats of all the rows 
 leave their seats from the left side, run to the blackboard, each to his or her 
 own section (row number one would use section number one, etc.), pick up 
 the chalk, draw the figure of a cow, horse, dog or whatever the teacher sug- 
 gests, place the chalk in the tray, run to the right side of seat, tag the child 
 
FOR SCHOOLS AND PLAYGROUNDS 131 
 
 in seat number two, who repeats the action, and so the game continues. The 
 row first finishing is the winning one. 
 
 OCCUPATION. (Schoolroom or Playground.) 
 
 Children formed in two or three lines. 
 
 The children of the different lines decide upon some occupation to imitate. 
 As soon as row number one is ready the teacher asks them what their occupa- 
 tion is. They reply, for instance, "We are carpenters," and all in that row 
 begin to imitate the sawing of wood or the pounding of hammers. Another 
 row might imitate washing clothes, ironing, sweeping, scrubbing, etc. (There 
 is ample opportunity for much fun in this little game.) 
 
 SIMON SAYS. (Schoolroom.) 
 
 The children sit at their desks, hands closed, thumbs extended upward. 
 
 A leader is chosen, who stands before the class. 
 
 The children are to imitate his movements only when he uses the words 
 "Simon says," for instance, "Simon says, 'Thumbs up 1' " "Simon says, 
 'Thumbs down!'" or "Simon says, 'Wiggle, waggle!'" If the leader says 
 simply "Thumbs down !" "Thumbs up !" or "Wiggle, waggle !" at the same 
 time executing the movement suggested by his words, and his movement is 
 followed by any member of the class, that child (or if several, a choice is 
 made) has to become leader. 
 
 FOLLOW THE LEADER. (Schoolroom or Playground.) 
 
 Children form in one line. 
 
 Leader is chosen and takes his or her place at the head of the line. 
 (Avoid choosing a timid child for leader.) 
 
 The leader starts the line in motion by doing some "stunt" such as 
 jumping over a low chair, vaulting between seats, hopping on one foot for 
 a certain distance, running lightly with arms raising and lowering to repre- 
 sent birds flying, etc. The children are to do everything the leader does, and 
 if there is any "stunt" they cannot perform are to drop out of the line and 
 take their seats. Of course the one who is able to stay with the leader the 
 longest, wins. 
 
 PUSSY WANTS A CORNER. (Schoolroom.) 
 
 All the children but one find corners in the room or any convenient place 
 that will answer for such. 
 
 Pussy is in the center of the room. 
 
 Pussy passes from one to another, going about the room to the different 
 children as she wishes and says "Pussy wants a corner." The answer is "Go 
 to the next neighbor." The children exchange places with each other as 
 frequently as seems safe to them, for as soon as "Pussy" sees a vacant 
 corner she makes an effort to secure it, thus leaving the former occupant 
 in the center. The game is made lively by the ones in the various corners 
 
132 PHYSICAL EDUCATION COMPLETE 
 
 taking great chances in exchanging places and teasing "Pussy" in this way. 
 When she begins to find her efforts to secure a corner are unsuccessful she 
 cries out "All corners change 1" at which there is a general scamper and she 
 ought to reach a corner in safety. The one left out becomes "Pussy." 
 
 HOPPING RELAY R.\CE NO. 1. (Schoolroom or Playground.) 
 
 Children arranged in rows, the same number in each row. 
 
 A line is marked off about twenty-five feet from where the rows of 
 players stand. 
 
 At a given signal the children standing in the first line of rows lift their 
 left knees, place hands on hips and hop to the line that has been drawn, 
 returning on the left foot, the right knee having been raised after the goal 
 was reached. When number two of each row is reached the one who hoj)])cd 
 first tags number two and hops on to the rear of his or her line, and number 
 two hops to the goal and back in the same way. This is continued until 
 number one has again come to the front of his line. The first of the children, 
 numbered one, to reach the original position, signifies that that line is winner. 
 
 CIRCLE BEAN BAG TOSS NO. 2. (Schoolroom or Playground.) 
 
 Bean Bag or Volley Ball. 
 
 Children form a circle, having no more than eight players. 
 
 One child in the center. 
 
 The Bean Bag or Volley Ball, whichever is to be used, is tossed by the 
 player in the center to one of the children in the ring. This player tosses 
 it again to the center. It is passed on in this way to each member of the 
 circle and back to the center. The child who fails to catch it must sit down. 
 If the center misses, the first one of the circle players who had to drop out 
 for failure to catch takes the place of the center, the center having to drop 
 out. If there are no players waiting to secure a place in the game again, 
 the center must sit down and the player to whom the center threw the ball 
 or bag at the opening of the game takes his place as leader. (The children 
 should be encouraged to learn to catch well.) 
 
 CAT AND MICE. (Schoolroom.) 
 
 One child to represent old Tabby Cat. 
 
 Children sit at their desks. 
 
 Old Tabby Cat retires very quietly behind some piece of furniture in 
 the schoolroom and there awaits the coming of the little mice. She is very 
 hungry and is counting upon a delicious meal. Very soon the little mice 
 from the front seats begin to venture forth from their nests, they, too, in 
 search of food. They scratch on the floor with their little claws, and as they 
 find nothing to eat grow bolder and go closer to old Tabby Cat's hiding 
 place. When she thinks they are near enough she springs out and tries to 
 catch one, perhaps two of the little mice. The mice scamper away as fast 
 as they can to their nests again. If she catches one of the mice that mouse 
 
FOR SCHOOLS AND PLAYGROUNDS 133 
 
 becomes old Tabby Cat and Tal)b}- takes the place of the mouse. Now those 
 in the second row of seats play little mice, etc. 
 
 CROSSING THE BROOK. (Schoolroom or Playground.) 
 
 Two lines drawn on the floor or ground, about two feet apart. 
 
 Children line up on one of the lines. 
 
 The children jump over the brook, the space between the lines to be 
 greatly dreaded as the water is very deep. The jumping is done strictly 
 according to gymnastic instructions. The children stand with heels together, 
 heads erect and on the count 1, heels are raised; count 2, knees are bent; 
 count 3, spring and over the brook they go ; count 4, they land on toes with 
 knees bent ; count 5, knees stretch, and count 6, heels are lowered. (As they 
 acquire the ability to jump a greater distance, the lines may be drawn wider 
 apart.) 
 
 POM, POM, PULL-AWAY. (Playground.) 
 
 All the children but one at one end of the court. 
 
 Leader or "It" is at the other end. 
 
 Two lines drawn, one at each end of the court. 
 
 The leader takes his station just back of the boundary line for his side 
 of the court. All the rest of the children are stationed behind their line. The 
 leader starts the game by calling out : 
 
 "Pom, Pom, Pull-away ! 
 If you don't come, 
 I'll fetch you away !" 
 
 Thereupon the children start to run, making for the goal behind which 
 the leader stood. The leader tags as many of the children as he can before 
 they reach the line. All those he tags join him at the opposite end of the 
 court, now the signal is given as before, the children run, and all those first 
 caught by the leader join him in his tagging. As soon as all are caught the 
 game is ended. The child who was first tagged becomes the leader next time. 
 
 (This is one of the best games for the recess that we have. Children 
 should have plenty of running games at both recess periods.) 
 
 NUMBER CALL. (Schoolroom or Playground.) 
 
 Volley Ball. 
 
 Children form circle, one in center. 
 
 The children are given numbers. The one in the center tosses the ball 
 in the air, at the same time calls out a number. The child who has been given 
 that number must run into the circle and catch the ball on the first bounce. 
 If he succeeds in doing this he is allowed to exchange places with the center 
 and the game is repeated. The center takes the number of the child with 
 whom he exchanges places. If the child fails to get the ball on the first 
 bounce he has to take his place in the circle again. (The delight is in being 
 allowed to play the center position.) 
 
134 
 
 PHYSICAL EDUCATION COMPLETE 
 
 (Schoolroom or Playground.) 
 
 Twenty children to a set, if pos- 
 sible. 
 
 One Volley and one Playground 
 Baseball. 
 
 The children stand in lines of 
 ten, about eight feet apart, lines fac- 
 ing each other. The children should 
 not stand too close together, as 
 plenty of elbow room is needed for 
 the tossing of the balls. At a given 
 signal the volley ball is started from number one and sent zigzag down the 
 lines, the children toeing lines that have been drawn for that purpose. When 
 the volley ball has passed the third child on the same side from where it 
 was started the baseball follows in the same way, the object being to over- 
 take the volley ball with the baseball, if possible, and have the baseball 
 win the race. 
 
 (Much excitement and interest is aroused when children play this game.) 
 The dotted lines show the direction of the balls on the return. 
 
 VOLLEY BALL ZIG-ZAG NO. 1. 
 
 X 
 
 X 
 
 X 
 
 X 
 
 X 
 
 X 
 
 X 
 
 X 
 
 X 
 
 X 
 
 X 
 
 X 
 
 X 
 
 X 
 
 X 
 
 X 
 
 X 
 
 X 
 
 X 
 
 X 
 
 X 
 
 X 
 
 X 
 
 X 
 
 Children sitting at desks. 
 
 Rows 1 and 2, 3 and 4, 5 and 6 play together. Those in rows 1 and 2 sit 
 facing each other, feet in aisles. (Same position for the rest of the rows of 
 children.) 
 
 The balls are given to the children sitting in the front seat of rows 1, 3 
 and 5. At the signal the balls are tossed across the aisle to the children 
 directly opposite, then diagonally across to the ones behind the leaders, who 
 toss the balls to the children directly opposite, etc., down all the rows to the 
 ones in the last seats. 
 
 The balls are now returned in the same way, the row first getting the ball 
 to the leader wins. 
 
 Use Bean Bags also in this wav. 
 
 "I SAY STOOP !" 
 
 The children stand in the aisles by their desks. The teacher leads the 
 game by saying "I say stoop!" As she says these words she stoops and at 
 once assumes her original standing position. The children imitate the action. 
 The teacher may then say "I say stand!" — at the same time stooping herself 
 
FOR SCHOOLS AND PLAYGROUNDS 135 
 
 to mislead the children. They should remain in the standing position, except 
 when the words "I say stoop !" are said. Those who make a mistake and 
 stoop at the wrong time are out of the game. 
 (Make the action very fast in this game.) 
 
 TAG. (Playground.) 
 
 Children scatter about the playground. 
 
 Two runners to be chosen to start the game. 
 
 One of the runners is called "It," who chases number two. Number two 
 tags one of the other children, which act immediately entitles the child who 
 did the tagging to stop running and rest, while "It" continues the chase, this 
 time following the one who was tagged. If "It" succeeds in tagging the child 
 being chased, the situation is reversed, the one chased becomes "It" and the 
 one who was "It" becomes runner. 
 
 In this game it is well to encourage children to make short runs in order 
 that the action of the game may be very brisk, requiring close attention to 
 follow, and also to give all a chance to do some running. 
 
 HORNS. (Schoolroom or Playground.) 
 
 All players at seats, hands closed with the exception of the forefingers, 
 which are placed on the desks. The leader says: "All horns up!", "Dog's 
 horns up!" or "Cow's horns up I" at the same time pointing his own fore- 
 fingers upward. When he says "All horns up 1" all the fingers should point 
 upward or when he names an animal that has horns. When he names an 
 animal, such as the dog or cat that has no horns the fingers should remain 
 touching the desk. The .commands "All horns down I" "Dog's horns down !" 
 etc., are used and should be given quickly with the idea of catching those who 
 are not alert. The action should be fast. Those making a mistake should 
 drop out of the game. 
 
 VOLLEY BALL SEAT RELAY RACE. 
 
 There should be an even number of children in the rows playing. 
 
 Play two rows at a time. It is more satisfactory to use rows 1 and 3, 2 
 and 4, etc., as this eliminates much of the confusion that would otherwise 
 occur. 
 
 Insist that all players get the ball in proper turn and that the playing 
 be always fair. 
 
 The balls are given to those occupying front seats and at a given signal 
 are passed overhead to those sitting directly behind the leaders and so on 
 down the various rows. 
 
 When the ball reaches the last child in each row, that child runs up the 
 RIGHT HAND AISLE to the front seat, while all the rest of the children 
 change seats, each one slipping as QUIETLY as possible from the seat in 
 which he was sitting, when the game began, into the one directly behind, and 
 must be done by stepping out into the LEFT HAND AISLE. 
 
136 PHYSICAL EDUCATION COMPLETE 
 
 The balls are passed in this way until one of the leaders has regained his 
 original seat, which makes a winning for that row. 
 
 Play all the rows, then play the winners until one row has beaten the 
 rest of the children. 
 
 HURDLE RACE. (Playground.) 
 
 Pieces of twine or narrow cheese cloth about six feet long. 
 
 Children who are to run are arranged in lines, same number in each line. 
 
 A line should be drawn, which they should "toe" at starting. 
 
 Two children and a piece of twine for each line of children who are to 
 do the running. If possible, have two or more "hurdles" for each set of 
 runners. 
 
 At the given signal, the runners occupying position number one in each 
 row run, jump the hurdles, turn, run back and jump hurdles as they go. I'pon 
 reaching the line, the first runner tags number two. passes on to the rear of 
 his line, while number two is making the trip. The line which brings its 
 leader first back to the original starting position wins the race. 
 
 BASKET BE'AN BAG— TOSS. (Schoolroom or Playground.) 
 
 Bean Bags or Base Balls may be used. (Three.) 
 
 Waste Basket. 
 
 Children line up for turn. 
 
 The first child in the line takes the three balls or bags in hands and stand- 
 ing at a given distance from the waste basket, tries to toss all three into the 
 basket. If successful, it counts him ten, but all three must be tossed into the 
 basket to secure any score at all. All have a chance before the second trial 
 is allowed. Score should be kept by the teacher. The child securing the 
 highest number wins. (The game may be made all the more interesting by 
 allowing eight or ten trials, in order that a high score may possibly be made.) 
 
 CARRY RELAY. 
 
 Any object that the children can carry as they run. 
 
 Children lined up, same as for any of the Relay Races, same number in 
 each row. 
 
 At the given signal, the children standing in the front line of all the run- 
 ners, stoop, pick up whatever object they are to run with, run to a line drawn 
 about fifteen feet distant, or to the wall, put the object on the floor, run to 
 the rear of the line, tagging the second runners in passing, who at once start 
 out for the goal, pick up the object and carry it back, place it on the floor in 
 front of number three, tag number three and pass to the rear, etc. The line 
 wins the race whose leader reaches his or her original position first. 
 
 DODGE BALL NO. 1. (Schoolroom or Playground.) 
 
 Basket Ball. 
 
 Half the children inside a circle, which is formed by the other half. 
 
FOR SCHOOLS AND PLAYGROUNDS 1.37 
 
 One of the children in the circle throws the ]:)all into the crowd of children, 
 attempting- to hit as many with the ball as possible, but the ball must not be 
 thrown to strike higher than the knees. If a child is struck above the knees, 
 that throw does not count. As soon as the ball is thrown at the children, they 
 jump off the floor, into the air, as high as they can, in order to escape being 
 hit with the ball. If they are hit with ball, they must join the circle of those 
 who arc doing the throwing. This continues until all are down, the one hold- 
 ing out the longest is declared the winner. Sides change places now, the first 
 lot to form the circle taking position inside the circle and those who were 
 inside, form the circle and throw the ball. 
 
 WOOD TAG. (Tlay ground.) 
 
 Children scattered about the playground, standing on chips of wood, feet 
 on the fence, rails, etc. 
 
 A runner called "It" is selected. 
 
 The players venture off their wood pile, change places with each other, 
 and take great chances in teasing "It," who endeavors to tag a player while 
 on forbidden ground. If successful in this, the player tagged becomes "It." 
 
 NEW YORK. (Schoolroom or Playground.) 
 Children choose sides, about the same number on each side. 
 Each side selects some occupation which they are to imitate, and, which- 
 ever side is to lead the game, advances toward the other players, who are 
 waiting for the coming of the opposite team. As they approach all shout 
 out "Here we come!" The others say "Where from?" Answer — "New 
 York!" Question — "What's your trade?" Whereupon they all go to work, 
 imitating the movement of the occupation which they have selected. The 
 other players make all sorts of guesses. When the right one is called out, the 
 "workers" fly for their boundary line, while the others give chase and all 
 caught before they reach home safely are now to join forces with the opposite 
 team. The players take turn about in imitating the occupations chosen. 
 
 CIRCLE TAG. (Schoolroom, if room for running — or Playground.) 
 
 Children form a circle, with one on the outside for "It." 
 "It" starts around the circle and when she has reached some child whom 
 she wishes to tag, does so and continues her running around the circle, while 
 the one who has been tagged runs in the opposite direction, each endeavoring 
 to reach the space which has been made vacant by the one tagged. The one 
 who does not succeed has to be "It." 
 
 "ZIP!" (Schoolroom or Playground.) 
 If played in the schoolroom the pupils either sit, or stand by their desks. 
 Sometimes circle formation is used in this game. 
 
 A number is selected which is known as "Zip," and so called when it 
 occurs alone or in any number whicli is a multiple of that number. Let us 
 use the numeral "Nine." The first player begins the counting by saying 
 
138 PHYSICAL EDUCATION COMPLETE 
 
 "One," the next says "Two," etc., until nine is reached, when the word "Zip" 
 is substituted. The count goes on: "Ten," "Eleven," etc., until eighteen is 
 reached, when "Zip" is again substituted, as it is also for nineteen. When 
 ninety is reached it is called "Zip" and then the count proceeds as "Zip one," 
 "Zip two," up to ninety-nine, when "Zippety-zip" is substituted. The game is 
 over when the number one hundred is reached. In repeating it, it is often 
 well to select another number as "Zip." 
 
 "BEAST, BIRD OR FISH !" (Schoolroom or Playground.) 
 
 Pupils in their seats or standing in circle formation. 
 
 One of the number is selected to be "It." A soft ball or piece of cloth, 
 knotted is required in the game. 
 
 The player who has the ball faces the class or stands in the center of the 
 circle and throws the ball at one of the players, at the same time saying, for 
 instance, "Beast, Bird or Fish — FISH!" and proceeds to count ten quickly. 
 The one who is hit must name a fish before the count is finished. If in- 
 stead of "FISH" being said, "It" says "BIRD!" or "BEAST!" the one struck 
 must name either a bird or some animal before the counting is finished. 
 
 If the player successfully answers, the one in the center must try to catch 
 another player, and get away from leading as soon as possible. 
 
 No time during the game is a player allowed to repeat the name of an 
 animal, bird or fish previously given by some player. 
 
 "CRACKABOUT !" (Playground.) 
 
 Light weight Volley Ball. 
 
 Any number may play this game. 
 
 One player is given the ball and the rest of the players immediately scatter 
 over the playground. The player with the ball attempts to strike a player by 
 throwing the ball. If successful the one who threw it (the players may join 
 in if they wish) shouts "Crackabout !" when all of the players rush to get 
 the ball. As soon as one has it, the rest of the players scatter again and try 
 to save themselves from being hit. 
 
 (This is one of the best games for cold days, as the action is strenuous 
 and constant.) 
 
 THREE DEEP. (Playgroimd.) 
 
 Double circle, all facing center of circle. 
 
 Two runners. 
 
 In forming this double circle, the children should be instructed to stand 
 arm's distance apart, the children in the outer circle standing close enough 
 to the ones in front of them to prevent a runner from stepping in between 
 them. 
 
 When the signal to start is given, the runner who is being chased runs 
 around the circle, (never through the circle) looking for an opportunity to 
 set inside the circle IN FRONT of some one set of two, thus forming THREE 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 139 
 
 DEEP. The one who is "It" tries to catch the second runner before she can 
 place herself safely in the circle and must tag her if possible before reaching 
 the coveted place in front of a couple. In the event that she does tag her, the 
 one who is caught starts immediately after the one who caught her. Each one 
 
 that is chased tries to get into the circle before being tagged and as soon as 
 this is accomplished, the third child, who is now the one on the outside, be- 
 comes the runner. She must dart IN FRONT of a couple as quickly as 
 possible and the third one now has to run to avoid being tagged, etc. 
 
 (Always have the children run in one direction, until the one who is "It" 
 tags a runner, when of course the direction is reversed. Try to see that no 
 long runs are made. Let the action be fast, with lots of quick changes.) 
 
 FLYING DUTCHMAN. (Playground.) 
 
 Single circle, partners holding hands. 
 
 One set of partners, holding hands, are runners. 
 
 The two runners start around the circle, running and keeping hold of 
 hands all the while, and as they run, one of the partners tags another set of 
 partners standing in the circle. The ones tagged start around the circle in 
 the opposite direction, retaining the hand clasp, the first of runners con- 
 tinuing on in their original direction attempt to gain the space made vacant 
 by the second set before the owners of the space reach it again. The set fail- 
 ing to get into place becomes "It" and continues the game. 
 
FOR SCHOOLS AND PLAYGROUNDS 141 
 
 HUSTLE. (Playground.) 
 
 Basket Ball and Whistle. 
 
 Two teams. 
 
 Captains are selected, one for each team. The court is marked off, 100 
 feet long by 50 feet wide. Captain Jack's team is stationed all along one of 
 the sideboundary lines, while Captain Dick's team is stationed at one of the 
 end boundary lines, preparatory to making the run from one end of the court 
 to the other. Captain Jack takes the ball and goes to the center of the court. 
 As he blows the whistle he throws the ball to one of his men along the side 
 line. At the same time the whistle is blown. Captain Dick and his team make 
 a wild dash across the court and the man in the team on the side line, throws 
 the ball at the runners as they pass. All struck with the ball retire to their 
 side of the field. The situation is now reversed, for Captain Dick takes the 
 center of the field, with his men on the side line, and Captain Jack and his 
 team take their positions at the end of the field. The i^lay is repeated. Each 
 team gets five runs, when a count is made. The team having the larger 
 number of players stilCTn the game, wins. 
 
 BQK (Schoolroom or Playground.) 
 
 Two Basket Balls. 
 
 Two lines of players, same number in each line. 
 
 The players occupying position number one take the ball, and when the 
 signal is given, pass the ball to the one directly behind ; that one passes it to 
 the next, (all have their arms up ready to grasp the ball as it comes to them) 
 and so it is "bobbed" along from one to the other, until the last player gets it, 
 when, with the ball in hands, a quick run is made to the front of the line, the 
 ball is set in play again and "bobbed" along the heads of the players until the 
 last one secures it and a run to the head of the line is made. The line is de- 
 clared the winner whose head player first reaches the rear of the line in the 
 manner above described. 
 
 ( Each player must handle the ball. It is a foul to throw the ball over the 
 hands of three or four players, and the ball should each time be sent to the 
 head of the line for a fresh start when such fouls are made.) 
 
 ASTRIDE PASS BALL. 
 (Companion to Bob.) (Schoolroom or Playground.) 
 
 Two Basket Balls. 
 
 Two lines of players, same number in each line. 
 
 The lines are arranged the same as in Bob, but take the astride position, 
 trunks forward, deep bend. At the given signal, each leader tosses the ball 
 between the legs, to the player standing directly behind. That player tosses 
 it on to the next and so on, until the last player secures it. A quick run is 
 made with the ball to the front of the line, the player takes position there 
 and starts the ball in play again. (Balls that are ROLLED between the feet.^ 
 are fouls and are dealt with as such, the ball having to make a fresh start 
 from the head of the line each time this is done.) The line finishing first 
 wins the game. \ 
 
142 PHYSICAL EDUCATION COMPLETE 
 
 JAPANESE TAG. (Schoolroom or Playground.) 
 
 Children scattered about the room or playground. 
 
 One player— "It." 
 
 The player called "It" endeavors to tag some one of the players and as 
 soon as he is successful, the party tagged must place one hand on the part of 
 the body that has been tagged, and with the other hand free, endeavor to 
 catch some other player and tag him. He cannot take his hand away from 
 the portion of his body that was tagged until he has successfully tagged 
 another player. (It adds much to the interest and excitement of this game 
 to start half a dozen players out as taggers.) 
 
 DODGE BALL NO. 2 (Playground.) 
 
 Two Basket Balls. 
 
 Children form two teams and name them. 
 
 The players of one team form a circle and take the balls. The players of 
 the second team stand about inside the circle. At a given signal two balls 
 are thrown into the group of players, the effort being always made to strike 
 the players with the balls, below the knees. All those hit by a ball must take 
 
 DODGE BALL-SIXTH GRADE 
 
 positions out of the ring altogether. The throwing of the balls continues until 
 there are no more players in the ring. Then the teams reverse positions. The 
 last one of each team to be struck out of the game then enters the ring, which 
 is now formed by all the rest of the players of both teams, and the bombard- 
 ment begins. The player who can stay in the ring the longer wins the game 
 for his team. (Never throw at your own man in his final contest.) 
 
 FISH NET. (Playground.) 
 
 Players divided into two teams. 
 
 Court 150 feet by 100 feet good size for this game. 
 
 One team plays the part of the Fish Net, while the other players are the 
 fish to be caught. The net is formed by all the players of that team taking a 
 firm hand grasp, the two strongest players being on the ends of the net. The 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 143 
 
 net is at one end of the eourt and the fish at the other. At the given signal, 
 the fish run toward the opposite end of the "river" and the net makes every 
 effort to ensnare all it can. The fish are entitled to get out of the net as long 
 as the net remains unclosed ; that is, the hands of the two players on the end 
 of the net have not been clasped "to shut the net." (It is unfair to go under- 
 neath hands that are clasped or to break the net. Once caught in the net 
 which has been closed, there is no getting out, without breaking one of the 
 rules of the game.) All the fish caught are turned out on the bank and the net 
 goes to work again. As soon as the last fish is caught the fish become the net 
 and the net the fish. 
 
 LAST COUPLE OUT. (Playground.) 
 (Sometimes called Widower.) 
 
 Players take partners and stand side by side, thus forming two lines. 
 
 One player is the Widower. 
 
 The widower stands at the head of the two lines and calls to the couple 
 in the rear of the two lines "Last Couple Out." At this signal the couple 
 separates, each player runs forward with the two lines between them, and 
 tries to meet again in front of the Widower before he has a chance to 
 tag either one of them. If the Widower succeeds in securing a partner, the 
 one left becomes the Widower and takes position at the head of the line, and 
 calls to the rear couple as before. 
 
 (When the Widower knows the couple is advancing, he must keep his 
 eyes strictly to the front and not until the runners are opposite him has he a 
 right to start his running after either one of them.) 
 
 FLAG RELAY. (Schoolroom or Playground.) 
 
 Flags, small ones are better. 
 
 Children sit at desks if played in the schoolroom. 
 
 Children form in lines if played on the playground, same number in each 
 line, wherever played. 
 
 The children in the front line of rows start at the given signal, with flags 
 in their right hands, run forward to a line already drawn to mark the distance 
 
 FLAG RELAY— "READY"— FIFTH GRADE 
 
144 
 
 PHYSICAL EDUCATION COMPLETE 
 
 they are to run, and then back to the runners, each leader handing his flag to 
 runner number two, PASSING OxN TO THE RKAR OF HIS LINE, when 
 
 FLAG RELAY— "GO"-FIFTH GRADE 
 
 number two runs and returning", hands the flag to number three. This is 
 repeated until the first runner reaches his original position. The line first 
 getting its leader in place wins the race. 
 (Very pretty game for festivals.) 
 
 TUG OF WAR. (Playground.) 
 
 Sixty feet of three-fourth inch Manila rope. Tie a piece of cheese cloth 
 at the center. 
 
 Mark two lines on the ground, about four feet apart and each line 
 three feet long. 
 
 Two teams — equal numbers. 
 
 The teams take up positions, one team on each end of the rope, the center 
 of the rope being placed in the center of the lime lines. At a given signal the 
 tug of war begins. The team that succeeds in jjulling the center of the rope 
 across the line toward his side, is winner. 
 
 POTATO R.\CE. (Schoolroom or Playground.) 
 
 Four erasers, bean bags or blocks. 
 
 Childreti in line, as for all Relay Races. 
 
 The action of this game is the same as for all the Relay Races, except that 
 the players in the front line of all the rows, take the four objects to be carried, 
 in their hands, and at the given signal, run forward, place the objects on 
 crosses marked for that purpose, and immediately return to runners number 
 two of their respective rows, tag them, pass to the rear, while the runners 
 numbered two start forward, gather up the objects and returning, give them 
 to runners numbered three, who run forward and place them on the crosses 
 again. This is repeated until the first row to finish announces the fact and 
 the game is won. 
 
FOR SCHOOLS AND PLAYGROUNDS 145 
 
 GOAL THROWING RELAY RACE— L (Playground.) 
 
 Two Basket Balls and Goais. 
 
 Two lines of players, same number in each. 
 
 Each line faces its goal, 60 feet from the goals, leader toes the line drawn 
 at this distance. When the signal is given, the first runner of each line runs 
 forward, picks up the basket ball and throws it into the basket. The player 
 must not return to his line until the I:>all is in the basket. As soon as this feat 
 is accomplished, the player runs with all speed to the line, tags number two, 
 passes to the rear of the line, while player number two continues the play. 
 The first line whose leader reaches his orginal positions, wins. 
 
 GOAL THROWING RELAY WITH SEVERAL BALLS— II. (Playground.) 
 Two each of the following : Basket Balls, Base Balls, Tennis Balls and 
 
 Rubber Balls. 
 
 The game is the same as the Goal Throwing Relay, except that each 
 
 player must put into the basket, one of each of the four balls. 
 
 VOLLEY BALL ZIG-ZAG NO. 2. (Two sets or more.|^ 
 
 This is the same game as Zig-Zag No. 1, except that in this game there 
 are several sets playing against each other at the same time. The winning 
 team is the one that secures three games out of the five played. 
 
 ROOSTER FIGHT. 
 (Schoolroom, if open space is large enough. Playground.) 
 
 Players choose partners. 
 
 When partners have been selected and the signal given, each player raises 
 his left knee, folds his arms across his chest, and hopping continually on his 
 right foot, each endeavors to unbalance the other by poking and pushing with 
 the elbows. The player who is compelled to save himself from falling by 
 placing his left foot on the floor is out of the game. The successful one now 
 raises his right knee and hops on his left foot as he fights with the next 
 rooster, wdio was also a winner. The game goes on until there is but one on 
 the floor, who is entitled to be called Cock of the Roost. 
 
 COLORS. (Schoolroom or Playground.) 
 
 About eight players to a group, and one player who is to do the guessing. 
 
 The players choose different colors, the names of which are told to all the 
 players. The guesser now turns his back to the group of colors, when there is 
 a general changing of places. The guesser turns around and tries to repeat 
 the names of the colors as they are now arranged. Those who can do this 
 successfully are declared winners. Names of flowers, birds or animals may be 
 substituted in place of colors. 
 
 CATCH SLAP. (Schoolroom or Playground.) 
 
 A Ping Pong Racket or Ruler to be used for a slapper. 
 Players stand in a close circle, shoulder to shoulder. 
 
■ FOR SCHOOLS AND PLAYGROUNDS 147 
 
 One player stands in the center of the circle. 
 
 The object of this game is to slap the center player with the ruler or 
 racket and not be caught by him while doing it. The players stand facing him, 
 hands behind their backs, passing the ruler or racket from player to player. 
 Whenever it seems possible to slap the center one without him seeing who 
 does it, a player takes advantage of the opportunity. The center one at once 
 makes an attempt to locate the holder of the slapper. If he does so, places 
 are exchanged, but it must be an actual catch. It is unfair for any member 
 of the circle to slap the center player unless that player has the racket in 
 his or her hand at the time. 
 
 HUSTLE AWAY— TAG. (Playground.) 
 
 Partners lock arms. 
 
 Two extra players as runners. 
 
 All the players lock arms and scatter about the playground in order to 
 give plenty of running space for the game. "It," or the chaser, starts after 
 the second runner, who, in order to save himself from being tagged, locks 
 arms with one of the partners of any couple, the third member of the group 
 immediately becoming the player to be chased. If "It" succeeds in catching 
 any player, the one tagged or caught immediately becomes the chaser and 
 starts after the one who was "It" in the first place. Short runs are to be 
 encouraged and all sorts of tricks should be used to keep the player guessing 
 as to where a runner is going to stop. This keeps the interest up to a high 
 pitch and makes the game one of the most beneficial and interesting that can 
 be found. 
 
 KEEP AWAY. (TAKE AWAY.) (Playground.) 
 
 Players form two teams. 
 
 Base Ball, Basket Ball or Volley Ball. 
 
 The ball is set in motion by a player of one team throwing it to another 
 on the same side. Players of the opposite team endeavor to catch it as it is 
 thrown, and if any player is successful, throws it to one of his side. The 
 play must be fast to make the game of interest. If there is a large number 
 of players, it is better to divide them into separate groups, one ball to each 
 group. The game should be limited to sixteen players. 
 
 VOLLEY BALL. 
 
 This is a game that is suitable for use on the Playground or in the Gym- 
 nasium and may be played by any number, so long as the court is not too 
 crowded. Each player should be able to cover a minimum floor space of 
 8 feet by 8 feet and a maximum space of 10 feet by 10 feet. 
 
 The game consists in keeping a ball (made of a rubber bladder and 
 covered by leather or canvas) in motion, back and forth, over a high net. 
 The top of the net should be 7^ feet from the ground or floor. 
 
 The game is started by one player on either side serving the ball over 
 
148 
 
 PHYSICAL EDUCATION COMPLETE 
 
 the net into the opposite court. The opponents return it, and in this way 
 the ball is kept in motion back and forth over the net until some player on 
 either side fails to return it or knocks it out of bounds. The ball to be in 
 play must not strike the ground. 
 
 Rules. 
 
 1. The game consists of any number of points agreed upon by both 
 teams, but the usual number is twenty-one. 
 
 2. The ground, or floor space, should be 25 feet wide by 50 feet long 
 and a net is suspended half way on the 50 foot lines, which gives a playing 
 space of 25 feet b\' 25 feet to each team. The size of the court may be 
 changed, however, to suit the convenience of the space obtainable. 
 
 3. The net should be 2 feet wide by 27 feet long. 
 
 4. A ball not less than 25 inches nor more than 27 inches in circumfer- 
 ence is used for the game. 
 
 The Server and Service. 
 
 1. The server is the term applied to the player who tosses tlie ball into 
 the air with one hand and bats it over the net with the other. 
 
 2. His position is at the rear line of his court, one foot on the line and 
 the other within the court. 
 
 3. The ball must never be struck with the closed fist. Always use the 
 open hand and learn to use the portion of the hand nearest the wrist. 
 
 4. A ball that is served, to be a "good ball" must go at least 10 feet 
 from the player who served it. 
 
 SEPVEfl'S POSITION- 
 
 
 
 
 ■ 
 
 » UMPIRES 
 
 POSITION 
 
 
 10 
 
 
 / 
 
 1 
 
 
 10 
 
 /5 
 
 
 e 
 
 
 
 6 
 
 15 
 
 
 II 
 
 7 
 
 2 
 
 2 
 
 7 
 
 II 
 
 t 
 
 /a 
 
 8 
 
 3 
 
 3 
 
 8 
 
 IZ H 
 
 /6 
 
 13 
 
 s 
 
 4- 
 
 4- 
 
 3 
 
 13 /6 
 
 
 /4 
 
 
 5 
 
 5 
 
 
 14- 
 
 
 
 
 1 
 
 .POST 
 
 
 
 'SERVER'S POSITION 
 
 5. Each server has two chances to serve a ball in the opposite court. 
 A "Net" Ball (one which just tips the net) entitles the server to another try. 
 Failure to accomplish this retires the server. 
 
 6. If successful in his serve, he continues to serve until his side fails 
 to return the ball or knocks it out of bounds. 
 
 7. Players on each team are numbered 1. 2, 3, 4, 5, etc., and serve in 
 turn. 
 
 8. The service for the second game begins with the player next in turn 
 to the player who served when the first game was completed. 
 
FOR SCHOOLS AND PLAYGROUNDS 149 
 
 9. The server may be assisted in getting the ball over the net by any 
 one of his men striking it before it readies the net. 
 
 10. The ball may be sent to any part of the opponents' court. 
 
 11. A ball which strikes the net or anything within the playing space 
 and then falls good in the opponents' court is called a fault. (This is not 
 the case after the ball is in play.) 
 
 12. If a ball that is served strikes the net or anything within the playing 
 space and afterwards falls outside the opponents' court it causes the serving 
 side to give up the ball. 
 
 13. When.the ball is in play, that is after the service, a "Net Ball" is 
 equivalent to a return and is to always be so considered. 
 
 14. A ball which strikes the boundary line anywhere is a good ball and 
 if unreturned entitles the server to a point, or the receiving side the ball. 
 
 15. Only the serving side scores. 
 
 16. A ball "in play" is one that has been successfully served and 
 returned. 
 
 Scoring. 
 
 Five chances to make a point. 
 
 1. Each good service unreturned. 
 
 2. Each ball in play unreturned. 
 
 3. Each ball knocked out of bounds by the receiving side, providing 
 the serving side does not strike at it. 
 
 4. If a player on the receiving side touches the net. 
 
 5. If the server serves a ball out of bounds and the receiving side strikes 
 at it. 
 
 Play smd Players. 
 
 1. If a player on the serving side touches the net the ball goes to the 
 receiving side. 
 
 2. Should a player on each side of the net touch the net at the same 
 time the ball is declared out of play and the server repeats the serve. 
 
 3. The ball goes to the opposite side when a pla}-er catches and holds 
 the ball, even for an instant. 
 
 4. The ball is declared out of play w'henever it touches the floor. 
 
 5. Dribbling, that is batting the ball in cjuick succession, is not allowed. 
 
 6. If the ball is struck twice in succession by a player it goes to the 
 opposite side. 
 
 7. The umpire has the right to disc^ualify any plaj'er who kicks the ball. 
 
 8. A player must never be supported, either by an object or any other 
 player, when he strikes the ball. 
 
 9. No player, except the captain, is privileged to address the umpire. 
 
 10. A ball that is knocked under the net is declared out of play. It goes 
 to the opposite side in such an event. 
 
 11. A ball is still in play if it strikes any object within the playing 
 space and rebounds into the court. 
 
ISO 
 
 PHYSICAL EDUCATION COMPLETE 
 
 12. A ball is declared out of play and goes to the opposite side if it 
 strikes any object outside of the playing space and rebounds into the court. 
 
 Valuable Hints to Players. 
 
 1. Be interested and great will be your reward. 
 
 2. Avoid playing the ball when it is clearly within the territory of 
 another player. 
 
 3. Never lose a chance to play the ball when it is yours. 
 
 4. Keep your eyes constantly on the ball. 
 
 5. Develop team work by knocking the ball from one to another on 
 the same team. 
 
 6. Watch your chance to knock it over the net in unguarded spots. 
 
 7. It is well to learn to use both hands in returning the ball. 
 
 CAPTAIN BALL. 
 
 Captain Ball is a game especially adaptable to Rural School Playgrounds, 
 as it can be played by any equal number of players and by many of the grades. 
 As it accommodates itself to any number of players according to the play 
 space available, it is one of the best games for all School Playgrounds. 
 
 Directions for Playing Captain Ball. 
 
 The Field : The space that can be allotted to the game is divided into 
 two equal courts (see diagram A-B and C-D) with a strip (B-C) four feet 
 wide between. 
 
 A 8 C p 
 
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 FIELDER 
 
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FOR SCHOOLS AND PLAYGROUNDS 151 
 
 Boundary lines being thus established, circles, or squares if more con- 
 venient, two feet in diameter are marked off on each court. The number of 
 these goal boxes will be determined by the size of the courts and by the num- 
 ber of players, there being one goal for every two players. The Captains' 
 goals (No. 1) are placed in the middle of each court near the end boundary 
 lines (A and D). 
 
 The Team : Players are formed into two equal teams, each having a 
 Captain (box 1), a Fielder (strip B-C), Coalers (boxes 2, 3, 4, 5, 6), and 
 Cuards (outside of the boxes). 
 
 The Game. 
 
 1. Select Teams. 
 
 2. Choose Captains and Fielders. 
 
 3. Captains take position in goal boxes No. 1. 
 
 4. Fielders take position in strip B-C opposite each other. 
 
 5. Captain stations Coalers in boxes 2, 3, 4, 5, 6 of Court C-D, and Guards 
 in front of goals in court A-B. 
 
 6. Captain stations Coalers in boxes 2, 3, 4, 5, 6 of court A-B, and Guards 
 in front of goals in court C-D. 
 
 7. The Game is called by the Referee's whistle. He takes his position 
 in the strip B-C between the two Fielders and tosses up a basket-ball. 
 
 8. The Fielder who secures possession of the ball tries to toss it to the 
 nearest Coaler of his side, the opposing Fielder guarding to prevent the throw 
 and to secure the ball to toss to his Goaler. 
 
 9. The ball is kept in play by being tossed from Goaler to Goaler until 
 it is caught by a Captain. This scores a point for that side and the ball goes 
 to the Referee for another toss. 
 
 10. Any score decided upon by the Captains constitutes a game. 
 
 Duties of the Players. 
 
 1. It is the duty of the Captain to try and catch the ball when thrown 
 to him by a Goaler. 
 
 2. The Coalers are to get the ball when thrown to them by a Goaler or 
 a Fielder, or whenever it can be picked up near their goal, and throw it to 
 Goaler No. 2, who in turn throws it to his Captain. Coalers may step one 
 foot only out of the goal in order to obtain the ball. 
 
 3. The Guards are to guard the goal boxes and prevent the Coalers 
 from gaining possession of the ball. They must not step into the goals or 
 on the line, but may play anywhere in their court and recover a ball that 
 goes out of bounds. The Guards may throw the ball to each other and to 
 the Fielder of their side. 
 
152 PHYSICAL EDUCATION COMPLETE 
 
 4. The Fielders will always throw the ball to their nearest Goaler. They 
 may play in the strip B-C and just over the line of their own court. 
 
 5. The Referee calls the game, declares fouls and keeps the score. 
 
 Rules. 
 
 1. A ball that goes out of bounds must be returned by the nearest Ciuard 
 to the spot where it crossed the boundary line, and from that point thrown 
 to another Guard. 
 
 2. Fielders throw the ball to Coalers only. 
 
 3. Coalers throw the ball to each other; the ball may be thrown to the 
 Captain only by Coaler No. 2. 
 
 4. Guards throw the ball to each other and their Fielder. 
 
 5. The ball should be thrown rapidly from player to player, the object 
 being to get it to Coaler No. 2 as quickly as possible, as this is the only 
 player who is entitled to throw the ball to the Captain except in case of a 
 "free throw." 
 
 6. A foul entitles the opposing team to a "free throw," which may be 
 made by either No. 5 or No. 6 Goaler, who, unguarded, makes the throw to the 
 Captain. 
 
 7. Guarding may be done only by jumping to catch the ball as it leaves 
 the hands of the thrower. The ball must be caught, not batted with the hands 
 or blocked, and no throw must be prevented by "over-guarding." 
 
 8. Care should be exercised in the placing of players to see that the 
 Goaler and opposing Guard are about the same height, as otherwise the taller 
 players have too much of an advantage. 
 
 Fouls. 
 
 1. For a Goaler or the Captain to step both feet outside the goal box; 
 for a Guard to step in a goal box ; for any player to step on a boundary line 
 of the courts or a goal box. 
 
 2. For a player to knock the ball out of another player's hands or to 
 block a throw. 
 
 3. Kicking, bouncing the ball or batting the ball with the hands. 
 
 4. The Referee may foul a player for over-guarding or rough play. 
 
 5. It is a foul play to throw the ball to any but the right player (see 
 Duties of Players, No. 2, No. 3 and No. 4). 
 
 6. For a player to hold the ball longer than 3 seconds. 
 
 7. A ball that is caught and held by two players is a "simultaneous foul," 
 and entitles both sides to a "free throw." 
 
 8. (Players who refuse to abide by the decision of the Referee shall be 
 ordered from the court.) 
 
FOR SCHOOLS AND rLAVGROUNDS 
 
 153 
 
 GERMAN BAT BALL NUMBER ONE. 
 
 nxxxxxxx ETC. 
 I a 34.56 78 
 
 X' BATTERS 
 ♦ •FIELDERS 
 
 Players: Any number to make 
 equal teams. 
 
 Field: Marked off according to 
 diagram and always ten feet from the 
 Batting Line (A) to the Home Line 
 (B). Make larger according to the 
 number of players. 
 
 Apparatus : Volley Ball or Basket 
 Ball and a Goal Post (X). 
 
 The Players are formed into two 
 teams, the Batters and Fielders, who 
 toss up for first position as Batters. 
 The Batters take position on the line 
 A-A, in turn, for batting, and the 
 Fielders may cover the territory in and 
 around Courts 1 and 2. 
 
 Rules. 
 
 L The Batters must bat accord- 
 ing to number and stand for batting 
 on the batting line (A). 
 
 2. The ball is batted as in Volley Ball, with the open hand if a Volley 
 Ball is used, and the clenched fist if a Basket Ball is used. Each Batter is 
 allowed two chances to get the ball across the home line. It must be sent, in 
 all cases, across the Home Line or the batter loses his turn. 
 
 * 
 
 GOAL(x) POST 
 
 * * 
 
 I 
 
 GERMAN BAT BALL— FOURTH AND FIFTH GRADES 
 
 3. After batting the ball the Batter runs across the Home Line, through 
 Court numljer one, around the Goal Post (X) and up through Court number, 
 two, back to the Batter's Box. This constitutes a "run" and scores one point 
 for his team. If he is hit by the ball thrown by a Fielder before he reaches 
 the Batter's Box he is "out" and must take his place in line to await his turn 
 to bat asjain. 
 
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FOR SCHOOLS AND PLAYGROUNDS ISS 
 
 Fouls. 
 
 1. To run with the ball. 
 
 2. To hold the ball longer than five seconds. 
 
 3. To interfere with a runner. 
 
 Scoring'. 
 
 Each run scores one point, and a team remains at the bat until three 
 players have been hit out by Fielders. 
 
 A foul gives one point to the opposing team. 
 
 Any score determined upon at the beginning of the game shall constitute 
 a game, or the greatest score earned within a certain time names the winning 
 team. 
 
 (Note — A particularly good game for ungraded classes.) 
 
 GERMAN BAT BALL NUMBER TWO. 
 
 This is a modification of German Bat Ball Number One and is particu- 
 larly adaptable where there are but few players available. 
 
 Players are formed into two squads, who score individually, as follows: 
 
 1. If a Batter is hit out by a Fielder he is declared "out" and at once 
 changes places with the Fielder who hit him out. The new Batter now takes 
 his place at the end of the line to await his turn to bat. 
 
 2. Fouls count against the score of the player who makes them. 
 
 3. At the end of the game the player having scored the greatest number 
 of runs is the winner. 
 
 4. The length of time a game is to run is decided upon before the play 
 is started. This may be ten, twenty, thirty minutes or even a longer time if 
 desired. 
 
 PLAYGROUND BASEBALL. (Abbreviated Rules.) 
 
 This is an ideal game for both boys and girls from the fourth grade age 
 through the eighth, and is particularly recommended for girls of High 
 Schools and Normals. 
 
 The distance around the Diamond on "Infield" is 140 feet, divided to 
 form a perfect square, each side of which is 35 feet long. 
 
 The Home Plate is 1 foot square, placed inside the Diamond and in con- 
 tact with the lines Home to 1st Base and Home to 3rd Base. 
 
 1st, 2nd and 3rd Bases are ly'2 feet square, placed inside the Diamond 
 in contact with the lines between bases. 
 
1S6 
 
 PHYSICAL EDUCATION COMPLETE 
 How to Mark Off the Diamond. 
 
 2"J BASE 
 
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 PITCHERS PLATE 
 
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 HOME PI ATE 
 
 The Pitcher's Plate is 10 inches by 2 inches, made of any hard substance 
 and placed 30 feet distant from the Home Plate on a line between Home 
 and 2nd. 
 
 The distance from Home to 2nd Base across the Diamond is 48^/2 feet. 
 
 The distance from 1st to 3rd across the diamond is ASi^A feet. 
 
 The Batsmaui's Box. 
 
 The Batsman's Box is placed, one on each side of the Home Plate, each 
 being 3 feet wide by 4 feet long, and, placed in such position that they touch 
 the lines of the Diamond, 1 foot in front of the Home Plate and 3 feet be- 
 hind it. 
 
 Fail* and Foul Ground. 
 
 From 1st and 3rd Bases, lines are extentled to the boundaries of the 
 grounds. The Foul Lines are those from the outer corners of the Home 
 Plate, along the outside edges of 1st and 3rd Bases along the extensions to 
 the boundaries of the ground. All the space outside these lines is Foul 
 Ground and all within, Fair. 
 
 InBeld and Outfield. 
 
 The regular Diamond forms the Infield and the field within the extension 
 lines from 1st and 3rd Bases to the boundaries of the grounds, covers what 
 is known as the Outfield. 
 
FOR SCHOOLS AND PLAYGROUNDS 157 
 
 Ball and Bat. 
 
 A 12-iiu-h l>all is used where the play space is unlimited. 
 
 A 14-iiich Ijall is used where there is less room. 
 
 A 17-iiu-h bail is used where the play space is very limited. 
 
 The bat should measure about 2% feet by 2 inches at the widest part. 
 
 Players. 
 
 There are ten players on a side, Pitcher, Catcher, 1st, 2nd, 3rd Baseman, 
 Right, Center and Left Fielders and Right and Left Shortstops. The players 
 are assigned their respective positions by their Captain. 
 
 Game. 
 
 The regular game consists of nine innings ; however, it may be shortened 
 to seven or five, as decided upon by the two Captains. The choice of innings 
 may be decided by flipping a coin or by a player from each team being chosen 
 to toss the bat to each other known as "Hands Method." (In this, one takes 
 the bat in one hand and pitches it to the opponent, who catches it with one 
 hand. The tosser then places one hand around the bat just above the 
 catcher's hand, the catcher following with one hand and so on, alternating 
 until the handle of the bat is reached. One point is scored for the boy or girl 
 who last gets his ENTIRE hand on the bat. The palm of a hand rubbed over 
 the end of the bat's handle may touch both the bat and player's hand, but 
 it must touch the bat, anyway. The best two throws out of three decide the 
 winner.) 
 
 Good and Bad BzJls. 
 
 A ball which has been legally delivered by the Pitcher and passes over 
 any part of the Home Plate, not lower than the Batsman's knees nor higher 
 than his shoulders, is what is known as a "Good Ball." Anything else is a 
 "Bad Ball' and termed "Ball" by the Umpire. 
 
 Illegal Balls. 
 
 If the Pitcher's foot is not in contact with the Pitcher's Plate, or more 
 than one step forward is taken in delivering the ball, it is termed "Illegal" 
 and gives the Batter a base. 
 
 Pitcher's Position. 
 
 The Pitcher faces the Batter, both feet on the ground, in front of the 
 Pitcher's Plate. When delivering the ball to the bat he must keep one foot in 
 contact with the Pitcher's Plate, and ONE FORWARD STEP ONLY IS 
 ALLOWED WHEN PITCHING THE BALL. 
 
158 PHYSICAL EDUCATION COMPLETE 
 
 Pitching. 
 
 The ball must be delivered to the bat by the underhand throw, the arm 
 swung parallel with the body on the final swing. All other plays may be 
 made by the overhand throw. 
 
 The Pitcher must hold the ball in front of his body and in plain sight 
 of the Umpire before delivery to the bat. 
 
 Balk. 
 
 Should the Pitcher hold the ball sufficiently long as to unnecessarily 
 delay the game or to make a motion as if delivering the ball without his doing 
 SO, shall be termed a "Balk," and gives the Base Runner a base. 
 
 Dead Ball. 
 
 A ball delivered by the Pitcher which strikes the Batter is called a "Dead 
 Ball," BUT IT DOES NOT GIVE THE BATTER A BASE. Should the 
 Batter intentionally place himself in such a position as to be struck by a 
 ball, or should he interfere in any way with the ball that is pitched, a "Strike" 
 is called on him. 
 
 Block BalL 
 
 A Block Ball is one that is batted or thrown by a player and stopped by 
 any person who has no part in the game. When such occurs, the Base Run- 
 ners must stop at the last base touched and there remain until the Umpire 
 again calls "Play." 
 
 Fair and Foul Balls. 
 
 A Fair Ball is one which strikes inside or ON the Foul Line, the VERY 
 FIRST POINT OF CONTACT WITH THE GROUND DECIDING THIS 
 POINT, REGARDLESS OF WHERE THE BALL MAY AFTERWARDS 
 ROLL. 
 
 A Foul Ball is one which strikes outside the Foul Line, even though it 
 may afterwards roll into the Diamond. 
 
 Foul Tip. Foul Hit. Foul Strike. 
 
 1. Foul Tip. This is a ball that tips the bat but does not go higher 
 than the Batter's head. 
 
 2. Foul Hit. This is a ball that the Batter hits and which lands out- 
 side of fair ground. 
 
 3. Foul Strike. This is a ball that is batted by the Batter into fair 
 ground while the Batter has had some part of his body outside the Batter's 
 Box. 
 
FOR SCHOOLS AND PLAYGROUNDS 159 
 
 Strikes. 
 
 There are four chances to call a "Strike" on a Batter, namely: 
 
 1. A hall struck by the Batter without it touching his bat. 
 
 2. A Foul Tip caught by the Catcher. 
 
 3. A "Good Ball" pitched which is not struck at by the Batter. 
 
 4. A ball legally delivered by the Pitcher but which is intentionally 
 interfered with by the Batter. 
 
 (Note — Any Base Runner may advance on a Foul Tip caught, the same 
 as on a regular strike.) 
 
 Regular Order of Base Running. 
 
 Each Base Runner must touch each base in regular order of running, 
 1st, 2nd, 3rd and Home, or 3rd, 2nd, 1st and Home. 
 
 In Playground Baseball we have our choice of making 1st or 3rd Base 
 the 1st Base, but THERE MUST BE NO BASE RUNNER ON ANY BASE 
 WHEN THE BATSMAN BECOMES A BASE RUNNER AND MAKES 
 THIS SELECTION. The next man to the bat must follow in this order 
 JUST AS LONG AS THERE IS ANY RUNNER ON A BASE. 
 
 The Batter Is Out. 
 
 1. If he bats out of his turn and makes a fair hit before the mistake is 
 discovered. 
 
 2. If he is not in his position in the Batter's Box inside one minute 
 after the Umpire has called "Batter up." 
 
 3. If he makes a Foul Hit which is caught IN A FIELDER'S HANDS. 
 
 4. If he makes a Foul Strike. 
 
 5. If he has three strikes, the third being caught by the Catcher. (The 
 Batter is allowed to run on the third strike.) 
 
 6. If he intentionally interferes with the Catcher in fielding the ball. 
 
 7. If struck by the ball on his third strike. 
 
 The Batsmzm a Base Runner. 
 
 1. The Batter is a Base Runner instantly AFTER he makes a fair hit. 
 
 2. ,A.fter the Umpire calls "Ball Three" on him. This gives him a 
 "walk," but he must get to 1st Base without any delay. 
 
160 PHYSICAL EDUCATION COMPLETE 
 
 3. After the Umpire calls "Strike Three" on him. 
 
 4. After the Umpire calls an "Illes^al Delivery" on the Pitcher. 
 
 When a Base Runner Should Start. 
 
 1. AFTER A PITCHED BALL HAS REACHED OR PASSED THE 
 CATCHER'S HANDS. (Should this rule be violated the Base Runner may 
 be called back for premature starting.) 
 
 2. NO BASE RUNNER IS ALLOWED TO "SNEAK" OR "STEAL" 
 BASES. 
 
 3. EACH BASE RUNNER MUST BE ON HIS BASE WHEN THE 
 PITCHER IS READY TO DELIVER THE BALL TO THE BAT. 
 
 Base Runners Entitled to Beises. 
 
 The Base Runner may, without being put out, take one base in the fol- 
 lowing instances : 
 
 1. If, as Batter, the Umpire calls "Ball Three." 
 
 2. If the Batter who follows is given, for any reason whatsoever, a base. 
 
 3. If the Umpire declares a "Balk." 
 
 4. If, while he is Batter, the LTmpire declares an "Illegal Pitch." 
 
 5. If the Pitcher delivers the ball to the Batter before the Base Runner 
 has had time to return to his base. 
 
 6. If a Fair Hit touches the person or clothing of the Umpire while he 
 is on fair ground. 
 
 7. If an opponent interferes with him reaching his base. 
 
 8. Oidy one base may be taken on a "Pass Ball" (one which passes or is 
 "muffed" by a player.) 
 
 Base Runner May Be Put Out. 
 
 1. If, while Batter, a Fair Hit is made and caught by a Fielder before 
 it touches the ground. Known as a "Fly." 
 
 2. If, while Batter, his third strike is caught before it touches the 
 ground or an object. 
 
 3. If, after the third strike, he is touched with the ball by any player 
 before he touches his legal base. 
 
 4. If, in running the base, a runner runs more than three feet from the 
 lines of the Infield in order to avoitl being touched b}- the ball in the hands 
 of any player. 
 
FOR SCHOOLS AND PLAYGROUNDS 161 
 
 (Note — Should a player be standing in the Base Runner's path in his 
 attempt to catch the ball, the Base Runner is entitled to run out of the 
 regular path and must not be declared out for having done so.) 
 
 5. If a Base Runner runs into a player who is trying to catch a batted 
 ball or intentionally interferes with a thrown ball. 
 
 6. If at any time while the ball is in play he is touched with the ball in 
 the hands of any plaver while some part of his person is not in contact with 
 his legal base, PROVIDKD THE ONE WHO TOUCHES HIM DOES NOT 
 DROP THE BALL AFTER TOUCHING HIM. 
 
 7. Base Runner may be put out if there is failure to touch any base to 
 which he has run. He may be put out at the base he has failed to touch by 
 a player who, holding the ball in his hands, goes to that base and touches it. 
 
 (Note — Any Base Runner is entitled to overrun a base he has reached 
 and touched, BUT HE MUST RETURN AT QNCE TQ THE BASE AND 
 TOUCH IT AGAIN.) 
 
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FOR SCHOOLS AND PLAYGROUNDS 
 
 SOCCER FOOTBALL. 
 Diagram of One-half the Field and a Short Synopsis of the Rules. 
 
 163 
 
 h/ALF 
 
 WAY 
 
 L/NE 
 
 LEFT 
 
 IN gj SIDE 
 
 RIGHT 
 
 tefT^HALF 
 BACK 
 
 CeHTBR ^HALF 
 BACK 
 
 RI6HT^HALF 
 BACK 
 
 PENALTY 
 L.FULLBACK 
 
 RADIUS 
 
 » FULLBACK 
 
 ■60''>r- 
 
 OOAL AREA 
 
 GOAL X K££P£lt 
 
 GOAL 
 
 CODKFK 
 FLAG 
 
 Players : Eleven on a side. 
 
 Field : Maximum size, 390 feet by 300 feet ; minimum size, 300 feet by 
 150 feet. 
 
 Center of Half Way Line should be indicated by a mark of some suitable 
 nature. 
 
 Center Circle : Diameter, 60 feet. 
 
 Goals: 138 feet from each Corner Flag on the Goal Lines (24 feet 
 apart) set two upright posts, 8 feet high, with a bar across. The greatest 
 width of the goal posts and depth of the bar shall be 5 inches. 
 
 Penalty Kick Mark: Placed 36 feet from the center of the Goal Line, 
 directly in a line with the center of the circle. 
 
 Ball: The ball shall be 27 inches in circumference and not more than 
 28 inches. 
 
 Time of Game : 90 minutes, unless otherwise agreed upon. 
 
 Ends shall be changed at half time, five minutes allowed between halves. 
 
 Winners of toss may have choice of kick-ofif or goals. 
 
 Object of the Game: To KICK the ball between the Goal Posts under 
 the bar — not thrown, knocked on, or carried by any player of the attacking 
 side. 
 
 Simple Rules for the Game of Soccer Football. 
 
 (The following rules arranged by W. E. VAN GILDER.) 
 
 The ball is in play on the kick-off when it has rolled completely over. 
 The player who first kicked it cannot play it again until it has been played 
 by another player. 
 
164 PHYSICAL EDUCATION COMPLETE 
 
 All opposing players shall be at least ten yards from the ball on the 
 kick-off. 
 
 When the ball is kicked out of bounds the Linesmen decide which side 
 put it out, and it is thrown into the field of play again by the opposite side. 
 The player who throws it in must stand with part of both feet on the side 
 line, throw the ball with both hands over his head, and he must not play 
 the ball again until it hac. been played by another. 
 
 When the ball is kicked behind the goal line by one of the attacking 
 side, it is kicked onto the held of play by one of the defenders from a point 
 nearest — on the goal area. 
 
 When it is kicked behind the goal line by one of the defenders it is then 
 kicked onto the field of play by one of the attacking side from the corner 
 flag, called a corner kick. 
 
 In case play is suspended, or a double foul committed, the Referee drops 
 the ball on the ground at that point, and as it touches the ground is in play 
 again. 
 
 A goal is scored when the ball has passed between the goal posts below 
 the cross bar. In case the bar has been removed the Referee shall decide 
 whether the ball passed below the supposed cross bar. 
 
 A goal may be scored from a free kick only when it follows a deliberate 
 or vicious foul. 
 
 A goal may be scored on a penalty kick when it passes the goal post 
 below the bar, regardless of anyone touching it. A goal cannot be scored 
 from a throw-in. 
 
 The ball is always in play should it strike the Referee, Linesman or if 
 it rebounds from the goal post or corner flag. 
 
 Each goal scored in the game counts 1 point. Each game counts 2 
 points. In case of even score (tie) each team is given 1 point. 
 
 Fouls. 
 
 Tripping, kicking, striking, holding or pushing an opponent or deliber- 
 ately handling the ball (except using the head) are all classed as fouls, and a 
 free kick from the point of committance is usually awarded the offended side. 
 
 Deliberate and vicious conduct by a player towards an opponent may 
 cause his removal from the game. 
 
 A deliberate foul committed within the penalty area by the defending 
 side awards a penalty kick to the opponent. 
 
 Only the kicker and goal keeper are allowed within the penalty area 
 until the ball is kicked, when the rest of the players may follow into the play. 
 
 The goal keeper, and only the goal keeper within his penalt}' area, may 
 use his hands on the ball and then not to carry it. 
 
 The goal keeper is not to be charged, except when he is holding the ball 
 obstructing an opponent or when he is outside the goal area. 
 
 The goal keeper may be changed during the game by giving notice of 
 the change to the Referee. 
 
 A player is offside if he plays the ball from another player of his team 
 
FOR SCHOOLS AND PLAYGROUNDS 155 
 
 when there are not three of his opponents between him and the goal at 
 tliat time. 
 
 A placer may take the ball down the field on a dribble and shoot a goal 
 if he passes all the opposing team in his play. 
 
 A player is also offside if he is nearer to his opponents' goal than the 
 three opponents, even though he does not make an effort to play 
 
 The Referee has complete charge of the game and his decisions on all 
 fouls, free kicks, offside plays and suspensions of play are final. He has the 
 privilege also of changing Linesmen during the game if he considers the 
 duty of these men is being neglected or there is any partiality being shown 
 either team. 
 
 Some Hints to the Various Players. 
 
 TO THE GOAL KEEPER: 
 
 Do not rely too much on your kicking. Use your hands. 
 
 Do not develop the habit of leaving the goal. 
 
 Do not fist the ball when you can use both hands. 
 TO THE FULLBACKS : 
 
 Do not play too near each other. 
 
 Do not try to dribble. Get rid of the ball. 
 
 Do not go too far up the field nor stay so close as to retard the work 
 of the Goal Keeper. 
 TO THE HALFBACKS : 
 
 When beaten by an opponent follow him and try again. 
 
 Always help the Forwards at all times, and the Fullbacks when it is 
 necessary. 
 
 Keep the ball low. Do not balloon it. 
 TO THE FORWARDS: 
 
 Do not indulge in too much individual playing. Watch your teammates. 
 
 Remember to make an opening and also to take one. 
 
 Kick and shoot the ball from the instep and keep it low. 
 
 TO THE CAPTAIN OF THE TEAM : 
 
 Do not grumble at or scold an offending player. He feels his mistake 
 as much as you. 
 
 Lead your team always. Never drive. 
 
 Have no special players or favorites. You are all playing together, 
 TO THE TEAM : 
 
 Never argue with the Referee. He is judge of all plays and has complete 
 charge of the game. 
 
 Be gentlemanly at all times. Never indulge in foul or underhanded play- 
 ing of any sort, at any time. 
 
 Learn to accept defeat as well as victory. It is better to be beaten 
 honestly than to win a victory by unfair methods. 
 
 Bear no resentment toward a player. Forget it as soon as the play is 
 over. 
 
166 
 
 PHYSICAL EDUCATION COMPLETE 
 
 TENNIS. 
 How to Mark Off a Tennis Court. 
 
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 FIG. t-' 
 
 ONE 
 
 Figure One represents a Single and Double Court. 
 
 Figure Two represents one end of a Single Court or that space in Figure 
 One included in the lines L— E, E— R, R— P, P— L, G— T and N— K. 
 
 As the Double Court includes the Singk, it is best to measure the latter 
 one first, then add the two side lines for the Double Court. 
 
 Consult Figure Two for the following: 
 L— K 21 feet. 
 K— E 18 feet. 
 L— P 27 feet. 
 p_R 39 feet. 
 T— G 21 feet. 
 L — R 47 feet 5 inches. 
 
 Select the position of the net and drive in the ground. 27 feet apart, at 
 the points L and P, two small stakes. Measure off 47 feet 5 inches on a 
 chalk line or stout cord and attach one end of it to point L. At point P at- 
 tach a tape line, measure off a distance of 39 feet and bring the chalk line 
 and tape together at point R. This will give one corner of the Single Court. 
 Reverse the chalk line and tape measure on points L and P and mark the 
 point E. At the point K on the line L — E, 21 feet from L space a stake. 
 Repeat this on the line P — R, driving a stake at N. This marks the Service 
 Line. Divide the lines L — P and K — N into equal parts and connect by 
 the line T — G. Connect the line E. — R. Repeat the same operations on the' 
 other side of the net, when the Single Court will be marked. 
 
 To complete the Double Court extend the line E — R in each direction 
 4 feet 6 inches. Repeat the operation on the other side of the net, line O— V 
 in Figure Two, and connect the lines A — G and C — D. 
 
 Marking plates should be placed in the ground at points, A, B, C, D, M, 
 K, X, N, H and G. These are only necessary for lawn or dirt courts, as they 
 make the relining of a court a very simple matter once they are put into 
 place. 
 
FOR SCHOOLS AND PLAYGROUNDS 167 
 
 TENNIS. 
 (Condensed Rules.) 
 
 Tennis is a game that is played by two or four people. When two play, 
 tlie game is spoken of as "Singles," the play space used is 27 feet by 78 feet 
 and covers the territory bounded by the lines O — E, E — R, R — V and V — O 
 (Fig. One). When four play, the game is spoken of as "Doubles," and the 
 full court is required. 
 
 Object of the Game. 
 
 The object of the game is to knock the ball ("place" it) in some portion 
 of the opponent's court so that he cannot return it. 
 
 The ball is knocked back and forth over the net until one side fails to 
 hit it at all, knocks it out of bounds, into the net or fails to send it over the 
 net. A point is given to either side when the opposing side fails to get 
 the ball into an adversary's court. 
 
 Server and Receiver. 
 
 The player, chosen by lot, who first hits the ball, or serves it, as it is 
 called, is known as the Server, and the one to whom the ball is served is 
 known as the Receiver. ■ The same player serves until a game is over, when 
 the Receiver becomes Server and the one who was Server is the Receiver, 
 this alternating continuing until the playing is completed. 
 
 Playing. 
 
 The Server stands with one foot on the line A — C or B — D (this depends 
 upon the court in which he is playing), throws the ball up into the air and 
 endeavors to knock it into the Receiver's court. After he has delivered this 
 service each side must strike the ball in turn, striking it either before it 
 touches the ground (known as a "Volley") or before it has bounced a 
 second time. 
 
 (Note — It is against the rules to "Volley" in returning the service, but 
 after this first stroke of the Server and Receiver, either player may take 
 his choice of "Volleying" or returning the ball on the first bounce. 
 
 Two balls are allowed in each service. Should a "Let" ball be served, 
 that is one which just tips the net, another is allowed in its place. A "Let" 
 ball is good and counts as a return if it occurs AFTER THE FIRST SERV- 
 ICE, that is after the Server has succeeded in placing the ball in his 
 opponent's court, CLEAR of the net. 
 
 Scoring. 
 
 The method of scoring is not as difficult as it may at first seem. 
 
 The point first scored for either side counts 15 for the winner, and the 
 score is spoken of as 15 — Love, "Love" meaning "nothing" in Tennis. If 
 the side which lost the first point succeeds in winning the second the score 
 stands 15 — All, "AH" meaning "even" in every case. The Server's score 
 is always spoken first, therefore if he wins the first point the score stands 
 15 — Love. Should he lose, the score is Love — 15. 
 
168 PHYSICAL EDUCATION COMPLETE 
 
 The second point scored for either side is 30. If the Server wins the 
 first two points the score is 30 — Love, and if won by his adversary it is Love 
 • — 30. In the case of each winning- a point the next count would be 30 — 15 
 or 15 — 30, according to which jilayer is in the lead. 30 — All is next, when 
 each side has won two points. 
 
 The third point scored for either side is 40. If the Server wins the first 
 three points the score is 40 — Love. If he wins three points and his opponent 
 one the score is 40 — 15. If he wins three and the opponent two the score 
 is 40—30. 
 
 The fourth point scored for either side gives that side the game, 
 
 UNLESS EACH SIDE WINS THREE POINTS, score 40— All, but which in 
 Tennis is spoken of as "Deuce." Should either side have a score of 40 — 30 
 and the next point (the fourth) is won by the leading side, the game be- 
 longs to that side. 
 
 From "Deuce" the score becomes "Advantage-in" or "Advantage-out." 
 
 This depends upon whether the Server won the point or the Receiver. The 
 Server is always "Ad-in" and the Receiver "Ad-out." Either side having 
 "Ad" in its favor wins the game by securing the next point. Should "Ad" 
 side lose the coveted point the score becomes "Deuce" again, and from that 
 point goes on again to "Ad-in" or "Ad-out." ONCE THE SCORE BE- 
 COMES DEUCE IT TAKES TWO POINTS SECURED IN SUCCESSION 
 TO WIN THE GAME. 
 
 Score by Geunes. 
 
 The score in games is given with the Server's score first. If the games 
 
 are even the score is spoken of as 1 — All, 2 — All, etc., up to 5 — All, when 
 
 "Deuce" and "Vantage" games are played. This means that one side has 
 
 to win, IN SUCCESSION, two games before winning the set. 5 — All is the 
 same as "Deuce." 
 
 BASKET BALL. 
 
 There is no game played to-day that demands such a variety of muscular 
 action as Basket Ball. It is a game that calls into play all the muscles, there 
 is a powerful call for heart and lung action and much agitation of all the 
 abdominal organs. The powers of circulation, respiration and digestion are 
 all greatly increased and the nervous system is given a splendid toning up. 
 These facts all make Basket Ball an ideal exercise, provided the game is 
 played for fun, or is not abused by INTENSE competition. Immature girls 
 derive much benefit from this game when played in a friendly way. Under 
 no circumstances should girls in the grades be allowed to participate in 
 Basket Ball contests. 
 
 According to physicians, the organ that is most apt to be damaged is the 
 heart, which in the case of an immature girl has not reached its normal 
 growth. It is more susceptible to permanent injury at this period than at 
 any other time. All girls of a high strung, nervous temperament should be 
 
FOR SCHOOLS AND PLAYGROUNDS 169 
 
 very carefully supervised when jjlaying' this game, and should not be given 
 permission to take part in contests. 
 
 For the girl who possesses a vigorous heart, strong- lungs and NO 
 NERVES, Basket Ball is all right. 
 
 Volley Ball is an excellent substitute for Basket Ball in the grades, and 
 for this reason alone such a game warrants a great deal of consideration by 
 instructors. 
 
 ATHLETICS FOR GRAMMAR GRADES. 
 
 Athletics for Boys. 
 
 Athletics of a suitable type should be provided for all boys of the 
 Sixth, Seventh and Eighth Grades. Where Athletics are to be made a part 
 of the work of the School Playground the wise teacher will secure the con- 
 sent of the parents of each boy before permitting him to participate in such 
 activities. Now and then accidents will occur, no matter how careful and 
 watchful an instructor may be, and, tmfortvmately, there are people in the 
 world who do not hesitate to take advantage of such opportunities to make 
 trouble for those in charge of the work. A little precaution in such matters 
 is well worth while. 
 
 Erect on your Playground at least two horizontal bars for your boys 
 and the 5ame number for the girls. Place one at the disposal of the smaller 
 and larger children of both the boys' and girls' sections of the grounds, and 
 then give them instructions in how to run short distances, chin the bar and to 
 make the standing broad jump. Once each year have what you may call the 
 Annual Athletic Badge Test, when all those entitled to compete, enter the 
 class for which they deem themselves fitted. For all purposes the standards 
 set by the Public Schools Athletic League will be found most satisfactory 
 and are as follows : 
 
 Class A— 
 
 60 Yards Dash, 8 3-5 seconds. 
 
 Pull Up (chinning the bar), 4 times. 
 
 Standing Ijroad jump, 5 feet 9 inches. 
 
 Class B— 
 
 60 Yards Dash indoors, 8 seconds ; or, 
 
 100 Yards Dash outdoors, 14 seconds. 
 
 Pull Up (chinning the bar), 6 times. 
 
 Standing broad jump, 6 feet 6 inches. 
 
 (Note — The Pull Up must be made each time by the body being raised 
 and lowered the full arm length, and there must be no kicking, jerking, twist- 
 ing or throwing of the body in order to assist in raising the body to the 
 required height.) 
 
 All boys, regardless of age, weight or height classifications, should be 
 permitted to enter. PROVIDED they maintain a certain standard of pro- 
 ficiency in their school work, deportment in the schoolroom and on the play- 
 
170 PHYSICAL EDUCATION COMPLETE 
 
 ground, AND WHO ARE MAKING AN HONEST AND SATISFACTORY 
 EFFORT TO SECURE A GOOD CARRIAGE OF THE BODY. 
 
 Badges or buttons should be supplied which may be presented to each 
 boy when he has proved himself a winner of all three events in the class 
 in which he entered. No boy shall be allowed more than one trial for each 
 of the three events in either Class A or B. The general rules that should 
 govern the competition will be found in the Public Schools Athletic League 
 Handbook, published by A. G. Spalding & Bros., and may be had for ten 
 cents per copy. This little, inexpensive book will be found of great value to 
 instructors who wish to introduce and carry on Athletics for boys and girls of 
 the Grammar Grades. 
 
 CAUTION — No Grammar Grade boy should be permitted to train for 
 anything beyond the 220 Yards Run, and the Hammer Throw, Shot Put and 
 Pole Vault should by all means be eliminated from their programme. 
 
 In order to encourage aiid develop interest in this line of work, it has 
 been found to be of the greatest help to adopt this Athletic Badge Test of 
 the Public Schools Athletic League, though it is not necessary to carry the 
 competition to the full extent of the League. The great aim of this organ- 
 ization has always been to improve the physical well being of the individual, 
 to stimulate ideas of honor and "the square deal" and to develop school 
 spirit and pride. Many of the large cities in the United States have for sev- 
 eral years carried this work on most successfully, and I wish it were possible 
 for every city in our land to organize such a League for the benefit of the 
 boys and girls who are to be the future citizens of that city. However, 
 because such an undertaking is not always possible. Athletics need not be 
 eliminated from the programme of the activities of the School Playground 
 and the simple plan given will easily cover all the needs of all schools. 
 
 Athletics for Girls. 
 
 This constitutes one of the most important subjects with which all 
 Directors of Physical Education have to deal, and no one realizes more than 
 they that girls and young women of to-day are in greater need of rightly 
 planned and supervised Athletics than are our boys and young men. Social 
 customs and conventionalities, both as to conduct and dress, hamper to an 
 alarming degree the majority of girls in their search for health-giving sports, 
 and every possible encouragement and assistance should be given them to 
 overcome these obstacles and every effort made to place them in the way of 
 gaining grace, bodily strength and vigor — and consequently, happiness. Girls 
 need to learn the lessons which competitive games and sports teach. They 
 are sadly in need of much of the same training that boys receive through 
 play, and experience has shown that it is possible to accomplish this in 
 institutions where the instructors in charge of the work have the right idea 
 and ideals. Competition of the INTENSIVE variety, however, is not sport, 
 and when I speak of competition as being a good thing for our boys and 
 girls I do not mean that fierce, discourteous and rude competition which 
 makes young people forget the lessons of courtesy and regard for others. 
 
FOR SCHOOLS AND PLAYGROUNDS 171 
 
 Immature girls should he given climhing, archery, ball-throwing, folk- 
 dancing, standing broad jump, running hop-step-jump, running short dis- 
 tances, rowing, skating, swinmiing, tennis, volley ball, playground baseball 
 and basket ball where the game is a friendly one "just for fun." 
 
 I see no reason whatever why girls of Grammar Grades should not be 
 provided with an opportunity to participate in an Athletic Badge Test the 
 same as given to the boys of the Grammar Grades, but Athletics of the more 
 strenuous variety should not be permitted in either case, as the tension is 
 entirely too great for these young people. A few safe rules for the instructor 
 of Athletics for girls are as follows : 
 
 1. Select those which have no tendency to make girls less w-omanly 
 and refined. 
 
 2. Select those which are natural for girls and do not endanger their 
 health. 
 
 3. IN ALL CASES OMIT Hurdles, high or low. Hammer Throw, Shot 
 Put and Pole Vault. 
 
 4. ADAPT ATHLETICS TO THE GIRL, AND NOT THE GIRL TO 
 ATHLETICS. 
 
 ORDERS FOR INDOOR OR OUTDOOR GYMNASIUM MARCHING. 
 
 If the marching is to be done outdoors, mark of? a square or rectangle, 
 to correspond with what would be the floor in a gymnasium. Make the 
 size according to space available and requirements of the class. 
 
 Arrange the children in a single line, according to height, bovs and girls 
 in separate lines, or together, according to the best results obtained by the 
 teacher. Mark the center of two opposite lines to represent the front and 
 rear of the room or square. 
 
 ORDERS. 
 
 1. "Mark time. Left ( Voice ) Left (....V. R ) Forward (....V. R ) 
 
 MARCH 1" 
 
 2. "Single File, Down the Center !" 
 
 3. "Right and Left (or Left and Right) by Ones!" 
 
 (Give this command when the opposite end of the hall or square is 
 reached by the leader). 
 
 4. "By Twos I" when ready to march down center again. 
 
 5. "Right and Left by Twos I" 
 
 6. "By Fours 1" when ready to march down center again. 
 
 7. "Right and Left by Fours!" 
 
 8. "By Eights !" when ready to march down the center again. 
 
 9. "Right and Left by Fours!" 
 
 10. "Fall in by Fours !" when ready to march down center again. 
 
 (First a line of four falls in from one side and then the other.) 
 
 11. "Right and Left by Twos!" etc., back to the single file or any desired 
 
 formation. 
 
172 PHYSICAL EDUCATION COMPLETE 
 
 12. "Single File, WIND !" This figure is formed by having the children form 
 
 one large circle, the leader gradually moving in, narrowing the circle 
 until all are in a close mass. 
 
 13. "Single File, UNWIND !" or "Other Way !" when the leader reverses and 
 
 unwinds all into the large single circle again. In forming this figure, 
 each child should use care to keep his or her own place in the line, other- 
 wise the elifect is broken and confusion brought about. 
 
 14. "Single Squares !" This may be given at any time when the children are 
 
 coming down the center of the hall or square, by fours, and is given just 
 as the center of the hall is reached by the leaders. THE FOUR LINES 
 NOW MARCH AS FOLLOWS : 
 
 a. The two outside lines countermarch, keeping very close to their 
 own lines, march to the rear line of the square, thence to the out- 
 side corner, down the outside line to its center, then inside to the 
 center of the square, and repeat all. This forms one square for 
 each of the outside lines, providing enough children are in line to 
 close the square, 
 b. When the two outside lines are forming their squares according 
 to the directions given in (a) the two inside lines, AT THE VERY 
 SAME TIME, march forward by twos, to the front line of the hall 
 or square, there separate, the left line going to the outer left hand 
 corner and the right line to the outer right hand corner of the hall 
 or square. BY THIS TIME the four leaders should be each at 
 his or her own corner of the hall. NOW all proceed to the center 
 of the outside lines, in single file. When this point is reached, the 
 lines march by twos to the inside center of the square, AND 
 REPEAT THE FIGURE, thus making four squares inside the 
 space for marching. 
 
 15. "Star Formation!" is developed when the leaders of the four single lines 
 
 working in "Single Squares" reach their respective corners at the far 
 ends of the hall or square. The command is now given and executed by 
 the leaders marching from the corners of the room to the inside center 
 by a diagonal line. When the center is reached, the two lines on the 
 entire left side of the square, march by twos to the outside center of 
 the outside line and those forming the two lines on the entire right side 
 of the square, march by twos to the outside center of the outside line on 
 the right. The leaders now separate, each leading a line to the extreme 
 corner of the hall to again march to the center on the diagonal line, and 
 REPEAT THE FIGURE. 
 
 16. When it is now desired to give an order for another figure, first give the 
 order "By Twos to the Rear!" just as the lines marching by twos from 
 the center of the inside of the square to the center of the outside lines. 
 The children now march down the outside lines by twos all in the same 
 direction, to the center at which point they will fall into any formation 
 you may desire. 
 
Athletic Badge Test for Girls 
 
 Copyright. 1915 
 
 Joseph Lee, Trustee for Playground and Recreation 
 
 Association of America 
 
 Published Iiy permission of The Playground and Recreative Association of America, 
 No. 1 Madison Avenue, New York City, N. Y. 
 
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FOR SCHOOLS AND PLAYGROUNDS 175 
 
 THE ATHLETIC BADGE TESTS FOR GIRLS.* 
 
 The Playground and Recreation Association of America has adopted the 
 following- as standards which every normal girl ought to be able to attain: 
 
 First Test 
 
 All-up Indian Club Race 30 seconds 
 
 or Potato Race 42 seconds 
 
 Basket-ball Goal Throwing .• 2 goals, 6 trials 
 
 Balancing 24 ft., 2 trials 
 
 Second Test 
 
 All-up Indian Club Race 28 seconds 
 
 or Potato Race 39 seconds 
 
 Basket-ball Goal Throwing 3 goals, 6 trials 
 
 Balancing (bean-bag or book on head) 24 ft., 2 trials 
 
 Third Test 
 
 Running and Catching 20 seconds 
 
 Throwing for Distance, Basket-ball 42 ft., or Volley-ball 44 ft. 
 Volley-ball Serving 3 in 5 trials 
 
 The athletic sports of the girls in rural communities begin largely in the 
 schools. There are 226,000 one-room rural schools in the United States and 
 because of lack of gymnasium equipment and dressing-room facilities, events 
 requiring bloomers and bathing suits are not advisable. There are many 
 splendid events which cannot be used nationally. For instance, rowing, swim- 
 ming and other water sports are as impossible in many sections of the prairie 
 countries as are skating and skiing in the south. Archery, golf, field hockey, 
 horseback riding and tennis have been found to be quite beyond the means 
 at the disposal of the majority of the school girls in both city and country. 
 There are communities in which any form of dancing does not meet v.-ith 
 approval. In view of these facts, the above events have been agreed upon 
 as most suitable for use throughout the United States. 
 
 Rules for Tests. 
 
 There are no height, weight or age limits in the Athletic Badge Test for 
 Girls. The following general rules shall govern the final tests : 
 
 Unless otherwise stated in these rules, there shall be but one trial in each 
 event. 
 
 It is necessary to qualify in all three events in any class in order to win a 
 badge. 
 
 •The revision of the badge tests for girls, with the addition of the third badge test, has been 
 largely the work of Lee F. Hanmer, chairman of the special committee of the Association appointed to 
 work out the tests. 
 
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FOR SCHOOLS AND PLAYGROUNDS 177 
 
 No girl is permitted to receive more than one badge in any one year. 
 
 No girl is entitled to more than one first, second or third test badge even 
 though a full year has elapsed since she last qualified for a badge. 
 
 If a girl has already qualified for a third test or a second test badge, she 
 may qualify for and receive a badge for the lower test provided a full year 
 has elapsed. 
 
 Directions for Events. 
 
 ALL-UP INDL\N CLUB RACE 
 
 Draw two tangent circles, each three feet in diameter. In one of the 
 circles place three one-pound Model BS Indian Clubs. At a point thirty feet 
 distant from a line passed through the center of the circles, and parallel to 
 it, draw a line to be used as a starting line. 
 
 On the signal the girl runs from the starting line, transfers the three 
 clubs, one after the other, to the vacant circle so that they remain standing, 
 and runs back to the starting line. The girl makes three such trips finishing 
 at the starting line. The girl is permitted to use but one hand in transferring 
 the clubs. The surface within the circles should be smooth and level. A wide 
 l>oard may be used when the test is made out of doors. 
 
 To qualify in this event for a first test badge a girl must make the three 
 trips to the circles in thirty seconds. 
 
 To qualify in this event for a second test badge a girl must make the 
 tliree trips to the circles in twenty-eight seconds. 
 
 POTATO RACE 
 
 On a direct line draw four circles, each twelve inches in diameter and 
 five yards apart from center to center. Five yards back of the center of the 
 first circle and at right angles to the direct line, draw a line to be used as a 
 starting line. This is also the finish line. 
 
 On the first circle place a basket or other receptacle not over two feet in 
 height and with an opening not exceeding one foot in diameter. 
 
 On the signal the girl runs from the starting line, takes one potato from 
 the basket and places it in the first vacant circle (the one nearest the basket), 
 runs back to the basket, passes between it and the starting line, takes the 
 second potato from the basket, places it in the second circle, returns to the 
 basket, passes between it and the starting line, takes the third potato from 
 the basket, places it in third circle and runs back to the starting line. From 
 the starting line she runs to the first circle, picks up the potato and replaces 
 it in the basket, passes between the basket and the starting line, runs to the 
 second circle, picks up the potato, replaces it in the basket, passes between 
 the basket and the starting line, runs to the third circle, picks up the potato, 
 replaces it in the basket, and runs across the finish line. 
 
 If a potato is dropped anywhere but in the circle where it should be 
 placed or in the basket it must be picked up and properly placed before 
 another is touched. 
 
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FOR SCHOOLS AND PLAYGROUNDS 179 
 
 To qualify in the event for a first test badge a girl must cross the finish 
 line within forty-two seconds from the time the signal to start is given. 
 
 To qualify in this. event for a second test badge a girl must cross the 
 finish line within thirty-nine seconds from the time the signal to start is 
 given. Wooden blocks may be substituted for potatoes. 
 
 BASKET-BALL GOAL THROWING 
 
 The regular basket-ball goal may be used or a ring eighteen inches in 
 diameter (inside). It should be placed ten feet above the ground and the 
 inside rim should extend six inches from the surface to which it is attached. 
 
 From a point directly under the center of the goal draw a semi-circle 
 with a radius of fifteen feet, for a throwing line. 
 
 The girl may stand at any point outside of but touching the throwing 
 line. The basket ball used shall be of standard size and weight. 
 
 The goal may be made either by a clear throw or by bouncing against 
 the back-board. 
 
 To qualify in this event for a first test badge a girl must make two 
 goals in six trials. 
 
 To qualify in this event for a second test badge a girl must make three 
 goals in six trials. 
 
 BALANCING 
 
 A standard balance beam, twelve feet long and two inches wide, may be 
 used, or a two by four-inch plank, set on the two-inch side. The length shall 
 be twelve feet. 
 
 There is no time limit in this event but there should be an endeavor to 
 meet the requirements promptly, without haste, and with perfect poise. 
 
 In the first test the girl starts from the center of beam, walks forward 
 to the end, without turning, walks backward to center ; turns and walks 
 forward to other end ; turns and walks forward to starting point. 
 
 In the second test the girl starts from center of beam with a bean-bag 
 or book balanced on her head and walks forward to the end ; turns and 
 walks forward the entire length of the balance beam ; without turning, walks 
 backward to starting point. 
 
 Two trials are allowed in each test. 
 
 RUNNING AND CATCHING 
 
 At a distance of thirty feet from the starting line and parallel to it, 
 stretch a cord ten feet from the ground. 
 
 On the signal the girl runs from the starting line, tosses a basket-ball 
 or a volley-ball over the cord, catches it, and runs back to the starting line. 
 Three such trips are made, finishing at the starting line. In case of failure 
 to catch the ball, it must be secured, tossed over the cord (either direction) 
 and caught before continuing the run. 
 
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FOR SCHOOLS AND PLAYGROUNDS 
 
 181 
 
 The slartint;- line and the cord should both he well away from any wall, 
 backstop, or other object, so that neither the contestant nor the liall shall 
 touch any obstruction during the run. 
 
 To qualify for a badge in this event the three trips must be made in 
 twenty seconds. 
 
 THROWING FOR DISTANCE 
 
 A circle six feet in diameter shall be marked on the floor or ground. In 
 throwing, contestants shall not touch outside the circle with any part of the 
 body until after the ball has struck the ground. If any part of the body 
 touches outside the circle, the distance made shall not be recorded but the 
 throw shall count as one trial. Three trials are allowed and the best throw 
 shall be taken as the record. The throw is to be made with one hand, and 
 the distance required to qualify is forty-two feet with a basket-ball or forty- 
 four feet with a volley-ball. If this test is made out of doors, it should be 
 done on a day when the wind does not blow. 
 
 VOLLEY-BALL SERVING 
 
 A volley-ball net or piece of cord shall be stretched at a center height 
 eight feet across the playing space. Twenty-four feet distant a line shall 
 be drawn on the floor or ground parallel to the net. The contestant with 
 volley-ball in hand shall stand facing the net and toeing the line with either 
 foot. She tosses the ball with one hand as in tennis and strikes it with the 
 other hand over the net so that it shall fall within a square ten by ten feet. 
 This square shall be marked on the floor or ground ten feet from the net 
 and at right angles to it. Five trials are allowed to make three aces. If the 
 contestant steps forward over the line before the ball strikes the ground, no 
 score is allowed, but it counts as one trial. 
 
 Badges* 
 
 The following badges have been adopted for the three different classes : 
 
 The badge for the first test is distinguished by one star, the badge for the 
 second by two stars, the badge for the third test by three stars. All the 
 badges are in bronze. 
 
 •Designed by Mrs. Edith W. Burroughs, New York City, for the Playground and Recreation 
 Association of America, 1915. Copyright 1915, Joseph Lee, Trustee for Playground and Recreation 
 Association of America. 
 
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FOR SCHOOLS AND PLAYGROUNDS 183 
 
 The Association recommends that each girl passing the tests be allowed 
 to pay for her own badge, just as a young woman at college elected to Phi 
 Beta Kappa pays for the key awarded. 
 
 Prices 
 
 The price, postpaid, either singly or in quantity is twenty cents each. 
 
 Ordering' Badges 
 
 Public schools, private schools, playgrounds, evening recreation centers, 
 settlements, church organizations, and other organizations of good stand- 
 ing in any city, town, village or rural community may use the tests adopted 
 by the Association and certify on blanks furnished by the Association, the 
 names and addresses of girls passing the tests, ordering the number of 
 badges of each kind required. It is not possible for the Association to send 
 out sample badges. 
 
 The American Committee on Athletic Standards for Girls will pass on 
 each list certified. If such list is accepted by the committee, the badges 
 ordered will be forwarded on receipt of the money for such badges. The 
 Association will reserve the right to test girls whose names have been sent 
 in if in the judgment of the Committee it seems desirable to do so. The 
 Association will expect those certifying these lists to exercise the greatest 
 possible care. The object in passing on each list is so far as possible to 
 make sure that badges shall go only to such girls as have passed the tests 
 required. 
 
 THE BADGE TEST 
 
 What It Does 
 
 Every girl ought to have poise and control over her bod}'. 
 
 Every girl ought to be able to attain a minimum physical standard. 
 
 Every girl passing the tests is authorized to wear this badge which 
 stands for physical efficiency. 
 
 Girls from every part of America will pass the same tests and wear the 
 same badges. 
 
 The girl who is physically efficient will be happier and more useful to 
 society. 
 
 It is hoped that once each year in each city there may be a meeting of 
 the girls who have qualified in previous years to welcome those who have 
 just qualified and that this meeting will be made a notable annual civic event. 
 
 To raise the standard of physical efficiency among the girls of America is 
 to give greater freedom, beauty, and power to the women of America. 
 
 Presentation of Athletic Badges to Girls. 
 
 The Association suggests that the presentation of the badges be such as 
 to deepen the sense of loyalty to their country in the minds of the girls 
 
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186 PHYSICAL EDUCATION COMPLETE 
 
 receiving them, and also to impress members of their families and others 
 who shall witness the ceremony. The following program is suggested : 
 
 1. Singing of Star Spangled Banner. 
 
 2. Reading of Lincoln's Gettysburg Speech by the Mayor or some other 
 adult. 
 
 3. The girls who have been previously awarded repeat together the 
 following declaration of allegiance : 
 
 I will honor my country 
 
 I will do my best to build up my country's free institutions 
 
 I will not disgrace my city or my school 
 
 I will try to keep myself strong for my country's service 
 
 4. The girls who are now to receive badges repeat the same declaration 
 of allegiance to America. 
 
 5. An address not to exceed five minutes on the subject, "For Better 
 America," to help deepen the feeling of patriotism. 
 
 6. Award of the badges to those who have passed the first test, second 
 test, third test. 
 
 7. Singing of America — first stanza by those who have just been 
 awarded the badges and those who have received them in previous years ; 
 the remaining stanzas by all who have gathered together. 
 
 Wherever possible it will be found effective to arrange for a proces- 
 sional. If the award of the badges is out of doors, the presence of a band 
 will help greatly. 
 
No. 105 
 
 Athletic Bad^e Test for Boys 
 
 Published by permission of The Playground and Recreative Association of America. 
 No. 1 Madison Avenue, New York City, N. Y. 
 
A CROUCHING START 
 
 A STANDING START 
 
 PULL UP (CHINNING) 
 
 STANDING BROAD JUMP 
 
FOR SCHOOLS AND PLAYGROUNDS 189 
 
 ATHLETIC BADGE TEST FOR BOYS 
 
 The riayground and Recreation Association of America has adopted 
 tlie l(i!l(]\\ing- as standards which every boy ought to be able to attain: 
 
 First Test 
 
 Pull Uj) (Chinning) 4 times 
 
 Standing Broad Jump 5 ft. 9 in. 
 
 60 Yards Dash 8 3-5 seconds 
 
 Second Test 
 
 Pull Up (Chinning) 6 times 
 
 Standing Broad Jum])__. .__ 6 ft. 6 in. 
 
 60 Yards Dash 8 seconds 
 
 or 100 Yards Dash 14 seconds 
 
 Third Test 
 
 Pull I'p (Chinning) 9 times 
 
 Running High Jump 4 ft. 4 in. 
 
 220 Yards Run 28 seconds 
 
 As these standards have been tested in the public schools of several 
 cities it has been found that boys of 12 years of age should be able to qualify 
 for the badge under the first test, elementary school boys of 13 years and 
 over for the second test, and high school boys for the third test. It does not 
 seem, however, to those who have had experience with this form of athletics, 
 that the different standards should be limited to these age groups. Accord- 
 ingly no age or even weight limit is fixed. Any boy may enter any test at 
 any time. 
 
 Similar tests are now in use in many cities and in some country^ districts. 
 The Association has attempted through a committee of experts* from differ- 
 ent parts of the country to establish standards which would be simple, consist 
 of events which are interesting, and be generally- acceptable. The tests re- 
 (juire only simple apparatus, a comparatively' small space. They can be con- 
 ducted in a short period of time even with a considerable number of boys, 
 and the measure of each bo}'s performance can be accurately determined. 
 
 Rules 
 
 The following general rules shall govern the final competition: 
 No boy is permitted to receive more than one badge in any one year. 
 It is necessary to qualify in all three events in any one class in order 
 to win a badge. 
 
 •Committee which fixed tests and positions which members of the committee held at the time 
 the report was prepared: George W. Ehler, Director, Department of Physical Education, University 
 of Wisconsin, Madison, Wis., Chairman; J. H. McCurdv, International V. M. C. A. Training College, 
 Springfield, Mass.; George J. Fisher, Secretary of the Physical Department, International Committee, 
 Y. M. C. A., New York City; W. E. Meanwell, Director, Gymnasium, I'niversity of Wisconsin, 
 Madison, Wis.; Wm. A. Stecher. Secretary, Philadelphia Playground Association, Philadelphia. Pa.; 
 E. B. De Groot, Chicago Playground Association, Chicago, 111. 
 
190 PHYSICAL EDUCATION COMPLETE 
 
 There shall be but one trial in chinning, one in the dashes, and three in 
 the jumps. 
 
 L PULL UP (CHINNING) 
 
 A portable chinning- bar in a doorway, a horizontal bar in the gymnasium 
 or the rungs of a ladder set at an angle against a building may serve the 
 purpose. 
 
 Each contestant begins with his hands on the bar. Then with his arms 
 straightened at full length he pulls himself up without a kick, snap, jerk, or 
 swing, until his chin is above the bar. Lowering himself again until his 
 arms are straight, he repeats the "Pull Up." 
 
 2. STANDING BROAD JUMP 
 
 Whenever possible it is best to prepare a jumping pit by digging up a 
 piece of ground about 4 feet by 25 feet and have a wooden or metal strip 2 
 inches by 4 inches imbedded in the ground at one end of the pit flush with 
 the surface, to serve as a "take oiif." It is also well to mark off 5 feet 9 
 inches and 6 feet 6 inches from the "take off." Each competitor is allowed 
 three jumps, his best jump being taken as his record. 
 
 "The feet of the competitor may be placed in any position, but shall leave the 
 ground once only in making an attempt to jump. When the feet are lifted from the 
 ground twice, or two springs are made in making the attempt, it shall count as a 
 trial jump without result. A competitor may rock back and forward, lifting heels 
 and toes alternately from the ground, but may not lift either foot clear of the 
 ground, nor slide either foot along the ground, in any direction." 
 
 3. 60 YARDS DASH, 100 YARDS DASH AND 220 YARDS RUN 
 
 A stop watch is necessary for timing the boys in this event. Under the 
 direction of a starter each individual competitor takes his position on the 
 starting mark. The starter gives the signal by saying: "On the mark," 
 "Get set," "Go." At the word "Go" the time keeper starts his watch. As the 
 runner crosses the finish line (60 yards, 100 yards or 220 yards from the start- 
 ing line), the time keeper stops his watch. The time indicated on the stop 
 watch is the runner's time. 
 
 "A false start is one where any part of the person of a competitor touches the 
 ground in front of his mark before the starter purposely gives his signal. The third 
 false start shall disqualify the offender. The competitor shall keep his hands behind 
 the mark assigned to him." 
 
 4. RUNNING HIGH JUMP 
 
 "The bar shall be a thin stick and shall rest on pins which shall project not 
 more than three inches from the uprights. When this bar is removed, it shall 
 constitute a trial jump without result." 
 
 "The height shall be measured from the middle of the bar to the ground on a 
 direct line." 
 
 "Each boy shall be allowed three trial jumps at each height." 
 
FOR SCHOOLS AND PLAYGROUNDS 191 
 
 "Running under the bar in making an attempt to jump shall be counted as a 
 balk and three successive balks shall constitute a trial jump." 
 
 The following order of events is suggested: pull up (chinning), jumping, 
 running. 
 
 Badges 
 
 THE HURDLER 
 
 Designed by R. Tait McKenzie, M. D., University of Pennsylvania, 
 
 for the Playground and Recreation Association of America, 191J, 
 
 Copyright 1912 
 
 The following badges have been adopted for the three different classes : 
 
 C.ivyr.Klu 1913 Copyright 1912 CopvriL;,i I'lJ 
 
 First Test Second Test Third Test 
 
 The badge for the first test is distinguished by one star in the space 
 below the hurdler, the badge for the second test by two stars below the hurd- 
 ler, the badge for the third test by the Greek word API.STON below the 
 hurdler. All the badges are in bronze. The feeling has been strong that the 
 badges should be simple and beautiful but should not in themselves have in- 
 trinsic value, that the value should be in what the badges stand for. In de- 
 signing this badge for the boys of America Dr. R. Tait McKenzie has ren- 
 dered a large service. 
 
 The Association recommends that each boy passing the tests be allowed 
 to pay for his own badge just as a young man or woman at college elected to 
 Phi Beta Kappa pays for the key awarded. 
 
 Prices 
 
 The price, postpaid, either singly or in quantity is twenty cents each. 
 
 Ordering Badges 
 
 Public scliools, private schools, playgrounds, evening recreation centers, 
 settlements, church organizations, and other organizations of good standing 
 in any city, town, village or rural community may use the tests adopted by 
 the Association and certify on blanks furnished by the Association, the 
 names and addresses of boys passing the tests, ordering the number of badges 
 of each kind required. 
 
 The American Committee on Athletic Standards for Boys will pass on 
 each list certified. If such list is accepted by the committee, the badges 
 
 The rules quoted in the fine type are with slight adaptation the rules laid dowa in the official 
 Handbook of the Public Schools Athletic League of New York City. 
 
192 . PHYSICAL EDUCATION COMPLETE 
 
 ordered will be forwarded on receipt of the money for such badges. The 
 Association will reserve the right to test boys whose names have been sent 
 in if in the judgment of the Committee it seems desirable to do so. The Asso- 
 ciation will expect those certifying these lists to exercise the greatest possible 
 care. The object in passing on each list is so far as possible to make sure 
 that badges shall go only to such boys as have passed the tests recjuired. 
 
 Presentation of Athletic Badges to Boys 
 
 The Association suggests that the presentation of the badges be such as 
 to deepen the sense of loyalty to their country in the minds of the boys re- 
 ceiving them, and also to impress members of their families and others who 
 shall witness the ceremony. The following program is suggested: 
 
 1. Singing of Star Spangled Banner. 
 
 2. Reading of Lincoln's Gettysburg Speech by the Ma}or or some other 
 adult. 
 
 3. The boys who have been previously awarded badges repeat together 
 the following declaration of allegiance : 
 
 I will honor my country 
 
 I will do my best to build up my country's free institutions 
 
 I will not disgrace my city or my school 
 
 I will trv to keep myself strong for my country's service 
 
 4. The bovs who are now to receive badges repeat the same declaration 
 of allegiance to America. 
 
 5. An address not to exceed five minutes on the subject "For a Better 
 America" to help deepen the feeling of patriotism. 
 
 6. Award of the Ijadges to those who have passed the first test, second 
 test, third test. 
 
 7. Singing of America, — first stanza by those who have just been 
 awarded the badges and those who have received them in previous years ; 
 the remaining stanzas b\- all who have gathered together. 
 
 Wherever possible it will be found effective to arrange for a proces- 
 sional. If the award of the badges is out of doors, the presence of a band 
 will help greatly. 
 
 THE BADGE TEST 
 
 What It Does 
 
 Every boy ought to be physically efficient. 
 
 Specialized athletics have developed remarkable American athletes but 
 they have done most for those who needed athletic training least. 
 
 Every boy ought to try to reach a certain minimum physical standard. 
 Such standards have been formulated by a committee of experts and are 
 here presented. 
 
 Everv boy passing the tests is authorized to wear this badge which 
 stands for physical efficiency. 
 
FOR SCHOOLS AND PLAYGROUNDS 193 
 
 Every boy wearing this badge as he meets another boy — even though 
 their homes be on opposite sides of the continent — when he sees the badge 
 upon the other boy knows that they have had the same tests, and feels a 
 certain comradeship. 
 
 In these days the boy who makes himself physically efficient is preparing 
 himself for efficient citizenship later. 
 
 It is hoped that once each year in each city there can be a meeting of the 
 boys who liave qualified in previous years to welcome those who have just 
 (|ualified. It would not l)e unfitting in our American cities as in the cities of 
 ancient (ireece for the leaders in the city's life to make such a time a notable 
 annual event. 
 
 In some cities the physical standard of the boys has been made much 
 higher because of these tests — sometimes thirty per cent higher. To achieve 
 the same result nationally would enable America to continue to have in these 
 days of city life the pride in the physical fitness of her boys which she 
 formerly had in the pioneer days. 
 
 Revised December, 1913 
 Revised August, 1916 
 Revised January, 1917. 
 
CHAPTER VI 
 
 Selected Folk Dances for Elementary Grades 
 
 FOLK DANCING 
 
 Dancing, we know, is the principal form of exercise taken by a compara- 
 tively large number of people, and dancing schools have proved to be of 
 ■wonderful assistance in teaching and developing the correct posture of the 
 body and grace of movement. 
 
 I know of no form of exercise that produces the beneficial results which 
 we obtain from the use of Folk Dances. They give us exercises that are not 
 only favorable to muscular development and control, but to good circulation, 
 respiration and digestion, and give to the individual girl the greatest amount 
 of pleasure and happiness possible. Nothing in the way of exercise appeals so 
 strongly to girls of the Grammar Grades as the simple, healthful and delight- 
 ful Folk Dances, and in order that their effect for good may not be destroved, 
 it is necessary that teachers exercise great wisdom and control in the use 
 of them. 
 
 Let the "truly genuine play idea" be the only one present at the lessons. 
 Avoid teaching solo dances or dances that provide places for only a few chil- 
 dren. The more the merrier and greater the happiness for all. 
 
 CHIMES OF DUNKIRK 
 DANISH DANCE OF GREETING 
 
 Folk Dances. 
 
 First and Second Grades. 
 
 SHOEMAKERS' DANCE 
 
 CHILDREN'S POLKA V Third and Fourth Grades. 
 
 TANTOLi 
 
 ALPINE SNOW FLAKE DANCE 
 
 BLEKING 
 
 FINNISH REEL 
 
 NORWEGIAN MOUNTAIN MARCH [ 
 
 SWEDISH CLAP DANCE ) Fifth, Sixth, Seventh and Eighth 
 
 KOMARNO ( Grades. 
 
 HIGHLAND SCHOTTISCHE 
 
 THE CRESTED HEN 
 
 BOUNDING HEART 
 
196 
 
 PHYSICAL EDUCATION COMPLETE 
 
 THE CHIMES OF DUNKIRK. 
 
 
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FOR SCHOOLS AND PLAYGROUNDS 
 
 197 
 
 THE CHIMES OF DUNKIRK. 
 
 Formation. 
 
 Children in line, partners side by side, and to music, skip to circle forma - 
 tiun. When the circle is complete, a signal is g-iven to halt, a chord is played, 
 the children face partners and at the same time place their hands on their 
 own hips. 
 
 Movements. 
 
 Measures 1-2 — Beginning with the right foot, stamp right, left, right and — 
 hold. 
 
 Measures 3-A — Clap own hands in front of chest three times and — hold. 
 
 Measures 5-6 — Partners join hands, and to four counts skip around "in 
 place," the child in the outer circle leading the partner toward the left. 
 
 Measures 7-8 — With hands on own hips, each child takes one step to the left 
 (count 1), the right foot is placed by the left (count 2). and new partners 
 bow to each other (count 3). 
 
 Measures 9-16 — Repeat all. 
 
 REPEAT AS DESIRED. 
 
198 
 
 PHYSICAL EDUCATION COMPLETE 
 
 DANISH DANCE OF GREETING. 
 
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FOR SCHOOLS AND PLAYGROUNDS 199 
 
 DANISH DANCE OF GREETING. 
 
 Formation. 
 
 Children form a single line, girl leading, hands on hips and to appropriate 
 music, skip to circle formation. A chord is played, when all face the center 
 of the circle. 
 
 Movements. 
 
 Measure 1 — BOYS — Clap own hands twice in front of chests (count 1-2), 
 place hands on hips and, turning toward partners, bow from hips and 
 face center of circle (count 3-4). 
 
 Measure 2 — Repeat above, bowing to the girl on the left on ("count 3-4). 
 
 Measure 1 — GIRLS — Clap own hands twice in front of chests (count 1-2), 
 place hands on hips, left toe placed close to right heel, both knees are 
 bent as courtesy is made to partner (count 3), and face center of circle 
 (count 4). 
 
 Measure 2 — Repeat above, courtesy is made to boy on the right (count 3), 
 and face center of circle (count 4). 
 
 Measure 3 — Hands on hips, boys stamp first with the left then right foot, 
 girls first with the right then left foot. 
 
 Measure 4 — With four light running steps, boys make a complete circle "in 
 place," turning toward the left. Girls the same, turning toward the right. 
 
 Measures 1-4— REPEAT ABOVE. 
 
 Measures 5-8 — All join hands and with sixteen light running steps, circle to 
 
 the right, turn and take sixteen running steps to place. 
 
 REPEAT AS DESIRED. 
 
200 
 
 PHYSICAL EDUCATION COMPLETE 
 
 SHOEMAKERS' DANCE. 
 
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FOR SCHOOLS AND PLAYGROUNDS 201 
 
 SHOEMAKERS' DANCE. 
 
 Formation. 
 
 Children furm two lines, girl on boy's right, skip to double circle forma- 
 tion. A chord is played, when partners face each other and at the same time 
 raise arms height of shoulders, arms bent at the elbows, hands closed, the 
 right arm in a position about three inches above the left. 
 
 Movements. 
 
 Measures 1-2 — "Winding the thread" — the arms are rolled over each other 
 three times, the right moving first away from, and the left toward the 
 body. Reverse and roll three times (count 1, 2, 3 — hold). 
 
 Measure 3 — "Pulling the thread tight" — pull the arms apart, jerking the 
 
 elbows well back, and expand the chest (count 1-2). 
 Measure 4 — Clap own hands three times in front of chest (count 1, 2. 3). 
 
 Measures 1-4 — REPEAT. "Driving the peg" — measure 4 — hammer the fists 
 three times. 
 
 Measures 5-8 — Partners join inside hands, free hands on hips. Dance forward 
 in circle formation. (The step. All step forward on the left foot 
 (count 1), hop on the left and raise the right knee (count 2), step forward 
 with the right foot (count 1), hop on the right and raise the left knee 
 (count 2), etc. 
 
 REPEAT AS DESIRED. 
 
202 
 
 PHYSICAL EDUCATION COMPLETE 
 
 CHILDREN'S POLKA. 
 
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 Copyright, 1915, by Lavinla H. KauU. 
 (Description and arrangement.) 
 
FOR SCHOOLS AND PLAYGROUNDS 203 
 
 CHILDREN'S POLKA. 
 
 Formation. 
 
 Children form a single line, girl leading, hands on hips, and to appropriate 
 music, skip to circle formation. A chord is played, partners face each other, 
 clasp hands and raise extended arms height of shoulders. 
 
 Movements. 
 
 Measures 1-8 — All take two glide steps toward the center (count 1-2), stamp 
 three times (bovs, left, right, left and girls right, left, right — count 
 1,2.3). 
 
 Repeat same, returning to place. 
 Repeat all. 
 
 Measures 9-12 — Clap own hands on thighs (count 1), clap own hands in 
 front of face (count 2), partners clap hands together (count 1, 2, 3). 
 Repeat. 
 
 Measures 13-14 — All right toes are placed forward, touching floor lightly, 
 heels raised, left hands placed under right elbows and shake right fore- 
 fingers at partners (count 1, 2, 3), change position of feet and hands to 
 the left, and shake left forefingers at partners (count 1, 2, 3). 
 
 Measure 15 — All place hands on own hips, a complete circle is made, jumping 
 a half circle twice — the boy turns toward the right, the girl to the left — 
 (count 1, 2). 
 
 Measure 16 — All stamp, right, left, right. 
 
 REPEAT AS DESIRED. 
 
204 
 
 PHYSICAL EDUCATION COMPLETE 
 
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FOR SCHOOLS AND PLAYGROUNDS " 205 
 
 TANTOLI. 
 
 Formation. 
 
 Children form two lines, girls on boys' right, inside hands joined, free 
 hands on hips. All face the line of direction and dance around the room. 
 
 Movements. 
 
 Measures 1-8 — Each beginning with the outside foot (left for boy and right 
 for the girl), heels placed forward, touching the floor and toes raised, 
 body bent backward (count 1), change so that toes of inside feet touch 
 floor at the rear, body bent forward (count 2). 
 
 Measure 2 — Each beginning with the outside foot, take three light running 
 steps forward (count 1, 2, 3), and — hold on fourth count. Repeat each 
 beginning with the inside feet. 
 Repeat same movements through measures 1-8. 
 
 Measures 9-12 — Partners face, place hands on opposite hips and hop wait.?.. 
 (Boy hops twice on the right foot, left raised sideward with knee 
 straight, then change to the opposite foot. Girl begins by hopping on the 
 left foot first. Count 1, 2, 1, 2, etc.) 
 
 Measures 13-15 — Repeat the hop waltz, all turning toward boys' right. Make 
 a complete circle in turning. (Count 1,2, 1, 2, etc.) 
 
 Measure 16 — All stamp three times, right, left, right. 
 REPEAT AS DESIRED. 
 
206 
 
 PHYSICAL EDUCATION COMPLETE 
 
 ALPINE SNOW-FLAKE DANCE. 
 
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 (Description and arrangement.) 
 
FOR SCHOOLS AND PLAYGROUNDS 207 
 
 ALPINE SNOW-FLAKE DANCE. 
 
 Formation. 
 
 Two double circles. Boys form inside and girls outside lines of each 
 circle. Boys "about face" when a chord is played so that partners move in 
 opposite directions. Bodies held erect, both arms stretched full length above 
 heads. Fingers move constantly to represent falling snow-flakes. 
 
 Movements. 
 
 Measures 1-8 — Each circle, with eight light running steps, moves forward in 
 the direction facing. 
 All "about face" and with eight light running steps, return to place. 
 
 Measures 9-16 — Partners place right arms side by side (arms still extended 
 above heads) and turn in place with eight light running steps. Reverse, 
 left arms now side by side, and return to place with eight light running 
 steps. 
 
 Measures 17-20 — Partners make cjuick change to skaters' position, each 
 beginning with the right foot, dance two schottische steps forward. 
 
 Measures 21-2-1 — Partners join both hands and "whirl" to eight counts. Feet 
 should be kept close together in this movement, while partners "pull 
 away" from each other so that the arms are raised almost to the hori- 
 zontal. 
 Repeat measures 17-24. 
 
 REPEAT AS DESIRED. 
 
208 
 
 PHYSICAL EDUCATIOX COMPLETE 
 
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 (Description and arrangement.) 
 
FOR SCHOOLS AND PLAYGROUNDS 209 
 
 BLEKING. 
 
 (An excellent dance for boys.) 
 
 Formation. 
 
 Children form a single line, girls leading, and with hands on hips skip to 
 circle formation. A chord is played when the boys step inside the circle, fac- 
 ing partners, thus forming a double circle. Join hands. 
 
 Movements. 
 
 Measure 1 — Jump, right heel forward, touching the floor, toe raised, right 
 arm forward, height of shoulders, elbow straight, left arm backward, 
 with elbow bent. Twist the body slightly to the left. Jump and reverse 
 the position of the feet and arms. Slow time. 
 
 Aleasure 2 — Continue the same movement, making the change three times, 
 right, left, right. Quick time. 
 
 Measures 3-8 — Repeat the above through these measures. 
 
 Measures 9-16 — Partners hook right arms, and take four hopping steps, cir- 
 cling to the right, reverse, hook left arms, take four hopping steps back 
 to place — and repeat. 
 
 The Hopping Step: Step forward with the right foot (count 1), hop on 
 the right foot and raise the left knee (count 2), step forward with the 
 left foot (count 1), hop on the left foot and raise the right knee (count 
 
 2), etc. 
 
 REPE.\T AS DESIRED. 
 
210 
 
 PHYSICAL EDUCATION COMPLETE 
 
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 (Description and arrangement.) 
 
FOR SCHOOLS AND PLAYGROUNDS 211 
 
 FINNISH REEL. 
 
 Formation. 
 
 Children form a single line, girls leading, and skip to place in single circle 
 formation. A chord is played and the girls turn to face partners. 
 
 Movements. 
 
 Measures 1-8 — Both hop on the left foot, touch top of right toe at the right 
 side, hop again on the left foot and touch right heel at the right side. 
 Change the weight of the body quickly to the right foot, hop on the right 
 foot, touch top of left toe at the left side, hop again on the right foot and 
 touch left heel at the left side, etc. All in quick time. 
 
 Measures 9-10 — Stamp forward with the right foot, toss the head backward, 
 stamp forward with the left foot and place heels together. Stamp back- 
 ward with the left foot, stamp backward with the right foot and place 
 heels together. 
 
 Measures 11-12 — Partners hook right arm and with seven light running 
 steps, each circling to the right, turn in place. (Hold on the eighth 
 count.) 
 
 Meastires 13-1-1 — Repeat stamping of measures 9-10. 
 
 Measures 15-16 — With four light running steps, partners pass each other (on 
 the right) to meet new partners. 
 
 REPEAT AS DESIRED. 
 
212 
 
 PHYSICAL EDUCATION COMPLETE 
 
 NORWEGIAN MOUNTAIN MARCH. 
 
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FOR SCHOOLS AND PLAYGROUNDS 
 
 213 
 
 NORWEGIAN MOUNTAIN MARCH. 
 
 Formation. 
 
 Triangle. The leader is number 1, the dancer on the left of the leader is 
 number 2 and the one on the right is number 3. The leader holds a handker- 
 chief, or ribbon, in each hand, those following grasp the ends with outside 
 hands, inside hands joined. Dance in large circle formation. 
 
 Movements. 
 
 Measures 1-8 — All begin by dancing toward the center of the circle. The left 
 foot glides forward one step (count 1), the right is placed close to the 
 left (count 2), and the left is again advanced (count 3). All now bend 
 toward the right, or away from the center and the above steps are 
 repeated. Same again to the left, etc. 
 
 Measures 9-12 — The leader, keeping the same time, takes the same steps as 
 she dances backward under the raised arms of dancers 2 and 3. Dancer 
 number 2 passes under well-raised arms of 1 and 3, when the third 
 dancer pivots under her own left arm. Number 1 now turns around to 
 her original position. (TWO FULL MEASURES for each dancer are 
 required for the turning.) 
 
 All repeat turning. 
 
 REPEAT AS DESIRED. 
 
214 
 
 PHYSICAL EDUCATION COMPLETE 
 
 SWEDISH CLAP DANCE. 
 
 Copyright. 1915. by Lavinia H. Kaull. 
 (Description and arrangement.) 
 
FOR SCHOOLS AND PLAYGROUNDS 215 
 
 SWEDISH CLAP DANCE. 
 
 Formation. 
 
 Children form two lines, girls on boys' right, inside hands joined, free 
 hands on hips. Dance around the room in line formation. 
 
 Movements. 
 
 Measures 1-8 — Beginning with the outside foot, partners run forward with 
 three light running steps, and on the fourth count extend the foot to the 
 "kick" step. Begin the next three running steps with the inside foot, etc. 
 Repeat measures 1-8 Heel and toe polka. (Place heel forward, touching 
 the floor, and at the same time bend the body backward. Place right toe 
 at the rear and bend the body forward. Take three light running steps 
 forward, beginning with the outside foot. Repeat, beginning with the 
 inside foot, etc.) 
 
 Measures 9-12 — BOYS bow to partners (bend at hips), up and clap own hands 
 three times (count 1, 2 — 1, 2, 3). GIRLS courtesy to partners (place 
 right toe close to left heel, bend both knees, at the same time hold right 
 elbow in the left hand and place the right forefinger on the chin), 
 (count 1), up (count 2), and clap own hands ( count 1, 2, 3). 
 
 All repeat same. 
 
 Measures 13-1-^1 — Partners clap right hands, clap own hands, partners clap 
 left hands, clap own hands. 
 
 Measure 15 — Partners clap left hands and circle in place. 
 
 Measure 16— All stamp three times, right, left, right. 
 
 REPEAT AS DESIRED. 
 
216 
 
 PHYSICAL EDUCATION COMPLETE 
 
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FOR SCHOOLS A\D PLAYGROUNDS 217 
 
 KOMARNO. 
 
 Formation. 
 
 Children form a single line, boy leading, and skip to single circle forma- 
 tion. A chord is played when the boys turn to face partners. Each dancer 
 places the left hand, palm out, at the back of his or her own waist, right hands 
 joined. (The girl should face the line of direction.) 
 
 Movements. 
 
 Measures 1-8— Both begin with the left foot and take eight "two-steps," the 
 boy dancing diagonally backward, away from the center of the circle and 
 the girl diagonally forward toward the center of the circle. 
 Repeat, beginning with the right, alternating throughout these measures, 
 thus producing a zig-zag efi'ect. 
 Repeat measures 1-8, sixteen "two steps" in all. 
 
 Measure 9 — Hands in the same position, the dancers hop on the right foot, 
 touch the left heel forward, left toe ofT the floor. 
 
 Measure 10 — Hop and reverse position of the feet. 
 
 Measures 11-12 — repeat the steps of measures 9 and 10 in cjuick time. 
 
 Measures 13-18 — With the left hands still back of own waists, partners link 
 right arms, take twelve running steps (two to each measure), circling 
 in place. 
 
 Repeat measures 13-18, link left arms and with twelve running steps 
 return to place. 
 
 REPEAT AS DESIRED. 
 
218 
 
 PHYSICAL EDUCATION COMPLETE 
 
 HIGHLAND SCHOTTISCHE. 
 
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 (Description and arrangement.) 
 
FOR SCHOOLS AND PLAYGROUNDS 219 
 
 HIGHLAND SCHOTTISCHE. 
 
 Formation. 
 
 Children form a single line, girl leading, and skip to circle formation. A 
 chord is played when the girls turn to face partners and all raise left arms 
 to half circle overhead. Free hands on hips. 
 
 Movements. 
 
 Measures 1—1 — Hop on the left foot and at the same time touch the floor with 
 the right toe at right side of body. Hop again on the left foot and raise 
 the right foot back to the left knee. (Measure 1.) 
 
 Take four glide steps to the right. (Measure 2.) Repeat the step, start- 
 ing to the left, with the right arms raised. (Measure 3.) Repeat the 
 glide steps to the left. (Measure 4.) 
 
 Measures 5-8 — Partners hook right arms, free hands on hips. All starting 
 with the left foot, take three light running steps, hop and extend the 
 right foot on the fourth count. Repeat, beginning with the right foot, 
 hop and extend the left. Repeat twice. 
 
 Repeat measures 5-8, reverse, hook left arms, repeat three times and on 
 the last measure partners pass each other on the right, running forward 
 to meet new partners. 
 
 REPEAT AS DESIRED. 
 
220 
 
 PHYSICAL EDUCATION COMPLETE 
 
 THE CRESTED HEN. 
 
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FOR SCHOOLS AND PLAYGROUNDS 221 
 
 THE CRESTED HEN. 
 
 (An excellent dance for boys.) 
 Formation. 
 
 Group,s of three, one boy, who is the leader, and two girls, the leader 
 being number 1, the girl on the left of the boy number 2 and the one on his 
 right, number 3. The dancers in each group join hands and face the center. 
 (The step used all through the dance is the "Step-hop" — step forward with 
 the left foot to the count 1, hop on the left and at the same time extend the 
 right foot well to the rear, knee kept straight, count 2. Same to the right.) 
 
 Movements. 
 
 Measures 1-8 — All begin with the left foot, face toward the left and with 
 eight "step-hops" dance around in a circle. 
 
 Repeat measures 1-8, all beginning with the right foot, dance back to 
 place. 
 
 Measures 9-10 — The girls, or numbers 2 and 3, release hands, free hands 
 placed on own hips, and all continuing the step, dance as follows : The 
 girl on the right of the boy, or number 3, dances through the arch formed 
 by the raised, joined hands of the boy and other girl, or numbers 1 and 2. 
 
 Measures 11-12 — The boy, or number 1, follows her through the same arch. 
 
 Measures 13-14 — The girl on the left of the boy, or number 2, dances through 
 the arch formed by the other two dancers. 
 
 Measures 15-16 — The boy, or number 1, follows as before. 
 
 IMeasures 9-16 — Repeated. 
 
 REPEAT AS DESIRED. 
 
222 
 
 PHYSICAL EDUCATION COMPLETE 
 
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FOR SCHOOLS AND PLAYGROUNDS 
 
 223 
 
 BOUNDING HEART. 
 
 (Sjalaskuttan.) 
 Formation. 
 
 Children form in two lines, partners facing, hands on hips. Partners 
 dance around the room, retaining the double line formation. 
 
 (The step used throughout the dance is the Mazourka and is as follows : 
 Slide with the right foot, hop on the left, displacing the right foot at the same 
 time the right is extended, then bend the right knee. Same to the left.) 
 
 Movements. 
 
 Measures 1-3 — The boy begins with the left, the girl the right foot, take 
 three Mazourka steps (one measure each). 
 
 Measure 4 — On the last hop of measure 3, a half turn is made so that partners 
 are now in the position of back to back. (The boy places his left foot 
 on the floor first and the girl her right as the turn is made.) Both stamp 
 vigorously on these two counts. 
 
 Measures 5-7 — Repeat the Mazourka, the boy beginning with the right and 
 the girl the left foot. 
 
 Measure 8 — On the last hop of measure 7, a half turn is made so that 
 partners now face each other. Stamp twice as in measure 4. 
 
 Measure 9 — One Mazourka step. 
 
 Measure 10 — Half turn is made so partners are back to back. 
 
 Measure 11 — One Mazourka step. 
 
 Measure 12 — Half turn is made so partners are face to face. 
 
 Measures 13-16 — Four Mazourka steps. 
 
 Measure 17 — Each dancer makes a complete turn, finishing the dance in the 
 original starting position. 
 
 REPEAT AS DESIRED. 
 
 (Description by Lavinia H. Kaull) 
 
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FOR SCHOOLS AND PLAYGROUNDS 225 
 
 CHAPTER VII 
 
 Story Telling and Story Lists for Elementary Schools 
 
 STORY TELLING. 
 
 Play being the inherent right of every being, it must follow that the 
 story, which is the play of the mind, is one of the most potent factors in the 
 child's education. If education is to deal with the instinctive desires in the 
 child it must give story telling a prominent place for the delight of every 
 child to hear a recital of the real or unreal has revealed itself since history 
 began. 
 
 The very first requisite for good story telling is the knowledge on the 
 part of the teacher, of the history of the early peoples, particularly in rela- 
 tion to their writings. Such a student of the story will be able to trace in 
 the standard stories of the century those elements and qualities which were 
 the frameworks of the stories of ancient peoples. 
 
 Some of our good stories, untouched and unspoiled, have been passed 
 down, while others garbed in the cloaks of sentiment and conventions, have 
 lost their strength as well as power to interest and educate. 
 
 Education in the ART of story telling should follow, not precede the 
 history of story telling, for without a clear insight into history there can be 
 no true appreciation of the merits of a story or its mission, and the story 
 teller, without a love of it, will never acquire the art by superficial means. 
 A teacher's deep appreciation of the value of her story will exhibit itself as 
 she proceeds in her narrative and no acquired means of holding the child 
 can compare with the power which this true feeling will give. The want to 
 impart a story will follow one's knowledge of its history, meaning and worth 
 — the art will follow this want and the practice is the greatest teacher of 
 the art. 
 
 Some of the reasons advanced for story telling are concisely stated as 
 follows : 
 
 1. The inherent want of the story in the child, which gratified brings 
 
 happiness and interest. 
 
 2. Education through play. 
 
 3. The most interesting method of introducing the child to the worlds 
 
 of facts and fancy. 
 Results obtained through the practice of story telling are: 
 
 1. The development of the imagination. 
 
 (The brain develops through its travels in worlds of facts and 
 fancy.) 
 
 2. The creation of lofty desires. 
 
 (The listener is inspired to imitate the deeds of great heroes.) 
 
 3. A knowledge that reward to the good and punishment to the evil 
 
 is inevitable. 
 
 4. The training of judgment. 
 
226 PHYSICAL EDUCATION COMPLETE 
 
 (In the study of history and reading of historic novels, the child 
 becomes a critic by making comparisons and weighing merits.) 
 5. Training of the ear for language. 
 
 (Experienced story tellers have, through repetition of stories, 
 developed in a child a love of correct, as well as a recognition 
 of beauty in language.) 
 
 THE SELECTION AND ESSENTIAL CHARACTERISTICS OF THE 
 
 STORY. 
 
 By the wise selection of stories, many indifferent, "wooden," childish 
 natures have been charged with enthusiasm and expression, and have been 
 permanently drawn from the commonplace, dry and sordid shells that have 
 hitherto surrounded their little natures. 
 
 1. The selection of the story requires careful thought, good taste and an 
 abundance of tact, which has been well defined as "knowing when, where 
 and how to touch another nature." 
 
 2. It must command the attention and arouse the interest and curiosity 
 of one's audience from the very beginning. 
 
 3. It must be full of life and must deal with the ACTIONS of real or 
 imaginary beings. 
 
 4. The story must have a point and the story-teller must never fail to 
 make that point clear. 
 
 5. The climax of the story must not be reached by a sudden leap or 
 bound. It should be approached gradually, step by step, and the descent 
 made just as gracefully. 
 
 6. If the story is selected for the purpose of teaching a lesson, the teller 
 must use care to make that lesson clear, though it should never be made so 
 evident as to approach the sermon. (Children have no reverence for the 
 moralist. They do not dislike a story with a moral to it, but they do object 
 decidedly to having that moral emphasized.) 
 
 7. Every story should appeal to the child's imagination, but there 
 should always be something left for that imagination to work out for itself. 
 Leave some of the details to the imagination of the children, that they may 
 have the opportunity to give free play to that power, and note the pleasure 
 they derive from it. 
 
 8. Do not attempt to analyze the lesson or point of the story. The 
 child's ability to discover this for himself is the crucial test of your ability 
 as a story teller. 
 
 9. Isabel Lawrence says : "Test the literature selected, and if ninety- 
 five per cent of the sentences can be acted out or represented by striking 
 pictures, it is safe. Sentences which explain and comment are a dreary 
 waste." 
 
 PRESENTATION OF THE STORY. 
 
 1. Know the story "by heart." The unprepared teacher often reads the 
 storv, which act detracts from the interest. Have your eyes free that you 
 
FOR SCHOOLS AND PLAYGROUNDS 227 
 
 may look squarely into the eyes of your listeners and your hands free that 
 you may use them for the OCCASIONAL GESTURE, which may add force 
 to the telling. The reading of a story now and then has its merits, but story 
 telling has undoubtedly first place in accomplishing the best results. 
 
 2. You must thoroughly appreciate, feel and enjoy the story to make 
 it a success. 
 
 3. Choose language that is simple and then tell the story with direct- 
 ness and enthusiasm. Be perfectly free and easy in your manner before an 
 audience, avoiding always affectation of any kind, posing or an overly- 
 dramatic attitude. Do nothing to make yourself appear awkward or foolish. 
 JMever let enthusiasm for the story or the children drift into the excitable 
 style. 
 
 4. Refrain from drawing a story out to a great length. Rather make it 
 short and to the point, leaving your audience filled with a desire to hear more. 
 
 5. Learn to listen to your own voice as you speak, never allowing your- 
 self to use loud or shrill tones. The ordinary speaking voice is all that is 
 necessary, but it should be full of life. Nothing defeats the success of a 
 story so much as a "dead, hollow voice." 
 
 6. If you are troubled with embarrassment before your audience, train 
 yourself to hide that afiEliction. Make yourself enter into the story with zest 
 and sincere feeling. Be a child with the children. 
 
 7. Choose always direct discourse. Do not say, for instance, "The wolf 
 said he would huff and puff and blow the little pig's house in," but quote the 
 wolf's own words, as "And the wolf said 'I'll huff and I'll puff and I'll blow 
 your house in.' " 
 
 8. Tell the same story as often as the children express a desire to hear 
 it, and, no matter how often that is, do not allow your interest and enthusiasm 
 in the story to drag. 
 
 Bibliography For Teachers of Elementary Schools. 
 
 Childhood of the World , E. Clodd 
 
 Childhood of Religion E. Clodd 
 
 Myths and Myth makers Fiske 
 
 Chips from a German Workshop, Vol. II Max Mueller 
 
 Introduction to "Popular Tales of the Norse" Dasent 
 
 Origin of Art Hirn 
 
 Stories and Story Telling St. John 
 
 FIRST GRADE 
 
 How to Tell Stories to Children (Houghton Mifflin Co.) _.Bryant 
 
 Raggylug Why the Evergreen Trees Keep 
 
 Why the Morning Glory Climbs Their Leaves in Winter 
 
 Stories to Tell to Children (Houghton Mifflin Co.) „...Bryant 
 
 Little Half Chick Little Jack Rollaround 
 
 The Little Red Hen The Gingerbread Man 
 The Three Bears 
 
228 PHYSICAL EDUCATIOX COMPLETE 
 
 Mother Stories (Milton-Bradley Co.) Maud Lindsay 
 
 The Wind's Work The Little Traveler 
 
 Mrs. Tabby Gray The Journey 
 
 Fleet Wing and Sweet Voice Dust Under the Rug 
 
 The Little Gray Pony The Story of Gretchen (Xmas) 
 
 More Mother Stories (Milton-Bradley Co.) Maud Lindsay 
 
 Wishing Wishes The White Dove 
 
 The Turkey's Nest 
 
 "Tell It Again" Stories (Ginn & Co.) Dillingham and Emerson 
 
 The Story of the Four Pies A Christmas Legend 
 
 Gretchen and the Magic Fiddle A Kitten That Wanted to Be a 
 
 A Hallowe'en Story Christmas Present 
 
 Santa Claus Helpers Elaine's Valentine 
 
 The Child's World (Milton-Bradley Co.) _ Poulsson 
 
 The Lost Chicken The Thrifty Squirrels 
 
 The Story of Speckle How Patty Gave Thanks 
 
 The First Book of Stories for the Story Teller (Houghton Mifflin Co.) Coe 
 
 Jack and the Beanstalk The Fox and the Grapes 
 
 Cinderella The Lion and the Mouse 
 
 Little Red Riding Hood The Dog and His Image 
 
 Jack, the Giant Killer The Crow and the Pitcher 
 
 Hop o' My Thumb The Boy and the Wolf 
 
 In Story Land (Sigma Co.) Harrison 
 
 The Discontented Mill Window How Cedric Became a Knight 
 
 Hans and the Four Giants A Line of Golden Light 
 
 The Story Hour (Houghton Mifflin Co.) Wiggins 
 
 Little General Washington The Oriole's Nest 
 
 Great General Washington The Story of Aqua 
 
 English Fairy Tales (Putnam Sons) Jacobs 
 
 The Story of the Three Little Pigs The Old Woman and Her Pig 
 
 The Three Bears 
 
 Grimm's Fairy Tales (Young) J. L. and W. K. Grimm 
 
 The Shoemaker and Elves Snow WTiite and Rose Red 
 
 The Cat and the Mouse Three Brothers 
 
 The Star Dollars The Wolf and the Seven Little Kids 
 
 Thumbling 
 Half a Hundred Stories (Milton-Bradley Co.) 
 
 A Thanksgiving at Hollywood Grandmother's Thanksgiving 
 
 Just So Stories (Doubleday, Page & Co) Kipling 
 
 How the Rhinoceros Got His Skin Elephant Child 
 Red Letter Days (The Morse Co.) Hall & Lennox 
 
 Flag Day Story of the Easter Lily 
 
 Fourth of July 
 True Fairy Tales (American Book Co.) _ Bakewell 
 
 The Swan's Song How the Storks Came and Went 
 The Dumpv Books for Children (Grant & Richards, London.) 
 
 Little Black Sambo Little Yellow Wang Lo 
 
 The Pink Knight 
 Morning Talks (Ginn & Co.) .Wiltse 
 
 The Three Bears 
 
 Mother Goose's Melodies (Houghton Mifflin Co.) Wheeler 
 
 Boston Collection of Kindergarten Stories Hammett 
 
 The Lame Squirrel's Thanksgiving (Milton-Bradley Co.) C. S. Bailey 
 
FOR SCHOOLS AND PLAYGROUNDS 229 
 
 Popular Tales from the Norse (Routledge & Sons, London), (E. P. Dutton & 
 
 Co., N. Y.) Dasent 
 
 The Three Billy Goats Gruff 
 
 In the Animal World (Silver, Burdett Co.) Serl 
 
 Tale of Peter Rabbit (Warne) Potter 
 
 The Story of Little Black Sambo (Stokes) Alexander 
 
 The Eugene Field Book (Scribner) Eugene Field 
 
 The Sugar Plum Tree 
 
 The Story Teller's Book O'Grady and Throop 
 
 Chicken Licken The Street Musicians 
 
 Johnny and the Three Goats The Discontented Tree 
 
 Titty Mouse and Tatty Mouse The Night Before Christmas 
 
 A Kindergarten Story Book (Milton-Bradley Co.) Hoxie 
 
 Billy Bobtail The Wee, Wee Woman 
 
 SECOND GRADE 
 
 How to Tell Stories to Children (Houghton Mifflin Co.) Bryant 
 
 The Golden Cobweb The Fire Bringer 
 
 The Cat and the Parrot Little Tavwots 
 
 The Star Dollars Pied Piper of Hamlin Town 
 Stories to Tell to Children (Houghton Mifflin Co.) Bryant 
 
 The Larks in the Cornfield The Country Mouse and the City 
 
 The Little Jackal and the Alligator Mouse 
 
 The Jackals and the Lion The Frog King 
 
 Adventures of the Field Mouse The Boy Who Cried "Wolf" 
 
 The Blackberry Bush 
 Fifty Famous Stories Retold (American Book Co.) Baldwin 
 
 .Androclus and the Lion Sir Phillip Sidney 
 English Fairy Tales (Putnam Sons) Jacobs 
 
 Tom Thumb Beauty and the Beast 
 
 Jack the Giant Killer Sleeping Beauty 
 
 Jack and the Beanstalk Puss-in-Boots 
 
 Little Red Riding Hood Babes-in-the-Woods 
 
 Cinderella 
 Mother Stories (Milton-Bradley Co.) Maud Lindsay 
 
 The Search for a Good Child The Closing Door 
 
 The Little Girl With the Light 
 Fables and Folk Stories (Houghton Mifflin Co.) Scudder 
 
 The Traveling Musicians Little Oi.e Eye, Two Eyes and 
 
 Diamonds and Toads Three Eyes 
 Fables from Afar (Newson Co.) Bryce 
 
 The Travellers and the Bear The Old Woman and the Crowbar 
 
 The Parrot The Elves and the Envious Man 
 
 The Raven 
 That's Wh}' Stories (Newson Co.) Bryce 
 
 The Elf's Flower W'hy the Cat Washes After Eating 
 
 The Four Leaf Clover Why the Turtles Stay near the 
 
 The Golden Rod Water 
 Mischief's Thanksgiving and Other Stories (Little, Brown & Co.) Coolidge 
 
 How the Umbrella Ran .\way With Little Roger's Night in the Church 
 Ellie 
 Thumbelina (Crowell) (Houghton Mifflin Co.) Hans Christian Anderson 
 
 The Story of the Two Cakes That Five Peas in a Pod 
 
 Loved Each Other Little Tiny 
 
 The Lark and the Daisy 
 
230 PHYSICAL EDUCATION COMPLETE 
 
 Just So Stories (Doubleday, Page & Co.) _ Kipling 
 
 How tlie Camel Got His Hump The Cat That Walked by Himself 
 Nature Myths (A. Flanagan & Co.) Cook 
 
 How the Robin's Breast Became Red An Indian Story of the Mole 
 
 How the Chipmunk Got His Stripes Golden Rod and Aster 
 Among the Farm Yard People (E. P. Dutton & Co.) _ Pierson 
 
 The Story That the Swallow Didn't The Wonderful Shiny Egg 
 
 Tell The Bay Colt Learns to Mind 
 
 The Lamb With the Longest Tail 
 Grimm's Fairy Tales (Young) J. L. and W. K. Grimm 
 
 The Four Musicians 
 
 The Story of a Cat Aldrich 
 
 The Brownies, Their Book (The Century Pub. Co.) Cox 
 
 Fairy Book (Putnam) Cruikshank 
 
 Old Wonder Stories (D. C. Heath & Co.) O'Shea 
 
 Careless Jane (E. P. Dutton & Co.) Pyle 
 
 The Children's Book (Houghton Mifflin Co.) Scudder 
 
 Eskimo Stories (Rand, McNally Co.) Smith 
 
 Children's Garden of Verse (Rand, McNally Co.) Stevenson 
 
 Why the Chimes Rang (Bobbs-Merrill Co.) Alden 
 
 More Mother Stories (Milton-Bradley Co.) Lindsay 
 
 The White Dove 
 
 THIRD GRADE 
 
 Stories to Tell to Children (Houghton Mifflin Co.) Bryant 
 
 Who Killed the Otter's Babies The Burning of the Rice Fields 
 
 The Rat Princess The Jackal and the Camel 
 
 Little Daylight The Tailor and tlie Three Beasts 
 
 The Talkative Tortoise 
 
 The Apple Tree Mother (Brooks' Third Reader) Anderson 
 
 The Bird's Education (Brooks' Third Reader) Miller 
 
 The Diamond Dipper (Brooks' Third Reader) Old Legend 
 
 A Sun Flower Story (Brooks' Third Reader) Greek Myth 
 
 The Necklace of Truth (Brooks' Third Reader) Old Fairy Tale 
 
 Saint Valentine (Brooks Third Reader) Old Fairy Tale 
 
 William's Choice Literature Book Two (American Book Co.) 
 
 The Silver Shilling The Hardy Tin Soldier 
 
 Snow-white and Rose-red The Nightingale 
 
 Beauty and the Beast 
 
 Nature Myths (Houghton Mifflin Co.) Holbrook 
 
 Why the Peacock's Tail Has a Hun- Why the Fox Has a White Tip 
 
 dred Eyes The Stories of the First Moles 
 
 Why the Bear Has a Short Tail The Lantern and the Fan 
 
 Fables and Folk Stories (Houghton Mifflin Co.) Scudder 
 
 The Four Bulls and the Lion The Dog in the Manger 
 
 The Stag at the Stake The Goose and the Golden Eggs 
 
 The Wolf and the Lamb The Fox That Lost His Tail 
 
 The Wolves and the Sheep 
 
 Fifty Famous Stories Retold (American Book Co.) Baldwin 
 
 Romulus and Remus Sir Walter Raleigh 
 
 Androclus and the Lion Bruce and the Spider 
 
 Grace Darling 
 
 True Bird Stories (Houghton Mifflin Co.) Miller 
 
 How the Crow Baby Was Punished How the Dog Interfered 
 
 Doctor Dot My First Bird 
 
FOR SCHOOLS AND PLAYGROUNDS 231 
 
 In Story Land (Sigma Co.) Harrison 
 
 The Story of Decoration Day Christopher Columbus 
 English Fairy Tales (Putnam Sons) Jacobs 
 
 Jack and the Golden Snuff Box Mr. Vinegar 
 
 Cap o' Rushes 
 Prose and Verse for Children (American Book Co.) Pyle 
 
 How the Little Kite Learned to Fly 
 Stories for Children (American Book Co.) Lane 
 
 The Goose That Laid the Golden Egg 
 Stories from Art, Literature, Vols. II and III (Arnold Metzner Co.) 
 A Second Fairy Reader (American Book Co.) Baldwin 
 
 Another Fairy Reader 
 
 King of the Golden River (Crowell) Ruskin 
 
 Selections from Alice in Wonderland (Rand, McNally Co.) Carroll 
 
 The Story of Hiawatha (Educational Pub. Co.) Norris 
 
 Chinese Fairy Tales (Crowell) Pitman 
 
 Japanese Fairy Tales (Rand, McNally Co.) Williston 
 
 Myths of the Red Children (Ginn & Co.) Wilson 
 
 Crib and Fly (D. C. Heath & Co.) Dole 
 
 Wild Animals I Have Known (Scribner) Thompson 
 
 The Story of Tito 
 
 Fairy Tales from Far Japan (Revell) Ballard 
 
 Just So Stories (Doubleday, Page Co.) Kipling 
 
 Fairy Tales from Afar (Wessels) Grundtvig 
 
 Fulfilled, a Legend of Christmas 
 Rab and His Frieds (Rand, McNally Co.) Brown 
 
 The Story of Wiley 
 
 "Tell It Again" Stories (Ginn & Co.) _ Dillingham and Emerson 
 
 Peter and Polly (American Book Co.) Lucia 
 
 Legends of the Springtime (Educational Pub. Co.) Hoyt 
 
 Mewanee, the Little Indian Boy (Ginn & Co.) Wiley 
 
 Through the Looking Glass (Macmillan Co.) Carroll 
 
 .•\dventures of a Brownie (Harper Co.) Craik 
 
 Household Stories (Macmillan Co.) Grimm 
 
 Cat Stories (Little, Brown & Co.) Jackson 
 
 Nonsense Songs (Warne) Lear 
 
 Pinochio (Ginn & Co.) Lorenzini 
 
 Children of the .Arctic (Stokes) Peary 
 
 Fairy Gold (E. P. Dutton & Co.) Rhys 
 
 Gulliver's Travels Retold (.American Book Co.) Baldwin 
 
 Posey Ring (McClure) Wiggins 
 
 The Fir Tree. Williams' Choice Literature. Book I. 
 
 A Child's Story Garden (Scott & Miller) _ Heber 
 
 A Christmas Story The Song of the Pine Tree 
 
 The First Christmas The An.xious Leaf 
 Knight and Barbara (D. Appleton & Co.) Jordan 
 
 The Boy That Whacked the Witched Why the Parrot Was So Strong 
 
 Toadstools 
 
 Robinson Crusoe for Children (."Xmerican Book Co.) Baldwin 
 
 Why the Chimes Rang (Bobbs-Merrill Co.) jMden 
 
232 PHYSICAL EDUCATION COMPLETE 
 
 FOURTH GRADE 
 
 American Book of Golden Deeds (American Book Co.) Baldwin 
 
 Are Vou There, My Lad? Hero of Valley Forge 
 
 The Bootblack from Ann Street A Quick-Witted Mountain Girl 
 
 A Modest Lad Partners 
 
 The Race With the Flood 
 Fifty Famous Stories Retold (American Book Co.) Baldwin 
 
 The Brave Three Hundred Dick Whittington and His Cat 
 
 Grace Darling Story of William Tell 
 
 King Alfred and the Beggar King Alfred and the Cakes 
 
 The Cat's Christmas (Brooks' Fourth Reader) Coolidge 
 
 The Five Peas (Brooks' Fourth Reader) Anderson 
 
 How Cedric Became a Knight (Brooks' Fourth Reader) Harrison 
 
 The Story of Narcissus (Brooks' Fourth Reader) Greek Myth 
 
 The Golden Touch (Brooks' Fourth Reader) Hawthorne 
 
 When the King Came (Houghton Mifflin Co.) Hodges 
 
 The Good Samaritan The Ricli Man and the Beggar 
 Old Stories of the East (American Book Co.) Baldwin 
 
 The Great Chief The Sling 
 
 The Master of the Land of the Nile 
 Ethics for Children (Houghton Mifflin Co.) Cabot 
 
 The Two Travelers The Sympathy of .■\braham Lincoln 
 
 The Choice of Hercules A Soldier's Pardon 
 
 Grenfell 
 How to Tell Stories to Children (Houghton Mifflin Co.) Bryant 
 
 Fulfilled. Christmas Legend The Little Hero of Harlam 
 
 Why the Sea Is Salt 
 Uncle Remus — His Songs and His Sayings (.-^ppleton's) Harris 
 
 Mr. Rabbit Grossly Deceives Mr. Fo.x Old Mr. Rabbit, He's a Good Fish- 
 
 Mr. Fox Is Again Victimized erman 
 
 Mr. Fox Goes A-Hunting, But Mr. Mr. Rab))it Finds His Match at Last 
 Rabbit Bags the Game The Wonderful Tar Baby 
 Anderson's Fairy Tales (Ginn & Co.) ..._ Stickney 
 
 The Ugly Duckling The Little Fir Tree 
 
 The Little Match Girl 
 Kristy's Rainy Day Picnics (Houghton Mifflin Co.) Miller 
 
 Christmas in a Baggage Car Lottie's Christmas Tree 
 The Animal Story Book (Longmans, Green & Co.) Lang 
 
 A Rat Tale The War Horse of Alexander 
 Cat Stories — Retold from St. Nicholas (The Century Co.) 
 
 Cat Nancy's Folk How Cats Came to Purr 
 Chinese Fables and Folk Stories (.\merican Book Co.) Davis and Chow Lcuu'-,' 
 
 The Proud Fox and the Crali The Melon and the Professor 
 
 The Children and the Dog The Mule and the Lion 
 
 Selected Stories from Old Mother West Wind (Little, Brown & Co.) Burgess 
 
 Pinochio in Africa (Ginn & Co.) Lorenzini 
 
 The Wizard of Oz (Bobbs-Merrill Co.) Baum 
 
 Nature Myths of Many Lands (American Book Co.) Farmer 
 
 Fairy Stories Retold from St. Nicholas (The Century Co.) 
 
 Fantastic Tales Stockton 
 
 Old Pipes and the Dryads 
 Arabian Nights (Scribner) .'. Wiggin & Smith 
 
 Alladin and His Wonderful Lamp 
 
FOR SCHOOLS AND PLAYGROUNDS 233 
 
 Eyes and No Eyes Andrews 
 
 The Three Giants 
 The Basket Woman (Houghton Mifflin Co.) Austin 
 
 The Fire Bringer 
 Grandfather's Stories (American Book Co.) Johonnot 
 
 Spot and Her Friends The Boy Who Took a Boarder 
 
 Daddy Jake, the Runaway (The Century Co.) Harris 
 
 Celtic Fairy Tales (Putnam) Jacobs 
 
 Light Princess and Other Fairy Tales (Putnam) Macdonald 
 
 Toby Tyler (Harper Co.) Otis 
 
 Moni, the Goat Boy (Ginn & Co.) Spyri 
 
 The Blue Fairy Book (Longmans, Green & Co.) Lang 
 
 Old Time Stories Retold Smythe 
 
 Jason and the Harpies 
 Lives and Stories Worth Remembering Kupfcr 
 
 Miracles of St. Francis 
 Fairy Stories and Fables (American Book Co.) Baldwin 
 
 The Milkmaid and Her Pail 
 Old Greek Stories (American Book Co.) Baldwin 
 
 The Wonderful Weaver 
 
 Toto's Happy Winter (Little. Brown & Co.) Richards 
 
 True Story of Christopher Columbus (Lothrop) Brooks 
 
 The Wonder Clock (Harper) Pyle 
 
 Stories of the Olden Times Johonnot 
 
 Thor's Visit to Jotunheim 
 Prose and Verse for Children (.American Book Co.) Pyle 
 
 The Land Where the Lazy Bird Flaps 
 Told to the Children Series (E. P. Dutton & Co.) Defoe 
 
 Robinson Crusoe 
 
 Robinson Crusoe (Russell) Defoe 
 
 Tales of the Red Children (.^ppleton) Brown & Bell 
 
 Ethics for Children (Houghton Mifflin Co.) Cabot 
 
 The Blue Bird for Children (Silver, Burdett Co.) Maeterlinck 
 
 FIFTH AND SIXTH GRADES 
 
 Anderson's Fairy Tales (Crowcll) \ndcrsoii 
 
 AUadin and Other Stories (Longmans, Green & Co.) Lang 
 
 Adventures of a Brownie (Crowell) Craik 
 
 A Wonder Book (Houghton Mifflin Co.) Hawthorne 
 
 Arabian Nights (Ginn & Co.) Hale 
 
 American Book of Golden Deeds (.American Book Co.) Baldwin 
 
 American Hero Stories (Houghton Mifflin Co.) Tappan 
 
 Among the Pond People (E. P. Dutton Co.) Pierson 
 
 Among the Meadow People (E. P. Dutton Co.) Pierson 
 
 Among the Farmyard People (E. P. Dutton Co.) Pierson 
 
 .\niong the Forest People (E. P. Dutton Co.) Pierson 
 
 Among the Night People (E. P. Dutton Co.) Pierson 
 
 Book of Fairy Tales (Dodd, Mead Co.) Gould 
 
 Celtic Fairy Tales (Putnam) - Jacobs 
 
 Colonial Stories Retold from St. Nicholas (Century Co.) _ 
 
 English Fairy Tales (Putnam) Jacobs 
 
 Editha's Burglar (Estes) Burnett 
 
 Fairy Tales Every Child Should Know (Doubleday, Page & Co.) Mabic 
 
 Five Little Peppers and How They Grew (Lothrop) Sidney 
 
234 PHYSICAL EDUCATION COMPLETE 
 
 Father Junipero and the Mission Indians (Little, Brown & Co.) Jackson 
 
 Farmer Brown and the Birds (L. C. Page Cosy Corner Series) Fox 
 
 Grimm's Fairy Tales (Young) Grimm, L. J. and W. K. 
 
 Greek Heroes (Ginn & Co.) Kingsley 
 
 Heidi (Crowell) Spyri 
 
 Hiawatha (Houghton MiffHn Co.) Longfellow 
 
 In the Days of the Giants (Houghton Mifflin Co.) Brown 
 
 Juan and Juanita (Houghton Mifflin Co.) Baylor 
 
 Japanese Folk and Fairy Tales (American Book Co.) Roulet 
 
 Jack, the Fire Dog (Little, Brown & Co.) Wesselhoeft 
 
 Kim (Doubleday, Page & Co.) Kipling 
 
 Mr. Rabbit at Home (Houghton Mifflin Co.) Harris 
 
 Nights with Uncle Remus (Houghton Mifflin Co.) Harris 
 
 Old Stories of the East (American Book Co.) Baldwin 
 
 Out-Door Land (Harper) Chambers 
 
 Orchard-Land (Harper) Chambers 
 
 Queen Zixi of Ix, or The Story of the Magic Cloak (Century) _ Baum 
 
 Rebecca of Sunnybrook Farm (Houghton Mifflin Co.) Wiggins 
 
 Robinson Crusoe (Russell) Defoe 
 
 Red Cap Tales (Macmillan) Crockett 
 
 Rab and His Friends (L. C. Page, The Golden Rod Library) Brown 
 
 St. Nicholas Christmas Book (Century) 
 
 Smoky Days — Indian Stories Retold (Little, Brown & Co.) ;. Eastman 
 
 Stories of Brave Dogs Retold from St. Nicholas (Longmans, Green & Co.) Lang 
 
 Southern Stories Retold from St. Nicholas (Century Co.) 
 
 Story-Telling— What to Tell and How to Tell it (McClurg & Co.) Lyman 
 
 Told by Uncle Remus (McClure) Harris 
 
 The Tar Baby and Other Rhymes of Uncle Remus (Appleton) Harris 
 
 The Book of Folk Stories (Houghton Mifflin Co.) Scudder 
 
 The Little Lame Prince (L. C. Page Cosy Corner Series) Craik 
 
 The Light Princess and Other Fairy Tales (Putnam) MacDonald 
 
 The King of the Golden River (Crowell) Ruskin 
 
 The Story of Roland (Houghton Mifflin Co.) Baldwin 
 
 The Children's Book (Houghton Mifflin Co.) Scudder 
 
 The Story of a Short Life (Rand McNally & Co.) Ewing 
 
 The Bird's Christmas Carol (Houghton Mifflin Co.) Wiggins 
 
 The Ruggle's Christmas Dinner 
 
 Toby Tyler, or Ten Weeks with a Circus (Harper) Otis 
 
 The Widow O'CoIlaghan's Boys (McClurg & Co.) Zollinger 
 
 The Deer Slayer (University Standard Lit. Series) Cooper 
 
 The Pilot (University Standard Lit. Series) Cooper 
 
 The Spy (University Standard Lit. Series) Cooper 
 
 True Bear Stories (Rand, McNally & Co.) Miller 
 
 The Wonder Book of Horses (Century) Baldwin 
 
 The Book of Saints and Friendly Beasts (Houghton Mifflin Co.) Brown 
 
 The Reform of Shann (Little, Brown & Co.) French 
 
 The Biography of a Grizzly (Century) Thompson 
 
 The Posy Ring (McClure) Wiggins and Smith 
 
 The Man Without a Country (Estes) Hale 
 
 Treasure Island (Rand, McNally & Co.) Stevenson, R. L. 
 
 Tales from Shakespeare (Houghton Mifflin & Co.) Lamb, C. and M. 
 
 The Animal Book (Longmans, Green & Co.) Lang 
 
 The Blue Bird for Children (Silver, Burdett Co.) Maeterlinck 
 
 Uncle Remus and His Friends (Houghton Mifflin & Co.) Harris 
 
FOR SCHOOLS AND PLAYGROUNDS 2J5 
 
 Uncle Remus, His Songs and Sayings (Applcton) Harris 
 
 Wee, Willie Winkie (Caldwell) Kipling 
 
 Wigwam Stories (Ginn & Co.) Judd 
 
 Wings and Stings (Rand, McNally & Co.) Daulton 
 
 Wild Animals I Have Known (Scribner) Thompson 
 
 Young Lucretia and Other Stories (Harper) Wilkins 
 
 SEVENTH AND EIGHTH GRADES 
 
 Animal Hero Stories (Houghton Mifflin Co.) Tappan 
 
 Arabian Nights (Scribner) Wiggins and Smith 
 
 Animal Heroes (Houghton Mifflin Co.) Seton 
 
 Alice's Adventures in Wonderland (Macmillan) Carroll 
 
 A Wonder Book (Houghton Mifflin Co.) Hawthorne 
 
 A Wonder Book for Boys and Girls (Houghton Mifflin Co.) Hawthorne 
 
 Alcott, Louisa M., Series (Lothrop) Alcott 
 
 A Child's History of England (Estes) Dickens 
 
 A Child's History of England (Houghton Mifflin Co.) Dickens 
 
 A Child's History of England (E. P. Dutton & Co.) Dickens 
 
 Among the Pond People (E. P. Dutton & Co.) Pierson 
 
 Among the Meadow People (E. P. Dutton & Co.) Pierson 
 
 Among the Farmyard People (E. P. Dutton & Co.) Pierson 
 
 Among the Forest People (E. P. Dutton & Co.) Pierson 
 
 Among the Night People (E. P. Dutton & Co.) Pierson 
 
 Alpatok, An Esquimo Dog (L. C. Page Cosy Corner Series) Saunders 
 
 Black Beauty (Crowell) Sewell 
 
 Celtic Fairy Tales (Putnam) Jacobs 
 
 Classic Myths (Ginn & Co.) Gayley 
 
 Children of the Tenements (Macmillan) Riis 
 
 Country Pastimes for Boys (Longmans, Green & Co.) Graham 
 
 Captains Courageous (Century) Kipling 
 
 Candle Lightin' Time (Dodd, Mead Co.) Dunbar 
 
 Child Rhymes (Bobbs-Merrill Co.) Riley 
 
 Emmy Lou (McClurg) Martin 
 
 Grizzly King Curwood 
 
 Historic Girls (G. Putnam Co.) Brooks 
 
 Heroes Every Child Should Know (Doubleday. Page & Co.) Mabie 
 
 Hiawatha (Houghton Mifflin Co.) Longfellow 
 
 In Chimney Corners (Doubleday, Page & Co.) MacManus 
 
 In the Days of the Giants (Houghton Mifflin Co.) Brown 
 
 In the Boyhood of Lincoln (Appleton) Butterworth 
 
 Ivanhoe (University Standard Lit. Series) Scott 
 
 Joan of Arc Lowell 
 
 Joan of .\rc— Children's Hero Series (E. P. Dutton & Co.) Lang 
 
 Jean Val Jean (Ginn & Co.) Wiltse 
 
 Kazan Curwood 
 
 Kenilworth (L'niversity Standard Lit. Series) Scott 
 
 King .\rthur and His Court (Ginn & Co.) Green 
 
 Kristy's Queer Christmas (Houghton Mifflin Co.) Miller 
 
 Kellogg's Series for Boys (Lothrop) Kellogg 
 
 Little Baree Curwood 
 
 Legends of Charlemagne (Crowell— Astor Series) Bulfinch 
 
 Leather Stocking Tales (Houghton Mifflin Co.) ^ Cooper 
 
 Lady Lee and Other Animal Stories (McClurg) Ensign 
 
 More Celtic Fairy Tales (Putnam & Sons) Jacobs 
 
236 PHYSICAL EDUCATION COMPLETE 
 
 Nights with Uncle Remus (Houghton Mifflin Co.) Harris 
 
 Old Hendrick's Tales (Longmans, Green & Co.) Vaughn 
 
 Old Mammy's Torment (L. C. Page Cosy Corner Series) Johnston 
 
 Patty Fairfield (Dodd, Mead Co.) Wells 
 
 Princess and Princesses (Longmans, Green & Co.) Lang 
 
 Robinson Crusoe (Russell) Defoe 
 
 Recollections of a Drummer Boy (Houghton Mifflin Co.) Kieffer 
 
 Red Cap Tales (Macmillan) Crockett 
 
 Squirrels and Other Fur Bearers (Houghton Mifflin Co.) Burroughs 
 
 Snow Shoes and Sledges (Harper) Munroe 
 
 Stories for Boys (Scribner) - Davis, R. H. 
 
 Stories of Robin Hood (Crowell) McSpadden 
 
 Stories from Wagner (Crowell) McSpadden 
 
 Six Trees (Harper) Wilkins 
 
 Bret Harte in Christmas Collections (Moffat-Yard Co.) Schauffer 
 
 Santa Claus at Simpson's Bar 
 
 Story of Roland (American Book Co.) Baldwin 
 
 Story of Siegfried (American Book Co.) Baldwin 
 
 Story of the Greeks (American Book Co.) Guerber 
 
 Story of the Romans (.American Book Co.) Guerber 
 
 Santa Claus on a Lark (Century) Gladden 
 
 Told to the Children Series (E. P. Dutton & Co.) Defoe 
 
 The Snow Image and Other Twice Told Tales (Houghton Mifflin Co.) Hawthorne 
 
 The Book of Saints and Friendly Beasts (Houghton Mifflin Co.) Brown 
 
 The Basket Woman (Houghton Mifflin Co.) Austin 
 
 The Talking Beasts — Fables from India (Doubleday, Page & Co.).. Wiggins and Smith 
 
 The Bird's Christmas Carol (Houghton Mifflin Co.) Wiggins 
 
 The Ruggles' Christmas Dinner 
 
 Tales of Laughter (Doubleday, Page & Co.) Wiggins and Smith 
 
 The Happy Prince (Little, Brown & Co.) Wilde 
 
 The Jungle Books (Century Co.) Kipling 
 
 Ben Hur (Harper) _ Wallace 
 
 The Three Wise Men 
 
 The Tar Baby and Other Rhymes of L'ncle Remus (Appleton) Harris 
 
 The Children's Book (Houghton Mifflin Co.) Scudder 
 
 The Little White Bird (Scribner) Barrie 
 
 Through the Looking Glass (Macmillan) Carroll 
 
 The Song of Roland (Houghton Mifflin Co.) Baldwin 
 
 Tom Brown at Rugby (Houghton Mifflin Co.) Hughes 
 
 The Widow O'CoUighan's Boys (McClurg) Zollinger 
 
 The Deer Slayer (Macmillan) Cooper 
 
 The Last of the Mohicans (Macmillan) Cooper 
 
 The Magic Forest (Macmillan) White 
 
 Two Years Before the Mast (Houghton Mifflin Co.) Dana 
 
 The Spy (University Lit. Series) Cooper 
 
 The Flamingo Feather (Harper-Y. P. Series) Munroe 
 
 The Book of Golden Deeds (Lothrop) Yonge 
 
 The Little Duke (Lothrop) Yonge 
 
 The Prince and the Page (Lothrop) Yonge 
 
 The True Story of Abraham Lincoln (Lothrop) Brooks 
 
 The True Story of George Washington (Lothrop) Brooks 
 
 The Boy Lincoln (.Appleton) Stoddard 
 
 The Fifteen Decisive Battles of the World (Harper) - Creasy 
 
 The Story of the Birds (Appleton) - Baskette 
 
FOR SCHOOLS AND PLAYGROUNDS 237 
 
 The Spinner Family (McClurg) Patterson 
 
 The Wonder Book of Horses (Century) Baldwin 
 
 The Bird Hospital (Caldwell) Bascom 
 
 The Wit of the Wild (Dodd Mead Co.) Ingersoll 
 
 The Second Jungle Book (Century) Kipling 
 
 The Biography of a Grizzley (Century) Thompson 
 
 The Children's Book of Stars (Macmillan) Milton 
 
 The Insect World (Apple ton) Weed 
 
 The Story of Primitive Man (Appleton) Clodd 
 
 The Man Without a Country (Estes) Hale 
 
 Treasure Island (Rand, WcNally & Co.) Stevenson, R. L. 
 
 Tales from Shakespeare (Houghton Mifflin & Co.) Lamb, C. and M. 
 
 Uncle Remus and His Friends (Houghton Mifflin Co.) Harris 
 
 L^ncle Remus, His Songs and His Sayings (Appleton) Harris 
 
 Up and Down the Brooks (Houghton Mifflin Co.) Bamford 
 
 Wee, Willie Winkie (Caldwell) Kipling 
 
 Wigwam Stories (Ginn & Co.) Judd 
 
 Westward, Ho! (Macmillan) Kingsley 
 
 Ways of the Six Footed (Ginn & Co.) Comstock 
 
 Wild Neighbors (Macmillan) _.. _ Ingersoll 
 
CHAPTER VIII 
 
 An Elementary Course in First Aid for Grammar Grades 
 
 FIRST AID TO THE INJURED 
 
 No matter where we go or what we do, we are constantly Hable to meet 
 with accidents, trivial or serious, and a knowledge of First Aid is of such 
 value that all should make it a point to accept instruction along this line 
 whenever the opportunity offers. 
 
 Very frequently injuries are carelessly handled, a bandage, the cleanliness 
 of which is often questionable, applied and the wound left to heal itself, if it 
 is so inclined. Fortunately wounds cared for in this way often do heal them- 
 selves and again very serious complications arise because of lack of proper 
 and intelligent treatment at the time of the accident, complications which 
 often baffle the skill of medical men and result fatally. 
 
 First Aid is intended only to replace the careless and dangerous methods 
 of treatment employed by the majority of people. IT IS NOT INTENDED 
 TO TAKE THE PLACE OF THE SERVICES OF A PHYSICIAN and should 
 never be so considered, but First Aid administered by one schooled in the 
 work does give temporary relief and prevents injuries from becoming 
 serious. 
 
 Today we are wisely taught that to neglect a wound, no matter how. 
 trifling it may seem to us, frequently leads to trouble, whereas if we promptly 
 apply First Aid treatment, such dangers are obviated. 
 
 Where the wound is serious. First Aid intelligently applied, gives tem- 
 porary relief to the injured part, relieves the sufferer's mind of fears, lessens 
 the dangers of complications, assists medical treatment that follows and 
 hastens the final recovery. 
 
 GENERAL RULES TO BE OBSERVED IN CASE OF SICKNESS 
 
 OR ACCIDENT 
 
 1. A COOL, DETERMINED person should take charge until the arrival 
 of medical assistance. 
 
 2. Place the patient in as comfortable a position as possible. 
 
 3. Make sufficient examination to learn the nature of the sickness or 
 injury, and then — ■ 
 
 4. Telephone, or send for medical assistance. Always give the prefer- 
 ence to the family physician if it is possible to do so. Give the physician 
 sufficient information concerning the case to permit him to take with him all 
 necessary supplies and instruments. Much valuable time may be saved in this 
 ■way. 
 
FOR SCHOOLS AND PLAYGROUNDS 239 
 
 5. The curious crowd should he kept away from the patient. It is 
 extremely necessary that the patient have plenty of fresh air. If the condi- 
 tions are such that the patient must be where a crowd can gather, instruct 
 those nearest to form a large circle, by grasping hands firmly and pushing 
 back the crowd, thus leaving the patient and the few necessary people in the 
 center. 
 
 6. Do not permit any screaming or excitement or, in fact, anything that 
 might cause the patient alarm. If friends or relatives persist in acting in 
 such a manner, they should be excluded, regardless of feelings. 
 
 7. If it is possible to secure immediately the services of a physician, the 
 First Aid student need do very little beyond making the patient comfortable 
 and keeping the crowd away. 
 
 8. In case of hemorrhage, prompt and continued action is necessary 
 until the arrival of the physician. Control hemorrhage by making a direct 
 pressure into the wound with a clean bandage, absorbent cotton or the inside 
 of a handkerchief that is fresh from the laundry. In the more serious cases 
 of hemorrhage, press on the artery between the cut and the heart. The pres- 
 sure point must be found, that is, a point where the artery can be pressed 
 against a bone. 
 
 Bacteria. — Bacteria are omnipresent. Our hands, breath and clothing are 
 constantly in a state of storage for them and we should exercise the greatest 
 care in the handling of open wounds. Bacteria in a wound take what they 
 need of the blood for their nourishment and propagation and leave behind the 
 chemical changes, or wastes. Germs produce poisions which cause abscesses 
 under the skin and enlarge the already present cavity. The pressure of bac- 
 teria in a wound very often causes fever, derangement of the brain, or delir- 
 ium, weak heart and a general weak and run-down condition, all due to the 
 chemical changes produced by germs. The brain centers and heart are mostly 
 affected and often death follows. 
 
 SOME THINGS TO BE REMEMBERED 
 
 1. Antiseptics that are not well diluted destroy tissue. 
 
 2. Do not touch the wound with the hands. If you are to take charge of 
 the case, cleanse your hands at once by the use of hot water, soap and the 
 vigorous use of a nail brush. Particular attention should be given to the 
 cleansing of the nails. After this, rinse the hands well in a solution of car- 
 bolic acid (one teaspoonful to a quart of water.) Do not dry the hands on a 
 towel or allow them to come in contact with anything except the sterile 
 material to be used. 
 
 3. Begin the washing of wounds with a solution of one level teaspoonful 
 of salt in a pint of water. 
 
 4. Splash the water onto the injury or use a piece of absorbent cotton, 
 allowing the water to run ofif the cotton into the wound. Do not wash out 
 much. 
 
240 PHYSICAL EDUCATION COMPLETE 
 
 5. Do not allow the patient, or anyone else, to touch the wound. 
 
 6. Still, clean air is not dangerous. A wound exposed in the open air is 
 less likely to become infected than one that is exposed in a close and dusty 
 room. 
 
 7. Do not use adhesive plaster, antiphlogistine or any greasy substance 
 on an open wound. Leave that to the decision of the physician. 
 
 8. Where necessary, clip the hair. 
 
 9. Remove foreign bodies. 
 
 10. Apply sterilized material until the physician arrives. 
 
 11. While a wound is healing it should be kept open and thoroughly 
 cleansed. Let it discharge. By so doing much trouble may be saved. 
 
 PRECAUTIONS 
 
 1. Care should be taken to put a bandage on firmly and securely, but not 
 too tightly. A bandage should never be so tight as to interfere with the cir- 
 culation, by cutting off the blood supply. Such a bandage left too long may 
 cause mortification and eventually death of the part. 
 
 2. Leave the tips of the fingers or toes uncovered so they may be seen. 
 If they turn blue or the patient complains of cold in the injured part, it is 
 almost a sure sign that the blood supply has been interfered with and the 
 bandage must be loosened at once. 
 
 3. Put bandages over splints, NEVER UNDER THEM. 
 
 4. Use only dry bandages. Wet ones shrink and stop the circulation. 
 
 5. Bandage the injured part in the position in which it is intended to be 
 left. Change of position of the part may cause a tightening somewhere that 
 would stop the circulation. 
 
 6. Put on plenty of bandage. Do not be afraid of wasting such material. 
 
 7. Always use the figure of eight over a joint. 
 
 8. Begin bandaging from the lower part of the injured member and work 
 upward. 
 
 9. Tie knots where they will cause no suffering or inconvenience. 
 
 To Sterilize Needles. — People often have use for a needle with which to 
 open pimples, boils or wounds and whenever such a thing is to be done the 
 needle should be first sterilized by placing the point in an alcohol or gas flame 
 or by dipping the point into alcohol or carbolic acid, being careful not to touch 
 the point with the fingers before using it. 
 
 Keep Wounds Open. — If pus is formed in a wound and a person wishes to 
 use adhesive or court plaster to cover it, small holes should be cut in the plas- 
 ter before it is applied or thin strips of plaster shoidd be put on in such a way 
 that the wound is able to discharge the poison. 
 
 First Aid Outfits for Schools. — 
 2 ozs. Aromatic Spirits of .Ammonia. Dose — 1 teaspoonful in a glass of water, 
 
 to be used as a stimulant. 
 4 ozs. Lysol, POISON. 1 teaspoonful in a quart of water for washing wounos, 
 
 for EXTERNAL USE ONLY. 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 241 
 
 54 lb. Boracic Acid — For Eye Wash. Alake a 2 per cent .solution and put a 
 few drops in each eye. 
 
 1 50c box Poslam — For healing all sorts of skin troubles. 
 
 1 oz. Oil of Cloves — POISON. Cleanse cavity with small piece of cotton, sat- 
 urate a little cotton with Oil of Cloves and apply to the cavity. 
 
 1 box of Tooth M'ax. Cleanse cavity with small piece of cotton and fill cavity 
 with wax. 
 
 ^1 — 1 inch Gauze Bandages. 4 — Yucca Splints. 
 
 6 — 2 inch Gauze Roller Bandages. 1 — Package Safety Pins. 
 
 2 — 3 inch Muslin Roller Bandages. 1 — Cup, paper or enamel. 
 
 6 — Triangular Bandages. 1 — Pair Sharp Scissors. 
 
 A — 1 yard packages Picric Acid Gauze. 1 — Pair Tweezers. 
 
 2 — 34 pound packages Absorbent Cotton. 
 
 1 — U. S. A. Tourniquet or piece of small Rubber Tubing. (Rubber tubing, 
 used as a Tourniquet, should be used either over clothing or a piece of 
 cloth placed next to the skin, and then should be loosened very fre- 
 quently.) 
 
 1 — Bo.x \\''no(len Tongue Depressers. 
 
 Important. — Have your School First Aid Outfit kept under lock and key, 
 
 never permitting anyone access to the case unless absolutely necessary and 
 
 then only under your personal instruction and direction. 
 
 DIAGRAM FOR MAKING A FIRST AID CUP OF PAPER. 
 
 Figure 2 — Cup complete. 
 Directions for Folding the Paper. 
 
 1. A perfectly square piece of paper should be used. 
 
 2. Fold on the dotted line, No. 1, A-D, so that the point F and E meet. 
 
242 PHYSICAL EDUCATION COMPLETE 
 
 3. Fold on the dotted line, No. 2, C-H, so that the points D and B meet. 
 
 4. Fold on the dotted line, No. 3, B-G, so that points A and G meet. 
 
 5. Fold on the dotted line, No. 4, B-C, so that the points E and F fall on 
 the outside, and the cup is complete. 
 
 BANDAGES. 
 
 Bandages are used for the following purposes : 
 
 1. To hold splints in position. 
 
 2. To hold dressings in position. 
 
 3. As slings to support injured parts. 
 
 4. To control bleeding by pressure. 
 
 5. To keep a wound clean and free from exposure to the clothing. 
 
 Bandages may be fastened by the use of adhesive plaster, safety pins, sew- 
 ing or the ends may be tied in a Reef Knot, sometimes called a Square Knot. 
 Never use what is known as the "Granny Knot," which is most always made 
 by those unfamiliar with First Aid work. It does not always hold securely. 
 
 To tie the Reef Knot, proceed as follows: 
 
 Take the two ends of the bandage in your two hands, lay the end held in 
 your right hand on top of the one held in your left hand and with the fingers 
 of the left hand wind the end (still working with the right end of the bandage) 
 around the left end, thus making the first half of the knot. Now lay the end 
 held in your left hand on top of the end in your right hand, wind it around the 
 end held in your right hand, pull the end through and the knot is made. 
 
 Say to yourself as you tie the knot — "Right over the left and left over the 
 right." This will always set you in the right path and is easily remembered. 
 
 Bandages mostly used by the Student of First Aid are : 
 
 1. Triangular. 
 
 2. Roller. 
 
 Triangular Bandage. — The Triangular Bandage seems to be best suited 
 for the use of those who are to do First Aid work. In expert hands it is often 
 applied most skillfully. It is easily made and applied and there is very little 
 chance of any harm being done by its use. 
 
 It is made of unbleached muslin, cotton cloth or a strong cheese cloth, and 
 \\hen cut from 34 inches to 36 inches square, is most effectively handled. It 
 may be used folded so as to form a double triangle or cut diagonally so that 
 two are made from one i^quare. 
 
 It is used as an 
 
 1. Arm Sling. 5. Eye Bandage. 
 
 2. Head Bandage. 6. Palm of Hand Bandage. 
 
 3. Hand Bandage. 7. Jaw Bandage. 
 
 4. Foot Bandage. 8. Neck Bandage. 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 243 
 
 3^' 
 
 34' 
 
 HOW TO APPLY THE TRIANGULAR BANDAGE. 
 
 Ann Sling. — Lay one end of the Ijandage over the slioulder of the unin- 
 jured side, the opposite end hanging down in front of the patient, the point of 
 the bandage being placed toward the elbow of the injured arm. Raise the 
 arm, bending it at the elbow so that it rests across the body on a line with the 
 elbow, thumb pointing toward the chin. Bring the lower end of the bandage 
 up over the arm and shoulder of the injured arm and fasten both ends with a 
 Reef Knot back of the neck. Fold the point over the elbow and pin on the 
 front side, forming a snug pocket in which the elbow rests. (Be sure the tips 
 of the fingers are in sight.) 
 
 STEP 3 
 
 STEP 2 
 
 STEP 1 
 
 Head Bamdage. — Fold the bandage to form a triangle. (If a single 
 bandage is used, make a hem of about two inches on the long side.) Lay the 
 bandage on the head, the long side or hem side being placed on the forehead, 
 the hem just above the eyebrows, the point of the bandage hanging down 
 behind the head. Cross both ends of the bandage at the back of the head, 
 
244 PHYSICAL EDUCATION COMPLETE 
 
 bring to the front and tie. Now draw the point up on top of the head, over 
 the bandag-e, tuck the ends in neatly and secure by using pins or sewing. 
 
 Hand Bandage. — Fold the bandage to form the triangle. Spread it out 
 on a flat surface, the point away from the body. Place the hand, palm down, 
 on the bandage, fingers extended and draw the point of the bandage back 
 over the hand, cross the two ends over the back of the hand, carry to the 
 under side of the wrist, cross again and tie on the upper side of the wrist. 
 
 Foot Bsmdage. — The bandage is prepared in the same manner as for the 
 hand bandage. Spread out and place the foot in the center, toes toward the 
 point. Draw the point back over the foot, but do not crowd the toes. Cross 
 both ends over the instep, again at the back of the ankle and tie in front. 
 
 Eye Bandage — Fold to the triangular shape, draw the point over to about 
 one-third of the distance between the point and the long side, then fold all 
 twice toward the long side, thus making three folds. Apply over the eye and 
 tie at the back of the head. 
 
 Palm of Hemd Bamdage. — Fold as for eye bandage, place on the palm, 
 cross the ends on the back of the hand, again on the under side of the wrist, 
 bringing them at last on top of the wrist for tA'ing. 
 
 If the palm is badly cut, direct the patient to grasp tightly a roll of 
 absorbent cotton or gauze dressing, such as he can hold comfortably in the 
 hand, then apply the bandage, making all very snug that the fingers mav be 
 kept in place over the palm. The Hand Bandage may also be used in such 
 cases. 
 
 Jaw Bandage. — Use two bandages where support for the jaw is necessary. 
 Fold both as for the eye bandage, place the center of one across the chin, tie 
 at the back of the neck, and the center of number two under the chin and tie 
 on top of the head. 
 
 Neck Bandage. — Fold as for the jaw bandage, with a piece of soft paste- 
 board inside as a support to the bandage, place over the injury, cross on 
 opposite side of the neck and tie over the center of bandage (see that the knot 
 does not rest on the injury). 
 
 Roller Bandage. — These bandages are made from vmbleachcd muslin, cot- 
 ton cloth, cheese cloth or gauze. The cheese cloth and gauze bandages are 
 the most satisfactory to use as they are elastic and can be made to fit snugly 
 over the injured part. 
 
 Roller bandages may be used best in the following sizes : 
 y2 inch to 1 inch — Fingers and toes. 
 
 2 inch to 2'/< inch — Arm and head. 
 
 3 inch — Leg and thigh. 
 
 How to Roll a Bandage. — I'andages that are made up by the First Aid 
 Student mav be rolled for use according to the following directions: Turn 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 245 
 
 hack on the liaiulage ahout three or four inches of one end of it, so as to form 
 a fold of tliat length. Rejjeat nntil )ou have a small, close roll of the cloth 
 well started. Now place one foot on a low chair or support, lay the bandage 
 on the thigh, the left hand on the bandage near the knee, hold the bandag? 
 securely and with the right, beginning at the finger tips, roll the bandage 
 along the fingers, plam of the hand, wrist and up the arm for several inches. 
 Repeat until all the material is in a close, snug roll. (These may be cut with 
 a sharp knife to form a roll of any desired size.) 
 
 How to Start the Roller Bandage. — Take the roll in the right hand, roll 
 uppermost, the thumb of the left hand holding the end of the bandage in place 
 until a sufficient number of turns have been made to securely anchor the ban- 
 dage. Make it tight enough to prevent slipping. Always begin at the smaller 
 part of the injured member and bandage toward the larger. 
 
 Some Uses of the Roller Bandage: — 
 
 1. Spiral. 
 
 2. Spiral Reverse. 
 
 3. Barton Jaw. 
 
 4. Spiral of the Thumb and Fingers. 
 
 5. Spiral of the Toes. 
 
 6. Figure of Eight. 
 
 Spiral. — The application of this bandage is only practical when the por- 
 tion of the body to be bandaged is of the same size, or nearly so. Having 
 made the start as just described, proceed by a series of circular turns made 
 fairly close together. (Never use any kind of a bandage for this except the 
 gauze, as it fits more snugly and presents a neater appearance than anything 
 else. This applies, of course, to cases where the First Aid Student has a 
 choice of material.) 
 
 Spiral Reverse. — This bandage is most useful when the injured member is 
 larger at one portion than another. To apply the bandage proceed as if the 
 Spiral were to be used, commencing at the small part, make several turns, one 
 
 placed over the other to secure a good hold, then proceed up the limb with a 
 few of the Spiral turns and as soon as the limb begins to increase in size, in 
 order to cover all spaces, which would be otherwise left bare, the Reverse 
 
246 PHYSICAL EDUCATION COMPLETE 
 
 must be used. This is not so difficult as one would imagine, but does require 
 some practice to make it smooth and neat. 
 
 To make the Reverse proceed as follows: 
 
 Place the thumb of the left hand at the lower edge of the last Spiral turn. 
 This will keep the bandage from becoming loosened. Take the roll of bandage, 
 with about four inches unrolled, with it roll uppermost, between the thumb 
 and finger of the right hand, slacken up on the bandage and make a half turn 
 over and toward your own body, which makes that portion called the Reverse. 
 Now pass the roll under the limb, catch it with the left hand and bring it up 
 over the limb, at the same time draw it snugly, make another Reverse and pro- 
 ceed to move up the injured member as far as necessary and fasten. The 
 Reverses should all be made in one straight line. 
 
 The Barton Jaw Bandage. — Place the end of the bandage at the center of 
 the top of the head, roll uppermost, unroll the bandage over the left side of the 
 face, under the chin, over the right side of the face and across the end of the 
 bandage where the start was first made on top of the head. Now pass over 
 the left side of the head, back of the left ear, around back of the neck, over the 
 lower part of the right cheek, over the chin and lower part of the left cheek to 
 the back of the neck when the bandage is carried on the right side of the back 
 of the head to the top of the head, where it crosses the rest of the bandage. 
 This makes the first complete turn of the Barton Jaw and should be repeated 
 several times, ending on top of the head, where it should be securely fastened. 
 Apply the bandage snugly enough to hold a fractured jaw in place until the 
 services of a physician are secured. 
 
 Spiral of the Thumb and Fingers — To apply this bandage, stand facing 
 the patient, lay the cioth on the wrist, roll uppermost, running toward the 
 thumb, and make a few circular turns around the wrist to hold securely, then 
 pass from the right side of the wrist ovei the back of the hand along the outer 
 side of the thumb to the very tip. Now make your spiral turns to the base of 
 the thumb and pass to the left side of the wrist, make one complete turn 
 around the wrist and the next time bring the bantlage up over the back of the 
 hand to the side of the first finger next to the thumb, thence to the tip of the 
 finger and make the spiral turns to the base of the finger. Proceed in this way 
 until all the fingers are covered. No bare spots should be seen on the fingers 
 or the back of the hand, but the palm of the hand is entirely free from any 
 bandaging whatever, thus affording a more free use of the hand. The finger 
 bandage so applied is one of the most practical that a person can use. 
 
 Spiral of the Toes. — In applying the Spiral of the Toes, the start is made 
 around the ankle, then bandage in the same manner as for the Spiral of the 
 Thumb and Fingers. 
 
 Figure of Eight. — The Figure of Eight is used mostly over such joints as 
 the knee and elbow and is the one used to connect the Spiral Reverse when it 
 
FOR SCHOOLS AND PLAYGROUNDS 247 
 
 is necessary to put it on both the lower and upper arms and lower and upper 
 legs. A few circular turns are made just where the Spiral Reverse ceases and 
 from the lower arm the bandage passes to the upper arm and over the inside 
 or hollow of the elbow, under the upper arm and over the inside of the elbow 
 to the upper part of the lower arm. This makes the first complete Figure of 
 Eight and should be repeated three or four times when two circular turns are 
 made around the lower part of the upper arm and the Spiral Reverse con- 
 tinued as far as necessary and then securely fastened. Do not cover the 
 "funny bone" of the elbow and be careful to put the bandage on loosely enough 
 to permit of movement of the arm at the elbow joint. 
 
 Sprained Ankle Bandage. — Use adhesive plaster for bandaging a sprained 
 ankle and begin almost opposite the knee on the outside of the leg, plaster 
 down the side of the leg, opposite the Tibia, pass under the arch, over the 
 ankle bone on the inside of the foot to the instep, from where it is carried 
 diagonally across the shin bone. Now put OVERLAPPING straps of plaster 
 on both sides of the foot on top of the first strip of plaster. 
 
 Broken Rib Bandage. — ^Use adhesive plaster to bandage a broken rib and 
 begin on the far side of the spine, plaster across the territory of the broken ril,- 
 and around to the far side of the sternum, thus giving a good anchorage. 
 Have the patient exhale and then apply the bandage quickly. 
 
 Sacro-Iliac Bandage. — ^Use adhesive plaster for this bandage and begin 
 on the far side of one hip bone, plaster across the Sacro-Iliac region to the far 
 side of the opposite hip bone, which gives the anchorage necessary. Said by 
 physicians to be a great reliever of backache or dislocation in the Sacral 
 region. Plaster after exhalation and draw snugly. 
 
 FRACTURES AND THEIR TREATMENT 
 
 Broken bones are injuries which should be understood by the First Aid 
 Student. The tendency of a muscle to contract is greatly increased by fracture 
 and often the ends of the bones are pulled past each other in such a way as to 
 cut veins and arteries, thus adding to the hemorrhage and severity of the 
 original wound. 
 
 The two main classes of fracture are Simple and Compound. 
 
 Simple Fracture. — A break of the bone where there is no wound or injury 
 to the surrounding parts. 
 
 Compound Fracture. — A Simple Fracture PLUS an open wound which 
 may be caused by either a broken bone protruding through the skin, or by any 
 object such as a piece of shell or bullet making an outside wound, followed by 
 the fracture. 
 
 Fractures may be recognized by pain, swelling and deformity of the in- 
 jured member, movement where there should be none and crepitus (a grating 
 of one rough surface of the bone against the other — proof of a break). 
 
248 PHYSICAL EDUCATION COMPLETE 
 
 Treatment of Simple Fracture. — 
 
 1. Remove the clothing very carefully from the injured part, tut cloth- 
 ing if necessary. 
 
 2. Avoid pain by unnecessary handling. 
 
 3. Make no attempt to set a bone. That is a physician's business. 
 
 4. If the patient is not to be transported, bring the limb into its natural 
 position as far as possible. Let it rest on a pillow or other soft object until the 
 arrival of the physician. 
 
 5. If the patient is to be transported, the broken member MUST BE 
 FIRMLY SECURED by splints and bandages. NO MOTION SHOULD BE 
 PERMITTED. 
 
 6. Treat for shock. 
 
 7. Allow splints to project beyond the joint, should the fracture be near 
 one. They should be somewhat wider than the width of the injured member. 
 
 HOW TO APPLY SPLINTS. 
 
 1. Be sure to select splints of the proper length, width and of a thickness 
 that permits of no bending. 
 
 2. The part of the splint which is to come next to the patient should be 
 padded with plenty of the softest material available. Cotton, of course, is the 
 very best, though coats, blankets, hay, straw, weeds, grass, etc., may be used. 
 Pad the space between the splint and limb so there is no chance whatever for 
 movement. 
 
 3. Splints should be fitted to the well member, matching the same at 
 point of injur}-, and then transferred to the fractured member. 
 
 4. Now apply the splints and cover all with a bandage. 
 
 Treatment of Compound Fractures. — The danger of all open wounds is 
 very great. They do not heal until all infection is gone. 
 
 1. If a physician is soon to be present, leave the ends of the bones just 
 where they protrude through the skin. 
 
 2. Make every effort to keep the injured member still. 
 
 3. Cover the fracture with a sterilized cloth. BE SURE IT IS MADE 
 ANTISEPTIC. This may be done by dipping the cloth in alcohol or by boiling 
 it in water. 
 
 4. Iodoform gauze may be placed next to the injury, absorbent cotton 
 over this, then a triangular bandage wrapped over all, loosely, after which 
 apply splints as in the case of Simple Fracture. 
 
 IF A PHYSICIAN CANNOT BE SECURED AT ONCE OR THERE IS 
 ANY GREAT DELAY, treat as follows : 
 
 1. Clean the bone well, wash with soap and water, then a MILD antisep- 
 tic. (Use STERILE, BOILED WATER for all of this.) 
 
 2. Slip the bone in place. 
 
 3. Keep the wound open and sterilized by placing antiseptic cloths in the 
 wound. 
 
FOR SCHOOLS AXD PLAYGROUNDS 249 
 
 4. TRY TO GET A DOCTOR ! 
 
 5. If the patient is to be transported, have one person take full charge 
 of the broken member and others, the rest of the body. 
 
 6. Treat for shock. 
 
 Splints. — The following materials are suggested for splints : 
 
 Heavy pasteboard boxes, book covers, cigar boxes, laths, rulers, shingles, 
 barrel staves, broom and mop handles, pokers, canes, umbrellas, shot guns, 
 rifles and any other available material of a like nature. 
 
 In the case of a fractured arm, the chest may be made to answer the pur- 
 pose of a splint by strapping the injured arm to the side of the body by a wide 
 bandage. 
 
 In the case of a fractured leg, the opposite leg may be made to serve the 
 purpose of a splint by strapping in the same way. 
 
 Use two splints, one on top and the other on the underneath part of the 
 broken member. 
 
 Yucca splints, wet and fitted to the body, harden to its shape. 
 
 Fracture of the Thigh. — Secure the joint by a splint on each side of the 
 leg. The one on the outside of the injured limb should reach from the armpit 
 to the ankle. The splint is to be secured in several places by bandages around 
 the body and the injured limb. A shorter splint should be applied in a like 
 manner on the inner side of the limb. Now bind both limbs securely together. 
 I'adding should fill in any spaces between the splints and thigh. 
 
 Fracture of the Knee-pan. — Have the splint long enough to reach from 
 below the heel to half way between the knee and hip. Plenty of padding under 
 the knee. Secure the splint by binding at the ankle, above and below the knee 
 —NOT ON TOP OF THE KNEE-CAP. 
 
 Fracture of the Lower Leg. — Place patient on back. Get the leg in a 
 
 straight position and on a soft pillow or cushion. Draw the sides of the pillow 
 together around the leg and secure firmly with bandages. The Pillow Splint 
 is the safest for the student of First Aid to apply. 
 
 Fracture of the Foot. — Make a triangular splint by fastening two small 
 pieces of boards together, forming a right angle. Pad this well and bandage 
 to cither side of the foot. Use material about one inch wide. 
 
 Fracture of the Upper Arm. — Use small splints, well padded, on the back, 
 front and sides of the arm. Bend the forearm at right angles to the arm and 
 support by means of a sling. 
 
 Fracture of the Lower Arm. — Use two splints, pad well, place on the front 
 and back of the arm, bind together and place in a sling in such a position that 
 the thumb is up, that is, on the side nearest the chin. 
 
 Fracture of the Wrist. — --^pply well padded splints made of cigar boxes, 
 book covers, heavy wire netting or pasteboard boxes. Place on the under part 
 
250 PHYSICAL EDUCATION COMPLETE 
 
 of the hand, extending from the fingers well up the forearm. Place a shorter 
 splint on the back of the hand. Cover with a bandage and put in a sling. 
 
 Fracture of the Hand. — Place a pad in the palm of the hand, put on 
 splints and put the arm in a sling. 
 
 Fracture of the Fingers. — Use padded splints sufficiently long to extend 
 from the tip of the finger to the wrist, and place the hand in a small sling. 
 
 Fractured Skull. — A fractured skull usually causes unconsciousness. Keep 
 the patient very quiet. GET THE PHYSICIAN AS QUICKLY AS POSSIBLE. 
 Place patient on his back with head and shoulders slightly elevated. If there 
 is an open wound, cover with a pad of cotton made antiseptic, and bandage 
 loosely. Cloths dipped in ice water may be applied. 
 
 Fracture of the Nose — There may be either a dislocation or broken con- 
 dition — jumbling up of little bones — internal injuries and the nostrils may be 
 obstructed. Careful attention is necessary. Keep the air passages open by 
 sterilized cotton. Should the nasal passage remain obstructed an operation 
 later will be required. 
 
 Fracture of the Jaw. — Get the bones in as near the correct position as 
 possible, but handle very gently. Apply the Barton jaw bandage. Get a 
 Dental Surgeon or Medical Doctor to look after the case, otherwise the jaw 
 may be incorrectly set and the teeth fail to meet properly. 
 
 Fracture of the Collar Bone. — The collar bone is very easily broken. Lift 
 the arm, at the same time push back, place a pad in the arm-pit, put the arm 
 in a sling and have the position of the hand such that it is pointing toward the 
 uninjured shoulder. Lay the patient flat on his back, on a pillow, while per- 
 forming the above. 
 
 Fracture of the Ribs. — Handle the patient as carefully and as little as 
 possible. Raise the head and chest in order to permit of the least effort in 
 breathing. Place on the uninjured side or on the back. If the services of a 
 physician cannot be secured within a short while or the patient must be 
 transported, place strips of adhesive plaster from the spinal column across 
 the side of the body to the middle. Begin at the lower part of the chest and 
 overlap the rows as the ascent is made. Secure the ujjper ones to the far side 
 of the breast bone. 
 
 CIRCULATION 
 
 The heart walls are muscular and contract with rhythmical regularity. 
 By means of these contractions the blood which the heart contains is sent by 
 jets, or spurts, into the largest artery, called the Aorta, which supplies the net- 
 work of arteries and capillaries in the body. From the capillaries the blood 
 is taken up by the veins, minus the oxygen and life-giving properties, and 
 carried back to the heart for purification. The waves, jets, or spurts of blood 
 
FOR SCHOOLS AND PLAYGROUNDS 251 
 
 sent into the arteries cause what is known as the pulse, which is felt not only 
 at the wrist but at any point where an artery is found to be close to the 
 surface. 
 
 The left side of the heart is larger and stronger than the right as the con- 
 tractions of the left side send the blood through the body, while the right side 
 has only to pump the blood through the lungs, where it is purified. The arter- 
 ies, because of great blood pressure, are very strong, do not collapse and are 
 elastic. This is necessary in order that they are not torn by the waves or jets 
 of blood sent Into them. Sometimes the pressure is very strong. 
 
 Veins are provided with valves to prevent a backward flow of the blood. 
 They remind one of little doors scattered along through the veins, which 
 close automatically when danger threatens. 
 
 If we have arterial hemorrhage, the blood is expelled by spurts and is 
 always bright red in color as it has not yet lost the hue of pure blood. 
 
 If the hemorrhage is from a vein there is a steady flow and the blood is 
 dark red as the oxygen has been lost in the capillaries. 
 
 If the hemorrhage is from the capillaries, it oozes through the skin and is 
 no longer a bright red, yet it is not as dark as the blood from the veins. 
 
 Hemorrhage from the lungs is very bright red and frothy. Sometimes it 
 has a peculiar brown color. 
 
 Hemorrhage from the stomach is distinguished by the dark coffee color 
 and is vomited. 
 
 CONTROL OF HEMORRHAGE. 
 
 1. Arteries — Press on the artery between the cut and the heart. 
 
 2. Veins — Press on the wound, or on the side farthest from the heart. 
 Never between the wound euid the heart. 
 
 PRESSURE POINTS. 
 
 Head- — Temporal Artery. Located in front of the ear. 
 
 Neck — Carotid Artery. Located about one inch to the outside of Adam's 
 Apple. Press deeply with the thumb. 
 
 Shoulder — Subclavian Artery. Located about midway of the collar bone, 
 behind it and deep down. Press with the thumb. 
 
 Upper Arm — Brachial Artery. Located on the inside of the arm. Grasp 
 the biceps and draw to one side, at the same time pressing firmly against the 
 humerus ; or, if a pad (roll of cloth such as a bandage) is put in the bend of 
 the arm at the elbow the arm should be bent as much as possible. 
 
 Upper Thigh — Femoral Artery. Located high up in the thigh. Press 
 against the femur. 
 
 Knee — Popliteal Artery. Located back of the knee and may be treated 
 as for the elbow. 
 
 First Aid Students in practicing to locate these various arteries may be 
 
252 PHYSICAL EDUCATION COMPLETE 
 
 assisted by placing the fingers of one hand on the pulsating arteries, which 
 may be found as follows : 
 
 If the pressure is to be exerted on the Carotid in the neck the artery that 
 pulsates will be fovmd in the temple. If it continues to pulsate when pressure 
 is made it is a sure sign that the pressure is not exerted successfully. 
 
 If pressure is to be exerted on the Femoral and Popliteal the pulsating 
 artery will be found at the wrist. 
 
 If the pressure is to be exerted on the Femoral and Popliteal the pulsating 
 artery is found on top of the foot. 
 
 HEALING OF WOUNDS. 
 
 When the skin is cut and there are no germs introduced into the wound, 
 the serum fills the wound and healing is natural. The cells grow out from the 
 sides of the wound, chiefly from connective tissue, and quickly fill the space. 
 Blood vessels next appear and lastly the new nerves. The skin, itself, grows 
 more slowly than connective tissue. Where a scar is seen, we know the skin 
 took too long to heal. The majority of scars take about six months to whiten. 
 
 DIFFERENT KINDS OF WOUNDS. 
 
 Incised Wounds. — Incised, or those made by a clean cut forming a V- 
 shape are easily cleansed, heal cjuickly and may be closed by the First Aid 
 Student. 
 
 Lacerated Wounds. — The walls are torn down, they are hard to clean, are 
 easily infected and heal very slowly. 
 
 Punctured Wounds. — These cause the most worry for care takers. They 
 are caused by bullets or some dull instrument. The should be opened and 
 cleaned thoroughly. Slash from the side to remove the bullet or foreign 
 body. These foreign bodies not given proper care, cause Tetanus (Lock Jaw). 
 The organism grows only in the absence of air. Fourth of July wounds 
 should be kept open and clean. 
 
 SHOCK 
 
 Shock is a severe nervous depression or injury to the nervous system and 
 is frequently spoken of as a collapse. It is caused almost always by injuries 
 and operations though great mental depression will produce it. The First Aid 
 Student should always expect it and should, therefore, be ready to treat it if 
 necessary. 
 
 Death from shock is due to an interference in the vasomotor control, cir- 
 culation is not properly carried on as the centers controlling the size of blood 
 vessels do not function properly. In long operations, the immediate danger is 
 from shock and anaesthetics, employed by physicians, to diminish the shock. 
 The mental disturbance in shock is apt to be great, so do not become excited. 
 Handle the patient calmly and help all you can to quiet him for his danger is 
 greatly increased by excitement and worry. 
 
FOR SCHOOLS AND PLAYGROUNDS 25.3 
 
 Severe hemorrhage and shock go together and their symptoms are quite 
 similar. 
 
 Hemorrhage. Shock. 
 
 1. Patient becomes rapidly pale. 1. Patient is pale, face has pinched 
 
 2. Breath comes in sighs. and anxious expression. 
 
 3. Cold skin, moist with jjerspira- 2. No sighing and no thirst to 
 
 tion. speak of. 
 
 4. Restlessness. 3. Skin is cold, moist with perspira- 
 
 5. Faintness. tion. 
 
 6. Dilated pupils. 4. Restlessness, patient apt to toss 
 
 7. Dizziness and loss of conscious- about. 
 
 ness. 5. Breathing very weak — not deep. 
 
 6. Eyes dull, pupils dilated, eyelids 
 
 droop. 
 
 7. Mentally irresponsible and may 
 
 be unconscious. 
 
 8. Pallor not so great as in hemor- 
 
 rhage. 
 
 INTERNAL HEMORRHAGE. 
 
 Internal hemorrhage may be caused either by a severe wound which 
 severs one of the large blood vessels of the internal organs or the bursting 
 of some blood vessel in the lungs or stomach. The symptoms are the same 
 as for severe hemorrhage except there is — 
 
 1. Increased pallor. 
 
 2. .\ir hunger. (Patient cannot get a deep breath.) 
 
 3. Intense thirst. 
 
 GET A PHYSICIAN AS QUICKLY AS POSSIBLE! 
 
 DO NOT USE STIMULANTS as they will increase the blood flow of 
 either external or internal hemorrhage. 
 
 Get the patient in a darkened room and KEEP QUIET. 
 
 AFTER the physician has stopped the bleeding by tying the arteries 
 he will probably give a stimulant and he may even open a vein and inject a 
 saline solution (one teaspoon salt to a pint of water). 
 
 Where there is shock AND NO HEMORRHAGE, stimulation is all right. 
 Coffee is the best stimulant for the use of the student of First Aid. Aromatic 
 spirits of ammonia and smelling salts are also recommended as they produce 
 a quick reflex stimulation. 
 
 Get the patient warm and keep him warm. 
 
 MATERIALS FOR STOPPING BLOOD FLOW. 
 
 1. Thumb. Cover with a sterile cloth, in severe cases. 
 
 2. Compress. Place a sterile compress on the wound and bandage tightly. 
 
2S4 PHYSICAL EDUCATION COMPLETE 
 
 3. Tourniquet. If the bleeding is severe use a tourniquet. The U. S. 
 Army Tourniquet is the best for such purposes. Rubber tubing makes an ex- 
 cellent tourniquet but should be used over clothing or a bandage, and should 
 be taken off frequently, or loosened. It should not be left on longer than a 
 half or three-quarters of an hour at a time. 
 
 HEAT AND COLD. 
 
 In using hot applications it is much better to use hot, DRY ones instead 
 of cloths dipped in hot water. Heat applied to the exterior surface of the 
 body is very soothing and stimulating but there are times v^'hen wet appli- 
 cations do more harm than good, particularly when applied by those unskilled 
 in their use. For the First Aid Student there is nothing safer than the hot 
 water bag. It should be filled about one-third full and folded for a second or 
 two in order to allow the hot air to escape, when the top is screwed on and 
 the hot water bag is a genuine comfort. Never fill the bag FULL or allow 
 it to puff' up hard with the steam and then expect a patient to find anything 
 soothing about it. Place a cloth between the skin and the bag to prevent 
 burning. Do not put HEAVY, hot water bags over the heart. A bag with 
 very little water in it is all right, also warm, light plates or a little Japanese 
 pocket stove. If hot water bags are not to be had, the bed may be warmed 
 by hot stones, bricks, plates or glass jars or bottles filled with water as hot 
 as they will stand without breaking, but bottles are not satisfactory things to 
 use. Only in case of extreme necessity should they be used at all. Stones and 
 bricks should be covered with cloth or paper to keep from burning tlie patient. 
 When the case requires it, the hot water bags, etc., should be placed between 
 the legs and on the outer sides of legs and arms and between the arms and 
 the body. Only one person should have charge of hot water bags in case of 
 sickness or accident and great care should be exercised in the employment 
 of them. The soles of the feet are easily burned and ulcer of the heel is, 
 according to physicians, very difficult to cure. 
 
 When the eye has been injured, discoloration may be prevented by a 
 plentiful application of cold or warm water, as warm as is safe to use, 
 though in this case the cold water is preferable. It will contract the blood 
 vessels and prevent swelling just the same as hot water, and is safer to use 
 in this case. 
 
 Cold water is used also to stimulate breathing as in fainting and for the 
 reduction of the temperature in fever cases, or sunstroke. The temperature 
 should not be reduced to normal, but may be lowered to within a few degrees 
 of it. The body will, itself, reduce it the remaining few degrees. 
 
 RESPIRATION. 
 
 The mouth, nose, windpipe and lungs constitute what is known as the 
 Respiratory Tract and the air we need for life is conveyed to the lungs by 
 means of these air passages. Should the nose become obstructed we are able 
 
FOR SCHOOLS AND PLAYGROUNDS 255 
 
 to secure air through the mouth and vice versa, but should all the passages 
 leading to the lungs become clogged, death is sure to follow unless immed- 
 iate relief is obtained. 
 
 At the base of the tongue and at the upper end of the wind pipe is located 
 the larynx, which is supplied with a lid, or cover, called the epiglottis. 
 Directly back of the larynx is the esophagus, or gullet. Air passes into the 
 lungs through the larynx and the food slips over the epiglottis into the 
 esophagus, thence into the stomach. When we swallow, this cover closes 
 down over the laiynx to prevent food or liquids passing into the windpipe and 
 choking us. Sometimes a quick breath is taken during the act of swallowing, 
 the epiglottis fails to shut down in time, a coughing spell follows and we 
 say "we swallowed something the wrong way." When a person is uncon- 
 scious this lid fails to act, so neither water nor food should be given during 
 such a time. 
 
 CHOKING. 
 
 Sometimes the windpipe becomes obstructed by foreign matter and 
 unless relief is promptly secured, death follows from suffocation. Striking 
 the patient a sharp blow on the back will sometimes release the foreign body 
 that is lodged in the throat, lifting the patient by clasping arms about the 
 middle part of his body or even putting the forefinger way down the throat 
 are methods necessary to employ at times. 
 
 CROUP. 
 
 In sudden light attacks if the patient's attention is diverted for a short 
 time and his fears allayed the symptoms will disappear. Use favorite toys or 
 the story to cause him to forget the attack. This is spoken of as a child's 
 disease and is due to a sudden contraction of the muscles in the air passages 
 of the throat. Endeavor to secure ciuiet. Nervousness increases the danger 
 of the attack. It is suggested that the room be kept warm, have boiling water 
 in the room and in such a way that the child inhales the warm steam. Hot 
 cloths should be applied to the throat and covered with waterproof material 
 of some nature (oiled silk) and changed before allowing to cool. An emetic, 
 one teaspoonful svrup of ipecac, is recommended as best to give. GET A 
 PHYSICIAN IF THE ATTACK IS SEVERE. 
 
 GAS POISONING. 
 
 When a case of gas poisoning is suspected, very prompt action should be 
 taken. 
 
 1. SEND FOR A PHYSICIAN AT ONCE. 
 
 2. Get the patient into the fresh air. 
 
 3. Begin .Artificial Respiration just as soon as the patient is in the fresh 
 
 air and keep it up. 
 
 4. Cold water should be dashed into the patient's face. 
 
25o PHYSICAL EDUCATION COMPLETE 
 
 5. Apply hot bottles to the body. 
 
 6. Mild stimulants may be administered when the patient is recovering. 
 
 If it is impossible to get the patient into the air, proceed as follows : 
 
 1. SEND FOR A PHYSICIAN. 
 
 2. Close the gas jet that has caused the trouble. 
 
 3. Open the windows and get the patient as near the fresh air as possible. 
 
 4. If help is to be had direct someone to open doors and create all the 
 
 draft possible in order to clear the room of the poison. 
 
 5. Perform Artificial Respiration and have cold water dashed in the 
 
 patient's face. 
 
 6. Apply heat to the body and stimulate when better. 
 
 7. Never strike a light in these cases. 
 
 RESCUE AND RESUSCITATION OF DROWNING PERSONS 
 
 THINGS TO REMEMBER 
 
 It is not necessary that a person should know how to swim in order to 
 save himself from drowning. The human body in the water, weighs a trifle 
 over a pound. One hand barely touching any floating object is sufficient to 
 keep the body afloat indefinitely, while the feet and other hand may be used 
 to paddle one toward shore. 
 
 Keep this fact in mind and do not become excited. Do not allow the fact 
 that you know nothing of swimming to cause you alarm. You may with per- 
 fect safety let the body down into the water to the mouth or even the nose, 
 just so you can breathe easily and naturally. A little water swallowed is not 
 going to hurt you. 
 
 Anyone can float for hours if they have a little confidence and self-con- 
 trol. The person in such trouble should lie on the water, perfectly flat, heafl 
 thrown back and CHEST ARCHED. Do not mind if the water covers the 
 ears and the spray dashes over the face. Concentrate your eftorts on keeping 
 the feet up and the head back on the water with the chest well raised and 
 breathe naturally. The minute you become alarmed and lift the head and 
 feet, the body doubles up in the water and you will go under. Make up your 
 mind to take matters quietly and sanely and you will be rescued without a 
 doubt. Begin to use the hands and feet a little to paddle you about and you 
 will see very quickly that you -will be able to do much for yourself in the 
 matter of nearing the shore. 
 
 Once out of your plight make up your mind to learn to swim. 
 
 TO RESCUERS. 
 
 1. Do not attempt to go near enough to the drowning person to let him 
 get ahold of you. This often results in the loss of both lives. 
 
 2. Watch your chance to seize him, by the hair, if possible, and if neces- 
 sary, duck him several times until he is quiet, then swim on your back and 
 
FOR SCHOOLS AND PLAYGROUNDS 2S7 
 
 tow the ho(l\ after you, resting- his head on your chest, one of your arms about 
 him and witli >uur free arm and legs make your headway through the water. 
 
 ONCE ON SHORE, PROCEED AS FOLLOWS: 
 
 L SEND SOMEONE FOR A RHYSICLXN. 
 
 2. Loosen the clothing. Do not remove until you get the respiration 
 established. 
 
 3. Clear the throat of obstructions, such as mud, water, seaweed, etc. 
 Put your arms about the patient's middle and lift the body to clear the air 
 ])assages and stomach of this foreign matter. You may have to put your 
 fmger way down the throat in order to remove obstructions there. 
 
 4. After removing the water, etc., place the patient on his back, catch 
 the tongue with a handkerchief or bandage and if there is no one to hold it 
 while you perform Artificial Respiration, bandage it down on th^ chin. If 
 that fails, pierce it with a needle, hat pin or anything of a like nature so the 
 tongue cannot fall back into the throat and close that cavity. 
 
 5. Place a coat that has been rolled up, or a blanket, for a pillow, under 
 the shoulder blades. 
 
 6. Perform Artificial Respiration. Do not delay in the least. 
 
 7. While one is working on the Artificial Respiration, another should 
 see that the patient is covered with dry blankets, coats, etc. 
 
 8. Remember that it is not at all necessary to be rough with a patient. 
 Excitement and your anxiety to help should not allow you to forget this 
 point. 
 
 9. As soon as the patient shows signs of breathing someone should begin 
 to remove the wet clothing and rub the limbs thoroughly, TOWARD THE 
 HEART. Keep the blankets over him all the while you are rubbing. This 
 aids the restoration of circulation. 
 
 10. When conscious, give hot coffee, hot water or hot lemonade, though 
 hot cofifee is the best stimulant. 
 
 11. Do not leave the patient after respiration has set in for it may 
 cease at any time. 
 
 12. If it is difificult to restore respiration, do not become discouraged and 
 give up. This is hard work and one person should not attempt to work too 
 long at a time, providing there are others present who can be of assistance. 
 There have been cases where patients have been restored to consciousness 
 after hours of labor, so work as if the person belonged to you. 
 
 ARTIFICIAL RESPIRATION. 
 
 (Sylvester Method.) 
 
 Take your position at the patient's head, grasp both his hands at the 
 wrist, double his arms so that the hands are crossed on his chest, your hands 
 still grasping his wrists, then put your weight on the patient's hands and 
 count five, giving one second to each count. 
 
258 PHYSICAL EDUCATION COMPLETE 
 
 Now raise his arms sideward and pull them back slowly and as far as you 
 can to expand the chest walls. There are certain muscles that are attached 
 to the arms and ribs, which, when the arms are pulled back, raise the ribs 
 and increase the size of the chest. 
 
 Hold for a couple of seconds, then slowly return the hands to the chest 
 position and repeat. 
 
 Do this no faster than fifteen or sixteen counts to the minute. 
 
 Should the patient vomit while on his back he must be turned on his 
 side to prevent the windpipe becoming obstructed. 
 
 When the patient is out of danger let him sleep, BUT BE SURE THAT 
 RESPIRATION HAS BEEN DEFINITELY ESTABLISHED BEFORE 
 TAKING ANY CHANCES. 
 
 HOW TO LOCATE BODIES LOST IN THE WATER 
 
 Construct a raft about twelve feet square and cut a hole in the center 
 about eight or nine inches in diameter. Lie down on the raft with a piece of 
 black cloth or a dark coat over your head to keep out the light and have some- 
 one tow the raft back and forth over the spot where you think the body may 
 be found. By this method a very small object may be seen distinctly at quite 
 a depth. 
 
 Bodies usually come to the surface within a week or ten days after the 
 drowning. 
 
 TO RESCUE PEOPLE FROM FIRES 
 
 Keep in mind the fact that you should not breathe smoke or hot air, so if 
 you are to enter a building that is on fire, cover the mouth and nose with a 
 wet handkerchief, cloth or sponge. The air six inches from the floor is free 
 from smoke. Should the smoke prove too dense and liable to overcome a 
 person, the thing to do is to crawl on the floor, head low, and drag the person 
 to be rescued, behind. Stairways should be descended in the same manner. 
 
 TO EXTINGUISH FIRES. 
 
 1. Keep cool. Act promptly and make your eflforts count for something. 
 
 2. Fires may be extinguished by throwing on water, providing there is 
 no oil burning. Coats, bedding, rugs or anything that is of such a nature 
 that is available, thrown on the fire will be found most valuable. 
 
 3. The "Bucket Brigade" has been the means of extinguishing many a 
 fire that would otherwise have proved very serious. Two lines of people 
 form from the hydrant nearest the fire to the building. Buckets are filled 
 with water and passed quickly along one line to the last man, who puts the 
 water on the fire and sends the empty bucket back to the hydrant by way of 
 the other line. 
 
 4. If possible all air shafts, windows and doors should be kept closed 
 in case of fire as all drafts serve to make the flames stronger and harder to 
 overcome. 
 
FOR SCHOOLS AND PLAYGROUNDS 259 
 
 TO EXTINGUISH BURNING CLOTHING. 
 
 1. Keep cool. Running- only fans a flame and results seriously. 
 
 2. Throw the person whose clothing- is on fire on the floor and wrap in 
 a rug, coat, shawl or anything of a like nature, at the same time beating 
 the fire with the hands. 
 
 3. If a person is alone and the clothing becomes ablaze, lie down and 
 roll on the floor and if possible roll in a rug, blanket or overcoat. 
 
 ELECTRICITY 
 
 1. Avoid low hanging wires, wires that have fallen to the ground and 
 the third rail used by many electric car lines. They may be charged and 
 contact with them is most likely to produce death. 
 
 2. If possible, have the current shut off immediately an accident has oc- 
 curred. If this is not possible, rescue the person from contact with the wires. 
 
 3. DO NOT ATTEMPT TO RESCUE WITH THE BARE HANDS OR 
 WHILE STANDING ON THE GROUND. If possible slip on a pair of rub- 
 ber boots, a pair of overshoes and rubber gloves. If not available, stand on 
 a DRY board and wrap about the hands several thicknesses of woolen goods, 
 silk or paper. If you are to attempt to cut the wire, be sure that the feet 
 are protected in this manner and that the handle of the ax or hatchet is 
 DRY. Remember, after cutting, to insulate the end of the live wire. If any 
 doubt exists as to which is the live wire, for safety, insulate both ends you 
 have cut. 
 
 4. GET A PHYSICIAN IMMEDIATELY. 
 
 5. Treat for shock. Keep the body warm. 
 
 6. Artificial Respiration may be necessary. 
 
 7. Treat burns from electricity as you would burns from any other cause. 
 
 EMERGENCIES 
 
 BURNS AND SCALDS. 
 
 In the treatment of burns and scalds the main idea is to exclude air from 
 the injured part just as quickly as possible. This may be easily done by 
 making a thin paste of baking soda and water, starch or flour and applied to 
 the burn. It should be allowed to remain until the pain ceases, when it may 
 be washed off with cool water and some sort of a soothing ointment applied. 
 Common vaseline or that which is carbolized, olive or castor oil and cream 
 are all good to use on a fresh burn. 
 
 Deep burns are very serious and the services of a physician should be 
 secured immediately. Until he arrives the above method of handling burns 
 may be used. For all cases of burns picric acid gauze is very valuable. 
 
 OVER EXERTION. 
 
 There is marked shortness of breath and the patient turns a bluish color. 
 Rest and quiet should be secured for the patient hut he should be taken to a 
 
260 PHYSICAL EDUCATION COMPLETE 
 
 physician as soon as possible. Carry him on a stretcher. Stimulate by 
 giving hot coffee whenever possible. 
 
 MILD CONCUSSIONS IN THE GYM. 
 
 Have the patient lie down and rest and allowed to sleep as soon as it is 
 possible to do so. There may be loss of memory for a few hours but will be 
 all right within a little while. 
 
 SPIKE WOUNDS. 
 
 Spike wounds are of the rusty nail variety and should be treated as 
 such. They should be well opened and thoroughly washed with antiseptics. 
 
 "BASE BALL FINGERS." 
 
 "Base ball fingers" should be given care at once. There is no excuse 
 for the crooked fingers on base ball players, fingers that are injured in 
 games, as proper care at the proper time will straighten them. 
 
 GYMNASIUM APPARATUS. 
 
 Gymnasium apparatus should be kept clean by the use of antiseptics and 
 water. Wash frequently and have mats cleaned often. 
 
 SNAKE BITES. 
 
 Prevent this dangerous accident as much as possible by wearing high 
 boots or leggins when out in the woods or wherever one is apt to find snakes. 
 
 The first thing to do after a snake has bitten a person is to place a ligature 
 above the wound, open the wound with a sharp knife and let it bleed well. 
 Some advocate sucking the wound but this is not a safe thing to do for fear of 
 sores on the lips or in the mouth. When the bitten part has been cut and the 
 bleeding has been free for a second or two, apply pure carbolic acid, caustic 
 potash or a few crystals of potassium permanganate, which will burn out the 
 poisoned tissue. The limb will swell and prostration set in, when a stimulant 
 should be given. Alcoholic liquors should not be given in large doses as the 
 patient may not have the strength to recover. If the doses are small he can 
 fight for himself. Aromatic spirits of ammonia is as good a stimulant as can 
 be used. The tourniquet, or ligature, should be released often — every three- 
 quarters of an hour — which permits but a little of the poison to enter the 
 system at one time, thus decreasing the danger of death to a great degree. 
 
 MUSCULAR CRAMP. 
 
 The best thing one can do is to use hot applications at once. These 
 cause relaxation and comfort to the patient. Massage also. 
 
FOR SCHOOLS AND PLAYGROUNDS 261 
 
 FOOT CRADLE. 
 
 If a lower limb is injured and the patient is unable to stand the weight 
 of the bed clothing on it, an improvised cradle may be made by cutting off a 
 portion of the handle of an umbrella, so that when opened it will rest flatly on 
 the bed over the limbs. Another method is to saw a barrel hoop in two equal 
 sections, cross and tie together to keep in place, then put an extra, warm 
 blanket over the cradle to prevent the feet from becoming cold and — lastly, 
 cover all with the bed clothing. 
 
 FEET. 
 
 For long walks or camping out 1)e sure to clothe the feet properly. Use 
 heavy stockings and shoes that have had enough previous wear to soften 
 them. If the feet are tender bathe with hot and cold water, using one-half 
 alcohol and one-half water. Talcum powder sprinkled in the shoes or on the 
 feet reduces the friction in the shoe. If a blister is about to appear on the 
 foot or the surface seems irritated sufficiently to warrant it, use adhesive 
 plaster, but IF BLISTERED, do not, under any consideration, use it. 
 
 RECIPE FOR A MUSTARD PLASTER. 
 
 Mix one tablespoon of mustard with five of flour and a good pinch of soda 
 to prevent blistering. Mix thoroughly while dry and pour on. little by little, 
 a small f|uantity of lukewarm water. Now spread the mixture over the 
 center of the piece of cloth to be used for that purpose, fold the two sides 
 over about two inches, then the bottom is folded upward two inches and the 
 top is drawn all the way over to the very bottom of the plaster. The mixture 
 will now remain enclosed. Cover all with a light, thin cloth and appl\-. 
 
 STIMULANTS. 
 
 Hot tea and coffee, aromatic spirits of ammonia, a small glass of wine 
 or a little whisky in a glass of hot water for those who do not object to it, are 
 all stimulants to be used as necessity demands. For all purposes there is 
 nothing that is as good to use as hot coffee, but it should be given as hot as 
 the patient can take it with comfort. 
 
 EMETICS. 
 
 In cases where the stomach is to be emptied of its contents without the 
 aid of the stomach pump, any one of the following methods may be used : 
 
 1. Give one teaspoon of mustard in a glass of water. 
 
 2. A quart of lukewarm water makes a most effective emetic. 
 
 3. Run a finger down the throat. 
 
 STRAINS AND SPR.MXS. 
 
 Strains. — Strains aft'ect the muscles and tendons. Where there is not 
 mucn injur)' there is some hemorrhage, though slight. Discoloration is 
 
262 PHYSICAL EDUCATION COMPLETE 
 
 caused by the hemorrhage. Injury to the muscle is caused by a severe 
 wrench and is not usually serious. 
 
 The first thing to do is to relieve the tension at once — let the patient rest. 
 The hemorrhage must then be interfered with by the application of either HOT 
 or COLD applications, though in this case hot water is more soothing. Mas- 
 sage later or when there is recovery. If a leg is strained the patient should 
 rest in bed at least all of a week. If an arm it should be carried in a sling. 
 If muscles of the back, the patient should rest and heat be applied to relieve 
 the pain and check the hemorrhage. 
 
 Sprains. — A sprain is a severe wrench which tears the ligaments and 
 there is sometimes a fracture in addition to the sprain. The cause of the 
 pain is the snapping of a ligament, then follows discoloration and swelling. If 
 an ankle has been once sprained, it is very easy to repeat the injury. When 
 this happens the foot should be soaked in hot water at least an hour and hot 
 applications kept on for at least twenty-four hours to check the hemorrhage 
 and limit the swelling. Keep the foot elevated and later the Adhesive Band- 
 age, as previously described, should be applied. Plenty of rest. 
 
 TO KEEP THE CURIOUS CROWD AWAY. 
 
 Frequently the person who is to render First Aid is hampered in the work 
 by the curious crowd gathering around the injured person. Not only is the 
 First Aid Student hindered but the patient's recovery is often very greatly 
 delayed. If the person in charge will select one or two of the crowd for 
 assistants, then ask all those nearest the injured person to take hold of hands 
 and form a circle, thus enclosing the injured and all those who are to look 
 after him, inside the circle, it will be found to be of great help. Instruct 
 those who form the circle to push back and not to allow anyone to enter the 
 circle who has no right to be there. 
 
 FAINTING. 
 
 Place the patient in a reclining position, unloosen all clothing that may 
 be tight or bind, particularly at the neck and waist, and bathe the face and 
 hands in cold water. See that there is plenty of fresh air in the room. When 
 recovery has taken place, if possible allow complete rest for a little while. 
 
 NOSE BLEED. 
 
 During the warm days of Spring and early Fall a great many cases of 
 nose bleed are encountered during school hours. The slight cases do not 
 amount to anything and need no care, but when the hemorrhage is heavy 
 the patient should be placed in a chair so that the head is allowed. to tilt back- 
 ward a little, then cold applications should be used at the back of the neck, 
 hold the soft portions of the nose, just below the bony part, together for a 
 little while or insert plugs made of absorbent cotton, one in each nostril, and 
 push them up the passage about one inch. For this purpose a lead pencil or 
 
FOR SCHOOLS AND PLAYGROUNDS 263 
 
 pen holder handle may be used. If the bleeding continues, after a reasonable 
 length of time, send for a physician. Children who are subject to heavy at- 
 tacks of nose bleed should not be encouraged to play while the weather 
 is warm. 
 
 FROST BITE. 
 
 Ears, toes and fingers that are frost bitten should be well rubbed with 
 ice or snow for some moments, after which warmth should be very gradually 
 applied. 
 
 EPILEPTIC FITS. 
 
 Children who are subject to the mild form of epileptic fits are not often 
 injured by attending school, in fact in some cases, a child is benefitted by a 
 little school work and association with other children. Those who are victims 
 of this trouble in the more severe forms should not be permitted to attend 
 school at all. The nervous strain is increased and the attacks are more fre- 
 quent. Not only is this a cause of more suffering to the victim of the trouble 
 but the efifect on the rest of the children is not good. They live in constant 
 fear that their schoolmate will have an attack and it is certainly unwise to 
 place children where they must witness such a sight as a person in one of 
 these convulsions. When attacks come on about all the First Aid Student 
 can do is to place the person in a dark room, where it is quiet, if possible, 
 until he recovers. Usually a deep sleep follows, at the conclusion of which 
 the patient seems to be as well as before the attack. 
 
 HYSTERICS. 
 
 Do not encourage by coddling and petting anyone who indulges in hyster- 
 ics. Rather discourage them by making them see how foolish and silly such 
 a habit is. The more one is petted at such times, the longer the "attacks" 
 are permitted to last. Hysterics not tolerated are soon overcome and a 
 foolish habit forgotten. 
 
 FOREIGN BODIES IN THE EYES AND EARS. 
 
 Cinders, particles of dust, hairs or any foreign body in the eye cause 
 much pain, inflammation and swelling. Instruct the child to wash the eye 
 very gently with a piece of absorbent cotton, dipped in clean water, always 
 washing toward the nose. Sometimes one can remove the cause of the 
 trouble by holding the eye open with the first finger and thumb of the left 
 hand and allowing water to drip into the eye from a clean piece of cotton or 
 cloth held in the right hand. Another method is to draw the upper lid down 
 over the lower. This frequently causes the particle to stick to the lashes of 
 the lower lid. 
 
 Foreign bodies in the ears should be looked after by a physician. If an 
 insect has entered the ear much annoyance is felt by the intense singing and 
 
264 PHYSICAL EDUCATION COMPLETE 
 
 buzzing made by it as it flutters about in that sensitive cavity. In such cases 
 instant relief may be given by putting in the ear a few drops of warm olive 
 or castor oil, glycerine or pure, clean lard melted. This kills the insect, when 
 the ear may be syringed out with warm castile suds, after which dry the 
 ear out with cotton. 
 
 TO REMOVE WARTS. 
 
 To remove warts apply nitric acid to the wart, very lightly and care- 
 fully. Two or three applications should suffice to remove a wart of medium 
 size. Sometimes tincture of iodine is applied successfully. In either case 
 the applications should be made two days apart, which will allow the burned 
 portion of the wart to drop oft, then apply again. 
 
 METHODS OF TRANSPORTING THE SICK AND INJURED. 
 
 Never move an injured person from the place where the accident occurred 
 until the best First Aid treatment of which you are capable has been rendered. 
 
 A badly injured person ought always to be carried from the scene of 
 the accident and preferably in a reclining position. If it is imjiossible to 
 secure a regular stretcher at once, the following can be easily improvised : 
 
 Stretchers. — 1. Overcoats or coats may be used by turning the sleeves 
 inside out. Push a pole through each sleeve and button the coat. Two coats 
 should be used to every stretcher and possibly more. This, of course, depends 
 upon the size of the patient. 
 
 2. Take three grain sacks, cut oft the corners of the bottom of each 
 sack, then push two poles through the mouth and corner holes of each sack 
 and you have a very practical stretcher. Both the coat and sack stretcher 
 may be strengthened by two short poles being fastened across the two long 
 ones about two feet from the handles. 
 
 3. Doors or a couple of planks nailed securel}- to some cross pieces will 
 answer when nothing else is obtainable. A strong piece of canvas or a 
 blanket fastened to two poles with two short poles to keep the stretcher 
 from collapsing make a good stretcher. 
 
 Carrying the Stretcher. — It is very important that the two carrying the 
 stretcher should maintain a "break" step, the leader beginning* with the left 
 and the follower the right foot. This method maintains a balance of the 
 stretcher. 
 
 Position of the Patient on the Stretcher. — If abdominal injuries have 
 been received put the patient on the back, let him flex the knees as much as 
 possible and put a pad or something in place to support the knee flexion. 
 This will be the most natural and comfortable position for him to assume and 
 you will not need to suggest it in the majority of cases. 
 
 If an arm has been broken, fold it across the chest or it may rest in 
 the groove alongside the body. 
 
 HANDLE PATIENTS VERY GENTLY ALWAYS. 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 265 
 
 IMPROVISED SEATS FOR CARRYING THE SICK OR INJURED 
 
 When a person has not lieen severely injured and is able to he assisted 
 from the spot where the accident occurred, any of the following- improvised 
 ser.ts ma)- be used : 
 
 TWO HANDED SEAT 
 
 THREE HANDED SEAT 
 
266 
 
 PHYSICAL EDUCATION COMPLETE 
 
 FOUR HANDED SEAT 
 
 CARRYING PATIENT ON FOUR HANDED SE. 
 
 Two Handed Seat. — The two carriers face each other, number one grasps 
 with his left hand the wrist of the right hand of number two, who at the 
 same time closes his right hand over the wrist of number one. The free hands 
 are then used to grasp, each, the shoulder of the other. 
 
 Three Handed Seat. — The two carriers face each other, number one 
 
FOR SCHOOLS AND PLAYGROUNDS 267 
 
 grasps with his left hand the wrist of his own right hand. With his right 
 hand, which is still free, he grasps the right wrist of number two. Number 
 two grasps with his right hand the left wrist of number one and with his 
 left hand grasps the right shoulder of number one. 
 
 Four Handed Seat, Sometimes Called Ladies' Chair. — The two carriers 
 
 face each other, number one grasps with his right hand his own left wrist. 
 Number two grasps with his right hand his own left wrist, when each now 
 grasps with his left hand, which is free, the right wrist of the other. This 
 makes the strongest chair for transportation that is offered to the First Aid 
 Student and one which enables two people to carry a person some distance 
 before needing rest. 
 
 TO TEACHERS OF ALL FIRST AID CLASSES. 
 
 1. Give one lesson regularly each week, at least. 
 
 2. Arrange all outlines to cover the lessons for one-half year. 
 
 3. Allow a portion of each period, if possible, for practice work in the 
 
 application of the different bandages as they are taught. 
 
 4. Have the home provide each child with a piece of muslin, or cheese 
 
 cloth, one yard square. Tliis is to be used in the practice of 
 applications of the Triangular Bandage and each child should insist 
 on the use of his or her own Triangular for the application of all 
 the head bandages taught. 
 
 5. Have the children begin the work with a note book that will be found 
 
 suflficiently large to contain the work of all the grades. 
 
 6. Encourage the children to assemble a First Aid Cabinet at home for 
 
 family use. Dictate the following list of articles for it and explain 
 the use of each article in the list : 
 
 FIRST AID OUTFIT FOR THE HOME. 
 
 1 Bottle PURE GRAIN Alcohol. 
 
 1 Bottle Dioxygen. 
 
 1 Bottle Witch Hazel. 
 
 1 Bottle Camphor. 
 
 1 Bottle Castor Oil. 
 
 2 Ounces Crystals Epsom Salts. 
 
 1 2-oz. Bottle Aromatic Spirits of Ammonia. 
 (Dose: 1 Teaspoonful in glass of water.) 
 Mustard. 
 Baking Soda. 
 Syrup of Ginger. 
 Syrup of Ipecac. 
 
 1 1-oz. Bottle Oil of Cloves, Cinnamon or Eucalyptus. 
 1 Tin Talcum Powder. 
 1 Box Poslam Salve. 
 
268 PHYSICAL EDUCATION COMPLETE 
 
 1 Paper Assorted Safety Pins. 
 
 1 Bottle Collodion and Camel's Hair Brush. 
 
 1 5-yard Roll 1-incli Z. O. Adhesive Plaster. 
 
 1 Box Wooden Tongue Blades. 
 
 2 Doz. Wooden Applicators, sometimes called "Swab Sticks.'' 
 Absorbent Cotton. 
 
 Picric Acid Solution. 
 Triangular Bandages made of muslin or cheese cloth, 1 yd. square. 
 2 1-inch GAUZE Roller Bandages. 
 2 2-inch GAUZE Roller Bandages. 
 2 3-inch GAUZE Roller Bandages. 
 Piece Oiled Silk. 
 
 1 Sharp Penknife, Scissors and T\veezers. 
 
 2 No. 1 Yucca Splints. 
 
 6 Small Yucca Splints for fingers and toes. 
 
 ALL TO BE KEPT UNDER LOCK AND KEY. 
 
 OUTLINE OF FIRST AID COURSE FOR LOW SIXTH GRADE. 
 
 1. Talk by the Teacher on The Purpose of First Aid. 
 
 2. General Rules to be Observed ; Bacteria. 
 
 3. Some Things to be Remembered. 
 
 4. Precautions ; To Sterilize Needles ; To Keep Wounds Open. 
 
 5. Heat and Cold— Use of the Hot Water Bottle. 
 
 6. Make Paper First Aid Cup According to Diagram. 
 
 7. Uses of Bandages. 
 
 8. The Triangular Bandage and Eight Uses of It. 
 
 9. The Roller Bandage and How to Roll. (Two methods.) 
 10. Six Uses of the Roller Bandage. 
 
 IL The entire class should now be able to apply well all the above 
 Bandages. 
 
 OUTLINE OF FIRST AID COURSE FOR HIGH SIXTH GRADE. 
 
 1. Quick review of the Low Sixth work. 
 
 2. Sprained Ankle Bandage. 
 
 3. Discuss thoroughly and encourage the use of the Home First Aid 
 
 Cabinet. 
 
 4. Emergencies : 
 
 Burns and Scalds. 
 
 Receipe for a Mustard Plaster. 
 
 (Teach the folding with paper.) 
 To Keep the Curious Crowd Away. 
 
 (Demonstrate with several of the children on the playground.) 
 Fainting. 
 Nose Bleed. 
 
FOR SCHOOLS AXD PLAYGROUNDS 269 
 
 Foreign Bodies in the Eyes or Ears. 
 5. Final test for all the Bandages thus far taught. 
 
 OUTLINE OF FIRST AID COURSE FOR LOW SEVENTH GRADE. 
 
 1. Quick review of High Sixth work. 
 
 2. Study the subject of Bones, Joints and Muscles as far as required for 
 
 First Aid Work. 
 
 References: American Red Cross First Aid Text Lynch 
 
 Human Physiology Ritchie 
 
 Immediate Care of the Injured Morrow 
 
 3. The Broken Rib Bandage. 
 
 The Sacro-Illiac Bandage. 
 
 4. Emergencies : 
 
 Strains and Sprains. 
 
 To Remove Warts. 
 
 Feet. 
 
 Spike Wounds. 
 
 Base Ball Fingers. 
 
 5. How to Locate Bodies Lost in the Water. 
 
 6. Healing of Wounds. 
 
 Different Kinds of Wounds. 
 
 7. Final test for all the Bandages. 
 
 OUTLINE OF FIRST AID COURSE FOR HIGH SEVENTH GRADE. 
 
 1. Quick review of Low Seventh Work. 
 
 2. Emergencies : 
 
 Overexertion. 
 Mild Concussions. 
 Snake Bites. 
 Muscular Cramp. 
 Stimulants. 
 Emetics. 
 Frost Bite. 
 
 3. Electricity. 
 
 4. To Rescue from Fires. 
 
 To Extinguish Fires. 
 
 To Extinguish Burning Clothing. 
 
 5. Final test for all the Bandages. 
 
 OUTLINE OF FIRST AID COURSE FOR LOW EIGHTH GRADE. 
 
 1. Quick review of High Seventh work. 
 
 2. Fractures and Their Treatment. 
 
 3. Splints and How to Apply Them. 
 
 4. Circulation. 
 
 5. Control of Hemorrhage ; Pressure Points. 
 
270 PHYSICAL EDUCATION COMPLETE 
 
 6. Internal Hemorrhag-e. 
 
 7. Materials for Stopping Blood Flow. 
 
 8. Shock — Difference Between Hemorrhage and Shock Symptoms. 
 
 9. Final test for all Bandages. 
 
 OUTLINE OF FIRST AID COURSE FOR HIGH EIGHTH GRADE. 
 
 1. Quick Review of Low Eighth Work. 
 
 2. Respiration. 
 
 3. Artificial Respiration (Sylvester Method). 
 
 4. Rescue and Resuscitation of Drowning Persons. 
 
 5. To Rescuers. 
 
 6. Gas Poisoning — Choking. 
 
 7. Methods of Transporting Sick and Injured. 
 
 8. Improvised Seats for Carrying Sick and Injured. 
 
 9. Final review of all the work. 
 
 OUTLINE OF FIRST AID COURSE FOR EIGHTH GRADE ONLY. 
 
 LESSON L Talk by the Teacher on The Purpose of First Aid. 
 Study of Bones, Joints and Muscles. 
 Strains and Sprains. 
 Breaks and Fractures. 
 
 LESSON IL First Aid Materials. 
 
 1. Bandages and their Uses. 
 
 2. Splints. 
 
 3. Tourniquets. 
 
 4. How to Tie the Reef, or Square Krot. 
 
 LESSON III. Bandages and Bandaging. 
 
 The Triangular Bandage and Its Uses. Size. 
 
 1. Arm Sling. 
 
 2. Foot. 
 
 3. Hand. 
 
 4. Head. 
 
 5. Eye. 
 
 6. Jaw. 
 
 7. Neck. 
 
 8. Palm of Hand. 
 
 LESSON IV. Bandages and Bandaging, Continued. 
 ihe Roller Bandage and Its Uses. 
 
 1. Spiral. 
 
 2. Spiral Reverse. 
 
 bi/.es. 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 271 
 
 3. Figure of Eight. 
 
 4. Spiral of the Thuml) and Fingers. 
 
 5. Spiral of the Toes. 
 Precautions to Be Observed. 
 
 LESSON VI. 
 LESSON VII. 
 
 LESSON V. Circulation. 
 
 Difference in the Work of Arteries and Veins and the Blood 
 The)' Carry. 
 
 Cuts. 
 
 Bleeding (Hemorrhage). 
 
 Methods for Stopping the Different Kinds of Bleeding, 
 
 Shock. 
 
 Breathing, and What It Does. 
 
 Choking. 
 
 Croup 
 
 Gas Poisoning. 
 
 Drowning. 
 
 Artificial Respiration. 
 
 LESSON Vin. Accidents Liable to Happen in the Home. 
 
 1. Burns and Scalds. 
 
 2. Fires. 
 
 3. Rescue of Persons From Fires. 
 
 4. To Extinguish Burning Clothing. 
 
 5. Electricity Burns. 
 Emergency Supply for the Home. 
 
 LESSON IX. Emergencies. 
 
 LESSON X. 
 LESSON XI. 
 LESSON XII. 
 
 1. Fainting. 
 
 2. Chill. 
 
 3. Eye Wounds, Cinders, Dust, etc. 
 
 4. Nose Bleed. 
 
 5. Snake Bites. 
 
 6. Feet Injuries. 
 
 7. Cramps in the Legs. 
 
 8. Frost Bite. 
 
 9. Emetics. 
 10. Hysterics. 
 
 Injuries and Emergencies of Indoor and Outdoor Sports. 
 
 Methods of Carrying the Sick and Injured. 
 
 Practical Examination. 
 
CHAPTER IX 
 
 The Physical Care of Children in the School Room 
 and on the Playground 
 
 THE PHYSICAL CARE OF CHILDREN. 
 
 Not all schools are fortunate enough to be provided with Medical inspec- 
 tion at the present time, but the day is not very far distant when the great 
 majority of cities will be ready and willing to make such a provision for their 
 school children. Until the time does come when all eyes are opened to this 
 great and growing necessity, teachers will be called upon, in fact should be 
 expected, to do as much of this work as they possibly can for their pupils. 
 
 To none of us is given the ability to develop the perfect life, but the 
 power is given to teachers to do much toward making the life of every school 
 child an efficient one, and that is what every teacher of school children should 
 honestly attempt. It is all wrong for any teacher to give her entire attention 
 to the mental progress of the children in her care and neglect the physical 
 health and well-being of those same children. The whole child goes to school 
 — not simply the head — and teachers should begin to realize that it is a duty 
 to know something about the child's body as well as his brain, something too 
 about the childish troubles and physical embarassments through which a 
 large percentage of little folks pass. For the sake of the children, their 
 health, their comfort, their progress in their studies and their happiness, 
 every teacher should be able to read intelligently the health index of the 
 pupils who live in her school room and having read, should do all within her 
 power to help the children secure a correction of their physical embarass- 
 ments and ailments. The responsibility and duty none should shirk and the 
 teacher of a Rural School owes this help to her little band of seven or eight 
 just as surely as does the teacher in a city school who has charge of forty 
 or fifty children. 
 
 There is a very small percentage of really stupid children in the school 
 world, but there is a surprisingly large percentage of DEFECTIVE children, 
 made so by neglect of eye, ear, nose and throat troubles. A number of these 
 are found in every school and are called the laggards, the dull ones, the left- 
 overs from year to year, who are the classroom drags and who get the name 
 of being stupid wdien in reality the great majority of them are suffering from 
 one or more of the physical defects, which can, in most cases, be easily 
 remedied. 
 
 Unfortunately, too many teachers are very willing to sit back and wait 
 for someone else to perform this duty for them. The large majority of 
 teachers have never had the op])ortunity to take up such a line of work ; they 
 do not know how to go about it to ascertain the condition of the pupils in their 
 
FOR SCHOOLS AXD PLAYGROUNDS 
 
 m 
 
 rooms, and so these little people are neglected, physically, and left to struggle 
 against great odds, which in the end do impair the mental usefulness of so 
 many of them. In schools where no Medical Inspection is provided, teachers 
 may find the following suggestions of value in their effort to read the health 
 index of pupils : 
 
 Make up a card for each child according to the following sample, or if 
 you prefer, make one according to your own plan, but the main facts should 
 be noted : 
 
 HEALTH RECORD. 
 
 Name Parent 
 
 Address .' Parent's Occupation.. 
 
 Date of Birth Address 
 
 
 , 
 
 
 2 
 
 3 
 
 4 
 
 5 
 
 6 
 
 7 
 
 
 r" 
 
 
 
 ^ 
 
 
 
 Dates of Exam. a:ul Cor... 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 EVER HAD: 
 
 E.xamination and Results 
 
 E R 
 
 E 
 
 R 
 
 E 
 
 R 
 
 E 
 
 R 
 
 E 
 
 R 
 
 ^ 
 
 ^ 
 
 E 
 
 R 
 
 E 
 
 R 
 
 General Appearance 
 
 
 
 
 
 
 — 
 
 
 
 
 1 ! 
 
 
 
 
 
 Rheumatism ? 
 
 Posture 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 
 Tonsilitis ? 
 
 Flat Feet 
 
 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 
 Diphtheria? 
 
 Eyes 
 
 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 
 Scarlet Fever? 
 
 Ears : 
 
 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 
 Measles ? 
 
 Nose 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 — 
 
 
 Whooping Cough ? 
 
 Lungs 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Grippe ? 
 
 Throat 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Pneumonia ? 
 
 Xeck Glands 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Small-Pox? 
 
 Teeth 
 
 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 - 
 
 
 Ever bcpii vaccinated'' 
 
 
 
 Skin 
 
 
 
 
 When? 
 
 E Examination C 
 
 R Result NC 
 
 -I- Normal PC 
 
 — Not Normal 
 
 Corrected 
 Not Corrected 
 Partially Corrected 
 
 Remarks.. 
 
274 
 
 PHYSICAL EDUCATION COMPLETE 
 
 SUGGESTIONS FOR FILLING OUT HEALTH RECORDS. 
 
 General 
 Appearance 
 
 Posture 
 
 Flat Feet 
 
 Eyes 
 
 When and How to Examine 
 
 Observe the child several times 
 during the first two weeks of 
 the school year and take the 
 average of your observations 
 
 Observe the child several times 
 during the first two weeks of 
 the school year and take the 
 average of your observations 
 
 Make examination any time 
 during the first two weeks of 
 school 
 
 Ask the child to stand with 
 heels together, toes apart. The 
 child looks at some object 
 ahead of him. The teacher 
 obtains the best view of his 
 feet from the rear 
 
 Make examination any time 
 during the first two weeks of 
 school 
 
 Place the eye chart on the 
 wall 20' from the child in a 
 good light. Examine the right 
 eye, then the left. Tell the 
 child to place the left hand 
 OVER the left eye and read 
 the letters and figures on the 
 chart. If all the letters and fig- 
 ures can be read correctly, the 
 vision is normal and may be 
 marked R20/20or R-(-. If only 
 the 60' line can be read the 
 record would stand R 20/60, 
 which means 20' distant the 
 60' line was read by the right 
 eye or we could use the sim- 
 ple record R — . Proceed in the 
 same manner with the left. 
 Astigmatism. To examine for 
 astigmatism use Green's As- 
 tigmatic Lines. Test one eye 
 at a time at a distance of 20'. 
 If astigmatism is present some 
 of the lines will be clear black 
 and distinct, while others will 
 be lighter and blurred, some- 
 times will be run together. 
 
 Mark -|- For 
 
 Good color 
 Bright eyes 
 Well n o u r' 
 ished body 
 Firm flesh 
 .\ctive mind 
 
 Head erect 
 
 Chest raised 
 
 Shoulders 
 level 
 
 Hips even 
 
 Standing well 
 on both feet, 
 toes apart 
 "like a let- 
 ter V" 
 
 .•\ b d o m e n 
 drawn in 
 
 Good, even, 
 firm stand 
 ing position 
 
 The normal 
 eye or rec 
 
 ord by fig 
 ures 20/20 
 
 Mark 
 
 for 
 
 Pale face, blue under 
 eyes 
 
 Dull eyes, heavy ex- 
 pression 
 
 Illy nourished body 
 
 Soft, flabby flesh 
 
 Indifference and list- 
 lessness 
 
 Sagging head 
 
 Sunken chest 
 
 Shoulders and hips un- 
 even, denoting spinal 
 curvature 
 
 Poor standing position 
 of the feet, weight of 
 the body being shift- 
 ed first from one foot 
 to the other or stand- 
 ing on the sides of 
 the feet. Prominent 
 abdomen 
 
 Standing on the insides 
 
 of the feet 
 Heels run over to the 
 
 inside 
 L^ppers of shoes worn 
 
 out in small, circular 
 
 places over the ankle 
 
 bones 
 
 Defective vision 
 (Be sure to make 
 your entry for each 
 eye as sight differs 
 greatly in most peo- 
 ple's eyes) 
 
 If a child can read the 
 60' and 40' lines the 
 record would be 20/40. 
 using R or L as the 
 case required. If the 
 60', 40' and 30' were 
 read, tlie record would 
 show 20/30, etc. 
 
 The minus sign may be 
 used in these tests or 
 the figures, as the 
 teacher desires 
 
FOR SCHOOLS AND PLAYGROUNDS 275 
 
 SUGGESTIONS FOR FILLING OUT HEALTH RECORDS. (Continued) 
 
 4NEH 
 
 60 FEET 
 
 FZROE 
 
 40 FEET 
 
 G E L T Z C 
 
 30 FEET 
 
 T P C Z R D O 
 
 20 FEET 
 
 (Copy on pure white paper and use, if no Snellen Test Cards can be 
 procured.) 
 
276 
 
 PHYSICAL EDUCATION COMPLETE 
 
 SUGGESTIONS FOR FILLING OUT HEALTH RECORDS. (Continued) 
 
 1 When and How to Examine 
 
 Mark -\- For 
 
 Mark — for 
 
 Ears 
 
 Make examination any time 
 during the first two weeks of 
 school 
 
 Take the children, if possible, 
 into some quiet part of the 
 school for ear tests. 
 The teacher stands behind the 
 child and asks him to close 
 his eyes and listen for the 
 ticking of the watch in her 
 hand. (Use a large sized lady's 
 or gentleman's watch) 
 Hold the watch in one hand 
 about 20 or 24 inches from 
 the ear and ask the child to 
 point to the watch. Do not 
 take the first answer as final 
 for children are "good guess- 
 ers," but try first one ear then 
 the other, or perhaps one sev- 
 eral times before testing the 
 other. Do not give the child 
 any hint of the position of the 
 watch. Give the child plenty 
 of chance for he is apt to be 
 nervous 
 
 Correct point- 
 ing to the 
 watch at a 
 distance no 
 less than 
 20"— 24" 
 
 Incorrect pointing to 
 the watch, or if the 
 v/atch has to be 
 moved close to the 
 ear before the tick- 
 ing can be heard 
 
 Mark R— or R , ac- 
 cording to the dis- 
 tance, for the right 
 car and L — or L — — 
 for the left 
 
 Nose 
 
 (Adenoids) 
 (.Breathing) 
 
 Make examination any time 
 during the first two weeks of 
 school 
 
 Ask the child to say "Good 
 Morning" and "Nine men min- 
 ing in a mine." If m's are pro- 
 nounced as b's and the n's as 
 d's careful note should be 
 made of the fact 
 Inquire as to frequency of 
 colds and ventilation of sleep- 
 ing apartment 
 
 Clear pronun- 
 c i a t i o n of 
 m's and n's 
 
 Lack of all 
 s y mp t o m s 
 recorded i n 
 the — col- 
 umn o p p o- 
 site 
 
 L Dull, heavy expres- 
 sion of the eyes and 
 face 
 
 (Called the Adenoid 
 Face) 
 
 2. Depression at sides 
 of nose, producing 
 pinched look 
 
 3. Thick, throaty voice 
 
 4. Crooked and often 
 protruding upper 
 teeth 
 
 5. A n underdeveloped, 
 receding chin 
 
 6. Lack of color in the 
 face 
 
 7. Underdeveloped 
 body 
 
 8. Sunken chest 
 
 9. Frequent earache 
 and often running 
 ear 
 
 10. Mentally dull and 
 slow 
 
 11. Deafness, often to a 
 great degree 
 
 12. Snore in sleep 
 Restless sleepers 
 
 Lungs 
 
 Observe the child several times 
 during the first two weeks of 
 the school year and take the 
 average of j'our observations 
 Ask the child two or three 
 times during the first two 
 weeks of school to breathe as 
 deeply as possible and note 
 how it is done 
 
 Full high chest 
 
 Ability to 
 take a deep 
 breath and 
 
 control it 
 
 Sunken chest 
 Shoulders raised when 
 
 trying to fill the 
 
 lungs with air 
 
 Inability to fill the 
 lungs with air and 
 control the breath 
 
 Tendency to coughs 
 .iiid i-okls 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 277 
 
 SUGGESTIONS FOR FILLING OUT HEALTH RECORDS. (Continued) 
 
 
 W'lu-n and How to Examine 
 
 Mark -|- For 
 
 Mark — for 
 
 Throat 
 
 Make examination any time 
 during the first two weeks of 
 school 
 
 (Use individual wooden tongue 
 depressor, one for each child) 
 Hold tongue down and exam- 
 ine tonsils 
 
 Small, clean, 
 healthy 
 looking ton- 
 sils 
 
 Clean, sweet 
 breath 
 
 Enlarged diseased ton- 
 sils 
 
 Foul breath 
 
 Neck 
 Glands 
 
 Make examination any time 
 during the first two weeks ot 
 school 
 
 Press with the tips of the fin- 
 gers on the neck in the region 
 of the tonsils for swollen 
 glands, also under the jaws 
 and back of the neck at base 
 of brain 
 
 No sign of 
 swollen 
 glands 
 
 Swollen glands that are 
 kernel-like to the 
 touch 
 
 Teeth 
 
 Make examination any time 
 during the first two weeks of 
 school 
 
 With the individual tongue de- 
 pressor press the cheeks and 
 tongue away from the teeth so 
 a clear view may be obtained 
 of all the teeth 
 
 Sound, clean 
 teeth 
 
 Decayed, unclean teeth, 
 offensive breath, sore 
 gums, excessive saliva, 
 receding gums, 
 broken teeth, crooked 
 teeth, enlarged neck 
 glands, "gum boils," 
 protruding upper teeth 
 
 Skin 
 
 Make examination any time 
 
 during the first two weeks of 
 
 school 
 
 Observe closely the skin of the 
 
 fare, neck and arms 
 
 Clean, heal- 
 thy, smooth 
 skin 
 
 Unclean skin, pimples, 
 boils, rashes, blotches 
 or sores of any 
 description 
 
 After a teacher has made as complete an examination of the children as 
 slie possibly can she should send notices, if necessary, sirnilar to the following, 
 to the parents : 
 
 NOTICE TO PARENTS. 
 
 Date.. 
 
 Please call at - School, Room 
 
 convenience, that we may discuss the physical condition of 
 
 at your early 
 ... Teacher. 
 
 If within a reasonable time no visit is made to the school by the parents, 
 the teacher should then make it her business to call at the homes and obtain 
 the information she desires about the pupils and should make every effort 
 ]iossible to have all those who need medical attention taken to the family 
 ph\sician for advice and help. 
 
 In discussing all cases with parents or guardians, teachers should be 
 patient, considerate, tactful and convincing. The matter should be presented 
 in a kindly spirit of interest in the child, his progress in his studies, his 
 
278 PHYSICAL EDUCATION COMPLETE 
 
 physical health and his future happiness. Avoid, always, the critical attitude. 
 If we wish to make a success of this splendid work nothing should be said or 
 done to antagonize either parents or children. 
 
 Avoid making positive statements concerning the physical condition of 
 any child. A teacher's work is to advise parents that she suspects certain 
 physical troubles exist and to bend all her efforts toward securing for the 
 child a medical examination by the family physician. At all times she should 
 work with, not against, the medical men of the community. The wise teacher 
 will use caution in this regard and avoid embarassing situations that might 
 otherwise be brought about. 
 
 DEFECTIVE FEET. 
 
 In each foot we find no less than twenty-six small bones of various 
 shapes, all held together by ligaments and muscles. These bones form in 
 the normal foot two well marked arches. 
 
 > I ( ^ ^ ■ T^ .la. Inner 
 
 Arches \ 1. Anterior 1 ostenor ■{ , ^ 
 of the \ lb. Outer 
 
 Foot I 2. Lateral or Transverse 
 
 The Inner Arch forms the curve of the instep, while the Outer Arch forms 
 a much smaller curve on the outside of each foot. The Transverse Arch may 
 be seen more easily when the sitting position is assumed and the weight of the 
 body thus removed from the foot. It is located immediately back of the toes, 
 the points of contact being the distant ends of the first and fifth metatarsal 
 bones. 
 
 These arches protect the blood vessels, lymphatics and tiny nerve endings 
 and relieve the joints of jars. The muscles act like the string of a bow and by 
 contracting, which means they are working and performing their duty, they 
 are able to resist the natural tendency of the weight of the body to weaken 
 and destroy the arches of the foot. The muscles on the outside and inside of 
 the foot balance each other, pull up on the foot and help to preserve the inner 
 and outer arches. 
 
 Flat Foot is not a congenital deformity; therefore may be prevented. It 
 is a condition caused by mal-treatment of the foot and is encouraged and 
 developed by : 
 
 1. More work required of the foot than there is strength present to 
 perform. 
 
 2. Sickness which weakens the foot muscles. 
 
 3. In health, adding bodily weight. 
 
 4. Improper footwear. 
 
 The excessive strain of standing on the feet for a long period causes the 
 muscles to give way first. They relax when the weight of the body is thrown 
 on the ligaments. Next the ligaments relax and the arch descends. The mus- 
 cles and ligaments have lost their strength and the blood vessels, lymphatics 
 
FOR SCHOOLS AND PLAYGROUNDS 279 
 
 and small nerve endings are pressed down by the great weight put upon them 
 and I'"lat Foot results. In connection with this trouble there is often great 
 pain and swollen and discolored conditions which cause untold suffering to 
 many people, old and young. 
 
 Signs of Flat Feet. 
 
 L Place the bare feet together. If the inner sides are found to come 
 close together instead of forming two distinct curves which meet at the joints 
 of the great toes and heels, we may look for defects. 
 
 2. Heels wearing off on the inside. 
 
 3. The leather of shoe uppers is worn oiT, exposing the shoe lining and 
 sometimes the stocking directly over the ankle bone. 
 
 4. Shuffling, flat gait. 
 
 5. Drop a string from the middle of the knee cap down the center of the 
 tibia, or "shin bone" over the top of the foot and toes. The string should 
 leave the foot by way of the top of the second toe. If it does not do this the 
 foot is defective. 
 
 6. Place the foot in water, then stand on a rug which will show the shape 
 of the foot. If the foot is normal there will be a hollow place in the footprint. 
 
 NORMA L (RIGHT) FLAT (RIGHT) 
 
 Note: Babies have a quantity of padding on the bottoms of the feet 
 which does not disappear until the child begins to walk. Exercise then 
 absorbs the fat. 
 
 7. The correct foot shows a slight adduction of the great toe. 
 
 The pronated, everted foot, the one showing the body weight carried on 
 the inside, is the Flat Foot. 
 
 Men, as a rule, have very little trouble with their feet, for the reason 
 their shoes are built on orthopedic lines, which conform to the normal, natural 
 shape of the foot and show a slight "toeing in." It is gratifying to know 
 that correctly made, sensible, comfortable shoes are to-day made for women 
 in spite of the prevailing injurious styles that flood the market and which are 
 successfully disposed of to those who do not know the joy of wearing a cor- 
 rectly shaped shoe. 
 
 Muscles are for the purpose of producing motion. If there is no work 
 for them they wither and become useless. Shoes that cram and press the toes 
 together, reduce very greatly the ability of the short flexors of the toes to 
 perform the work nature has assigned them, that of assisting in the work of 
 lifting the weight of the body as we take each step. 
 
 Often in discussing shoes with young women they insist that their feet 
 
280 PHYSICAL EDUCATION COMPLETE 
 
 are perfectly comfortaljlc in what would certainly be judged improper foot- 
 wear, while the fact remains that their feet are deformed. Such feet could 
 not be comfortable in an orthopedic shoe until the shape of the foot had been 
 trained gradually from the incorrect to the correct. Neither can girls and 
 women change all at once from wearing very high heels to the medium low, 
 for the reason that the calf muscles must be gradually lengthened. 
 
 Correct Shoes. 
 
 1. Correctly made shoes should have medium low, broad heels. 
 
 2. The soles and uppers should be soft and flexible enough to permit of 
 perfect freedom for all the toe movements and circulation of the blood should 
 be free to every portion of the foot. 
 
 3. The soles of the shoes should be as wide at cdl points as the soles of the 
 feet. 
 
 4. The shape of the sole of the shoe should be such that a line drawn from 
 the center of the great toe should, if extended toward the heel, touch that por- 
 tion of the shoe on the inner side. 
 
 (See the following figure.) 
 
 f- -Os^ 5. The heel of the shoe should grip firmly the heel of the 
 
 \ People suffering from Flat Foot should have the feet 
 
 \ cared for as early as the trouble is discovered, and if neces- 
 I sar}', the services of an orthopedic surgeon should be secured. 
 I Children and adults, particularly women, should sit as 
 
 / much as possible. It is a mistaken idea which many teachers 
 / have that they must stand constantly before their classes. 
 I / Never be guilty of making children stand in the corner of 
 
 the schoolroom, or anywhere for that matter, as a punish- 
 ment. Find some other method of correction. 
 j Parents should first, last and always insist upon their 
 
 \ / children wearing shoes that are correctly built. 
 
 DEFECTS OF THE NOSE, THROAT AND EARS. 
 
 Lymphoid Tissue. Lymphoid tissue is composed of tiny, thread-like 
 fibres and countless small, round cells. These fibres extend in all directions 
 and form a web which entangles and securely holds within, the millons of 
 little cells. Through the walls of the capillaries the lymph filters into the 
 fibrous tissue, where it bathes and nourishes the living cells. While perform- 
 ing this function the lymph also takes up the waste products and germs that 
 happen to be in the tissue, but before the lymph returns to the veins and 
 passes on into the heart, from which organ it is sent all over the body, it is 
 very important that the germs be destroyed. 
 
 Here a wise provision has been made by nature and the web-like, fibrous 
 threads act as a filter which sifts and holds the germs, where they are 
 destroyed by the white blood corpuscles, or leucocA'tes. 
 
FOR SCHOOLS AND PLAYGROUNDS 
 
 281 
 
 Lymphatic Glands Overpowered W'c I'liul these lymphatic glands located 
 in various portions of the body, where there is tiie most danger from infec- 
 tion by germs, however, should the invading, dangerotis army prove too great 
 and overpowering for the white l)lood corpuscles to annihilate, the natural 
 result follows. The tissue becomes enlarged, diseased and in many cases 
 loses its usefulness. 
 
 Tonsils. In the nose and throat we find masses of lymphoid tissue, wdiich 
 are commonly spoken of as tonsils. In the throat there are two, one at each 
 side of the base of the tongue, and in the upper part of the throat, directly 
 back of the soft palate, on the far side of the throat, we find the third tonsil, 
 called Luschka's Tonsil. 
 
 Adenoids. As long as this third tonsil remains in a healthful condition 
 it causes no trouble or disturbance in the nasal passages, but when it becomes 
 overpowered by invasions of germs, becomes swollen, diseased and covered 
 
 adenoids 
 
 A VERTICAL SECTION OF NOSE, MOUTH AND THROAT 
 Showing the Location of Adenoids 
 
 Note. — With the adenoids removed, the opening to the Eustacliian Tube 
 would show about opposite the letter "A." 
 
 with pus, we have a condition which is known as Adenoids. If the trouble is 
 soon removed, and the operation is a very simple one, we are told, the healing 
 takes place quickly and there is no further aimoyance, however, if the inflam- 
 matory condition remains, a permanent growth results. This growth in chil- 
 dren feels soft and flabby to the finger inserted in the throat, and may be 
 likened to a cluster of grape-like, movable particles of tissue, which is very 
 vascular and bleeds easily when touched by any foreign object. In more ma- 
 ture people it grows harder and requires more of an eiifort to remove it. 
 
 Functions of the Nose. 1. Sense of small. 2. To equalize the tempera- 
 ture of the air before it passes through the throat and into the lungs. 
 
 3. To screen the dust and germs from the air as they are drawn into the 
 nostrils. This is accomplished by means of the tiny hairs in the nasal pas- 
 
282 PHYSICAL EDUCATION COMPLETE 
 
 sages and the moisture given out by the glands which cover the inside of the 
 nose. 
 
 Sense of Smell Weakened. The mucus and pus discharge, which is given 
 out by the diseased lymphoid tissue, finds its way into the child's stomach, 
 unless he is taught the proper thing — to clear his throat of the vileness — and 
 a large portion of it finds its way into the nasal passages, where it presents 
 a most disagreeable sight and tends greatly to destroy the sense of smell, 
 which is located in the mucous membrane of the nose. 
 
 Nzisal Obstructions. The nasal passages may be closed by the existence 
 of one or more of the following conditions : 
 
 1. Cold in the head. 
 
 2. Chronic catarrh. 
 
 3. An improperly shaped septum (usually the result of adenoids). 
 
 4. Spurs or growths on the septum. 
 
 5. Diseased and enlarged turbinates. 
 
 6. Adenoids. 
 
 Adenoids may not be present at all, however, if there is trouble from any 
 of these other sources, the child frequently becomes a "mouth breather," 
 because the natural and correct way is partially or totally closed, therefore 
 the functions of the nose are performed by the mouth and trouble ensues. 
 Cold air is taken into the lungs, the air is not screened of dust and germs, the 
 vitality of the parts used is weakened and the danger to the child's health is 
 constantly increased by frequent attacks of tonsilitis and bronchitis. It is 
 therefore very important that a child suspected of having adenoids should 
 receive a thorough nose and throat examination and if found to exist the 
 trouble should be removed at once. 
 
 Results of Adenoids. 
 
 1. Snoring and disturbed sleep. 
 
 2. High, arched palate, narrow jaw, crooked and prominent upper teeth, 
 pale, long face, pinched look to the nose and dull, lifeless expression. 
 
 3. Underdeveloped body, narrow and contracted chest. 
 
 4. Dead, hollow voice. M pronounced as "eb" and n as "ed." 
 
 5. Deafness, earache and slow mentality. 
 
 Snoring and Disturbed Sleep. During the day there is perhaps not so 
 much difficulty in procuring a portion of the necessary air through the nose, 
 but gradually the lymphoid tissue grows larger and in expanding closes the 
 nasal passages completely, which causes the child now to secure all the air, 
 day and night, through the mouth. At night he snores and his sleep is dis- 
 turbed, while in some cases much suffering is caused by bad dreams which 
 awaken the child with "night terrors." Think of the little tired body making 
 a brave attempt the next day to do what his teacher requires when he ought 
 to be catching up on the sleep and rest he has been compelled to lose. 
 
 High, Arched Palate, Narrow Jaw and Prominent Teeth. A double duty 
 is now given the mouth to perform. The constant drawing in of the air 
 
FOR SCHOOLS AND PLAYGROUNDS 283 
 
 through the mouth, combined with the heavy suction that takes place in mas- 
 tication and preparation of food for the stomach, causes a bulging upward of 
 the hard palate, which in turn pushes the septum, or nasal partition, out of 
 alignment. The hard palate, quite soft and pliable in little people, becomes 
 still more arched, the jaw narrows and the upper teeth become crooked and 
 prominent. The mouth cavity grows long vertically instead of horizontally, 
 as nature intended it should, with the result that we get the characteristic 
 adenoid face, long and pale, undeveloped, small nostrils with pinched look at 
 the sides of the nose, short upper lip and drooping inner angle of the eyes. 
 
 Underdeveloped Body, etc. The sense of smell depends upon a healthy 
 condition of the mucous membrane of the nose and when that is interfered 
 with our sense of smell is lessened and perhaps lost for the time being. We 
 have all experienced this temporary loss and with it has disappeared the 
 sense of taste, which is so closely related to the sense of smell. We are 
 told that "the sense of taste is two-thirds dependent upon the sense of smell." 
 Now appetite depends upon smell and taste for its stimulation and with these 
 two senses impaired, perhaps lost, digestion is interfered with, the desire for 
 food is often gone and what little is taken does practically no good whatever. 
 The result is an underdeveloped physique, and muscles which lack sufficient 
 life and strength to support the body properly, thus allowing it to become an 
 easy prey to curvatures and deformities. The child stands around on the 
 playground, listlessly watching the others engaged in their fun and games, 
 with no strength, hence no desire, to join in the activities that every child 
 should enjoy. 
 
 Dead, Hollow Voice. The voice loses it quality and ring — it resonance. 
 It sounds thick and dead. There is no life or snap to it and it expresses very 
 well the condition of the whole child. 
 
 Deafness. One of the greatest dangers to a child, which is a direct result 
 of adenoids, is deafness. We all know that the ears are very closely con- 
 nected with the back part of the nasal cavity by what is known as the 
 Eustachian Tube. (See figure at the beginning of this article. Imagine the 
 adenoids removed, when the opening of the tube could be seen on the far side, 
 in the nasal wall.) The duty this tube has to perform is to supply the middle 
 ear with air from the throat. In the middle ear we find a chain of three small 
 bones connected, and firmly secured to the outer and inner wall, thus forming 
 a span or bridge across the cavity. From the inner wall nerves connect the 
 ear with the brain. Sound waves play upon the ear drum, the vibrations of 
 which are sent across by the bridge of bones and air in the middle ear to the 
 inner wall. From this point the sensitive nerve fibre terminations carry the 
 sound waves to the brain. The ability of the Eustachian Tube to properly 
 perform its function depends upon whether or not the opening into the back 
 part of the nasal cavity is free from obstructions. 
 
 We find that Adenoids do not follow a symmetrical line of growth. Some- 
 times they lop more toward one side than the other, thus leaving the hearing 
 perfectly normal in the unobstructed ear, while again both openings may be 
 
284 PHYSICAL EDUCATION COMPLETE 
 
 interefered with by the growth. When these conditions exist and air is ex- 
 cluded from the middle ear, the Eustachian Tube withers, to a certain extent, 
 by lack of use, and the chain of bones is left to perform its half of the duty of 
 transmitting- the sound waves, while the air necessary to do the rest is miss- 
 ing, thus producing partial deafness. 
 
 Earache and Ear Discharges- Lymphoid tissue that is diseased forms a 
 perfect storage plant for germs of all kinds which happen to be taken into the 
 air passages. The two throat tonsils are often found to be diseased, enlarged 
 and filled with crypts wherein germs find splendid breeding places. It is, 
 therefore, necessary that tonsils which are not perfectly healthy should be 
 given thorough treatment until they have once more reached their normal 
 state. Many physicians advise their complete removal, at once, while others 
 prefer to wait until an honest effort has been made to save them. The tonsils 
 in the lower and adenoids in the upper throat affect the hearing also. The 
 germs that lodge and breed in these storage houses often find their way up 
 into the Eustachian Tube and continue into the middle ear, where they set up 
 an inflammatory condition which causes great pain and suffering. Finally the 
 abscess breaks and the pus is scattered. It may become absorbed or it may 
 pass on into the mastoid process, which produces a very serious condition. 
 From the mastoid process there is the chance of an abscess making its entry 
 into the skull cavity, which produces death, or the pus may rupture the drum- 
 head and drain away through the outer ear. No matter which way it chooses 
 for escape, ear discharges are extremely dangerous and should not be neg- 
 lected. Teachers have such an opportunity to note the evil results produced 
 by the continual presence of ear abscesses. A long history of earaches, run- 
 ning ears — then partial, or almost, and sometimes total deafness sets in. 
 
 Slow Mentality. Not all teachers take the trouble to ascertain the phyri- 
 cal condition of the children who sit, day after day, before them, however, it 
 is good to note that these teachers are fast becoming the exception. All chil- 
 dren who progress slowly in their school work should be given a most 
 thorough and painstaking examination by the teacher. Many a child, par- 
 tially deaf, is nagged, scolded, called dull and stupid and whose little life is 
 made perfectly miserable when in reality the chances are that that child 
 possesses a keen, bright mind if the teacher Avould take the trouble to find ii 
 out. Because of his failure to hear all that is said, all that goes on in the class 
 room, and because of the teacher's indifference or ignorance he naturally falls 
 behind in the work, becomes a class room drag and finally one of the pitiful 
 leftovers who leaves the scenes of his misery as soon as he possibly can (satis- 
 fied with his scanty bit of education), because he can now place himself 
 beyond the reach of a nagging, scolding teacher. 
 
 We find children as well as "grown-ups" who are sensitive regarding 
 their deafness and rather than have attention called to it will create a shell 
 about themselves and suffer in silence, lose faith in humanity and all hope 
 and happiness. Fortunately all do not develop such an unhappy life, but we 
 
FOR SCHOOLS AND PLAYGROUNDS 285 
 
 cannot afford to have any child made miserable and it is so easy to help these 
 little peo])le into the sunshine if we will only think so. 
 
 A teacher should ever be on the watch and thoroughly alive to the exist- 
 ence of all defects in children and having discovered trouble, make every pos- 
 sible effort to have it overcome. One of the simple causes of deafness in chil- 
 dren, and older people too, for that matter, is hardening of wax in the ear. It 
 has been known to form a good sized wad or plug close against the ear drum, 
 which causes partial and sometimes complete deafness. Once discovered, its 
 removal by a physician is a simple matter, and think of the joy to the suf- 
 ferer ! Teachers should learn to rcognize physical defects early and if neces- 
 sary teach the parents the dangers of them if not cared for while children are 
 young. 
 
 Is it any wonder that children who have adenoids have a stupid expres- 
 sion ? If we fill our own ears with cotton and then try to take part in the con- 
 versation that is going on about us we feel very helpless and realize how truly 
 stupid Ave, too, look in our endeavors to understand. Keep this little experi- 
 ment in mind and have patience with your "stupid" pupils. 
 
 Unfortunately there are parents and, even to-day, a few physicians who 
 say that children will outgrow adenoids and having done so will be perfectly 
 healthy again. We are told by reputable physicians that at the age of 
 puberty adenoids do have a tendency to become absorbed, but with them their 
 train of evil effects does not disappear and many a case of deafness in older 
 people has been traced to adenoids in childhood. 
 
 (Acknowledgment is made to North Carolina Board of Health Bulletin, 1910) 
 
 DEFECTIVE EYES. 
 
 When one notes the great number of people who are to-day wearing 
 glasses it is easy to believe that defective eyesight is very common and we feel 
 that a great percentage of people have come to realize that much discomfort, 
 pain and possibly loss of sight can be saved by giving the eyes proper atten- 
 tion and care. In spite of the fact that this great gain is now on the correct 
 side of the line the fact remains that there is still a great percentage of human 
 beings whose eyes need attention. 
 
 Many bodily ailments are being constantly traced to defective eyesight. 
 The nuiscular effort necessary to secure the correct focus and the blurred 
 image on the retina cause extreme nervousness and seriously aft'ect the 
 nerves in many parts of the body. 
 
 Children should have their eyes tested during the first two week of school 
 and should l)e seated according to the results of the examinations. As early as 
 possible the matter should be taken up with the parents or guardians and the, 
 eyes given a thorough examination by a competent, honest oculist. 
 
 It is not necessary that a teacher understand, thoroughly, the subject of 
 eye-testing in order to help the little people in her care. At a small cost Snel- 
 len's Eye Charts and Green's Astigmatic Lines may be purchased from most 
 any optician, when the test suggested in the early part of this chapter is suf- 
 ficient for a teacher to make. It will tell her all she needs to know. It is her 
 
286 PHYSICAL EDUCATION COMPLETE 
 
 duty then to take the matter up at once with the parents and urge them to 
 have a thorough examination made. 
 
 A teacher has a perfect right to be suspicious of every case of red, sore 
 eyes, for many sucli cases are contagious and should receive the attention of 
 a physician. Until teachers have the assurance that cases of sore eyes are 
 harmless they should request children to remain at home. In such matters 
 a physician's certificate should be required and the opinion of neighbors or 
 parents should not be solicited by any teacher. 
 
 Children suffering from defective vision are very apt to have one or more 
 of the following symptoms : 
 
 1. Frequent headaches. 
 
 2. The work is held either very close or very far from the eyes. (About 
 fourteen inches is correct.) 
 
 3. Attempts to shade the eyes with hand. 
 
 4. Hairless eyelids. (No protection from the light is afforded.) 
 
 5. Confused feelings in the head. 
 
 6. Often blinking the eyes in rapid succession. 
 
 7. Squinting. 
 
 8. Crossed-eye. 
 
 9. Frequent styes on the eyes. 
 
 10. Inflamed, sore eyes, caused by excessive eye-strain. 
 
 11. Inability to read the work on a blackboard. 
 
 Cross Eyes should receive early attention. Sight will diminish at an early 
 age unless the eyes are properly cared for by an oculist. Glasses often help 
 such cases very materially and we are told they should be given a fair trial 
 before an operation is performed. 
 
 Near Sight. The eye ball is too long from front to back and the object is 
 thrown in front of the retina, the retinal image is blurred and such an eye can- 
 not see distant objects plainly. 
 
 Far Sight. The eye ball is too short from front to back, the object is 
 thrown behind the retina, and such an eye cannot see close objects plainly. 
 
 Astigmatism. The curvature of the cornea, and sometimes the lens, is 
 irregular in shape. 
 
 A person suffering from near sight has to content himself with a very lim- 
 ited range of vision, while those who possess the defects of Far Sight and 
 Astigmatism suffer from eye strain, headaches, nervousness, sometimes dis- 
 orders of digestion, blurred vision, backwardness in studies and many ail- 
 ments of which we, as teachers, know nothing. 
 
 DEFECTIVE TEETH. 
 
 Any teacher who will take the trouble to make even a superficial exami- 
 nation of the teeth of the children who daily sit in her school room will find 
 it easy to believe that "from fifty to ninety per cent of the school children of 
 to-day possess defective teeth." 
 
FOR SCHOOLS AND PLAYGROUNDS 287 
 
 Digestion, we know, begins in the mouth and upon the thorough mastica- 
 tion of the food by the teeth, depends the comfort and ease witii which the 
 stomach, aided by its juices, performs its function. If proper grinding of 
 the food is not done in the mouth it must be done by the stomach and nature 
 never intended that the teeth should shirk their duty. 
 
 When mouths are not thoroughly cleansed after eating, bits of food lodge 
 between the teeth and cling to their surfaces. In a short time a decaying pro- 
 cess sets in which develops troubles of various kinds. The decayed material 
 is mixed with the clean food as it is taken into the mouth and together this 
 mixture is sent to the stomach, where it sets up a systemic poisoning which 
 produces dyspepsia, more commonly spoken of as indigestion. When this hap- 
 pens the food that is eaten produces little or no value to the body. 
 
 Germs of all kinds are housed in and around the teeth that are not 
 cleansed very frequently. Cavities of the teeth are often filled with decayed 
 food and dangerous bacteria which are ever ready to sap the child's strength. 
 Teeth that are decayed are the means of causing children to "bolt" their 
 food — to swallow it without any attempt at mastication. Should they try to 
 grind the food, portions are pressed into the cavities, the exposed nerves set 
 up an ache and children soon learn to favor their defective teeth and we find 
 mastication is interfered with once more. A poorly nourished body is the 
 result. 
 
 Poorly kept teeth not only present an unsightly, repulsive appearance 
 but are responsible, many times, for foul and exceedingly disagreeable 
 breaths. Catarrh produces much the same efifect but in most every case we 
 can trace the cause to a filthy mouth. Such mouths should not be tolerated 
 in a school room any more than soiled hands or clothing. 
 
 Parents should make every effort to have the temporary, or first set, 
 cared for as carefully as the second. The strength, health and life of the 
 second set often depend upon the care given the first. Not all parents under- 
 stand the amount of harm that can be done by neglecting the teeth of their 
 children, and here, again, the teacher finds it necessary to instruct them as 
 well as the little people. 
 
 A dentist should be consulted when a child is found who has : 
 
 1. Decayed teeth. 
 
 2. Unclean teeth. 
 
 3. Offensive breath. 
 
 4. Sore gums. 
 
 5. "Gum boils." 
 
 6. Broken teeth. 
 
 7. Crooked teeth. 
 
 8. Enlarged neck glands. 
 
 9. Protruding upper teeth. 
 
 Children should be taught to cleanse the teeth after each meal, BEFORE 
 going to bed and as SOON AS THEY GET UP IN THE MORNING. 
 Dr. Charles G. Stockton in Pyle's Personal Hygiene says : 
 
288 PHYSICAL EDUCATIOX COMPLETE 
 
 "Twice each week all the exposed surfaces of the teeth should be care- 
 fully gone over, and, with the assistance of the tooth-powder, carefully rubbed 
 with a narrow, chisel-like piece of wood that is hard and fine-grained in tex- 
 ture, such as orange wood, so as to smooth away all roughness and inequal- 
 ities. This puts a smooth polish on the teeth and renders their subsequent 
 cleansing by means of the tooth brush, a comparatively simple matter. If this 
 rule were applied in the care of children's teeth, the work of the dentists 
 would be greatly restricted." 
 
 CONTAGIOUS DISEASES. 
 
 All teachers should make themselves familiar with the early signs and 
 symptoms of the contagious diseases. Time was when the idea prevailed, gen- 
 erally, that it was the proper thing to willfully expose children to the long li.-t 
 of "Children's Diseases" and many a little life was, consec|ue!itly, pitifully 
 sacrificed. Fortunately to-day that foolish idea is almost a thing of the past 
 and the great majority of parents and teachers are making every possible 
 effort to spare the children the suffering that was, not many years ago, forced 
 upon them in a number of cases. 
 
 Whenever a suspicious case is found to exist in a school, the child should 
 be sent to his home at once, and should not be permitted to take his place in 
 the school room again until satisfactory evidence is produced to show tliat the 
 health of the other children will not be endangered. 
 
 That teachers may learn to detect the early signs and symtoms of Conta- 
 gious Diseases the main features of the several diseases are here presented. 
 
 CHICKEN POX. 
 
 This disease is highly contagious and one attack usually protects from 
 all subsequent ones. 
 
 Incubation Period. From thirteen to seventeen days. 
 
 Early Signs and Symptoms. As a rule the first symptom to appear is the 
 rash, though a slight fever and indisposition may have existed without the 
 patient realizing it. The rash comes out on the second day, and makes its 
 appearance in successive lots or crops. As one lot heals another appears. Rash 
 is first seen on the head and spreads over the entire body. It comes as small 
 eruptions first, which then fill with a watery fluid and some of them finally 
 become pustules. Wherever a pustule was present a pit forms because of the 
 scab that leaves the indentation. Otherwise after the rash has disappeared 
 the skin is left in good condition. 
 
 Method of Infection. Poison is given oft' from the surface of the body, 
 most likely from the watery eruptions and pustules. 
 
 Quarantine. The period of quarantine should be observed for at least two 
 weeks and children should not be allowed to return to school until all the 
 scabs have thoroughly healed. Teachers should examine the head thoroughly 
 for scabs that are not healed. 
 
 Remarks. Not dangerous to any except very delicate children. 
 
FOR SCHOOLS AND PLAYGROUNDS 289 
 
 DIPHTHERIA. 
 
 This is a most acute contagious disease and one attack does not protect 
 a person from experiencing subsequent ones. 
 
 Incubation Period. From two to ten days. 
 
 Early Signs and Symptoms* Usually begins with a chill or "chilly sen- 
 sations up and down the spine." There is fever, headache, vomiting, diar- 
 rhoea, sore throat, swelling of the glands in the neck at the angle of the jaw 
 and if the throat is examined, white, gray, yellow or black patches may be 
 seen, either continuous or with clean spaces of membrane between them. 
 There is such a variety to the color of these spots of false membrane that any- 
 thing in the way of a spot in the throat justifies a person in feeling anxious 
 and suspicious. This false membrane may make its first appearance in the 
 nasal cavity or upper part of the throat, where it cannot be seen, the majority 
 of the symptoms above named may be absent, while the germ continues to pro- 
 duce more false membrane and so gains a strong foothold before the danger 
 is realized. Again it may first attack the larynx, when croup symptoms are 
 present. Some cases prove fatal when the disease had a very mild com- 
 mencement. 
 
 Method of Infection. The bacillus lives in the false membrane and is 
 given off by the discharges from the nose and throat. We are told that diph- 
 theretic germs live for some time in the throat of a patient after all signs and 
 symptoms of the disease have disappeared. The infection may be carried in 
 clothing, books, toys or by household pets that are allowed in the sick room. 
 
 Quarantine. A strict quarantine, covering a period of from four to si.x 
 weeks should be observed or until no germs are found in the cultures taken 
 from the patient's throat. 
 
 Remarks. Fatal often during the disease and from after effects. A very 
 dangerous and justly dreaded disease. 
 
 ERYSIPELAS. 
 
 This is an acute contagious disease and one attack does not protect a 
 person from subsequent attacks. 
 
 Incubation Period. From three to seven days. 
 
 Early Signs and Symptoms. Onset of the disease apt to be rather sudden. 
 There is a chill followed by fever, headache, no appetite and prostration. It is 
 frequently ushered in by a general convulsion. Thick rash appears, the skin 
 thickens and forms a ridge or welt. It spreads each day and as it does so the 
 fever and chill are repeated slightly. The rash may cover the entire body. 
 Creases in the skin, hair lines or ridges formed by bones frec[uently are the 
 means of checking the disease. 
 
 Method of Infection. Is communicated by a germ which gets into the 
 body through a cut or wound. Oftentimes the wound is so small as to be 
 overlooked as a port of entry. 
 
290 PHYSICAL EDUCATION COMPLETE 
 
 Quarantine. A quarantine period should be of sufficient duration to per- 
 mit of a complete, clean recovery. 
 
 Remarks. The disease is more apt to be fatal in young children, while 
 death frequently claims those of more mature years. 
 
 GERMAN MEASLES. 
 
 This is a contagious disease of a more mild type. Adults are quite sus- 
 ceptible to it as well as children and while one attack makes for immunity, it 
 does not protect a person from an attack of Measles or Scarlet Fever. 
 
 Incubation Period. From seven to twenty-one days, though most likely 
 to be fourteen days. 
 
 Early Signs and Symptoms. Slightly feverish, "feel mean," slight head- 
 ache and sore throat. These symptoms are usually of so light a nature that 
 the first thing noted is the rash, which has somewhat the appearance of 
 Measles or possibly Scarlet Fever. Most always there is a moderate swelling 
 of the glands in the back of the neck. The rash lasts from two to three 
 days, when it rapidly fades away. 
 
 Method of Infection. Coughing, nasal and mouth discharges. 
 
 Quarantine. The quarantine period should be fully three weeks, with a 
 recommended period of exclusion from school of from three to four weeks. 
 
 Remarks. Not dangerous and after efifects slight. 
 
 LA GRIPPE 
 
 A highly contagious disease. One attack does not prevent a person from 
 having others. 
 
 Incubation Period. Supposed to be from a few hours to three or four 
 days. 
 
 Early Signs and Symptoms. Often begins with intense pains in the back 
 and limbs, accompanied by fever, which frequently ranges from 100° to 104°. 
 There is severe headache and great prostration. The eyes are watery and the 
 nose runs. A cough also develops. 
 
 Method of Infection. Discharges from nose and throat. 
 
 Quarantine. A quarantine period of at least two weeks should be ob- 
 served and children should remain away from school for about three weeks. 
 
 Remarks. Few people realize the severity of the disease and conse- 
 quently deny themselves the proper medical attention and care. The after 
 effects are often serious, while in some instances the patient never regains 
 normal health and strength. Tuberculosis, previously dormant, often devel- 
 ops. Complications to be feared are pneumonia, middle ear trouble resulting 
 in deafness, and inflammation of the lymph glands of the neck. 
 
 MEASLES. 
 
 This is an acute contagious disease. One attack usually protects a per- 
 son from a second one. 
 
FOR SCHOOLS AND PLAYGROUNDS 291 
 
 Incubation Period. From ten to fourteen days. 
 
 Early Signs and Symptoms, Chilly sensations, fever, headache, vomiting 
 and prostration. All the symptoms of a nasal cold are present such as in- 
 flamed, watery eyes, sneezing and running nose, hoarseness and sore throat. 
 If the mouth is examined, small red spots, set off by themselves, are often 
 seen on the hard palate and bluish-white ones opposite the molars on the inside 
 of cheeks. About the third or fourth day the rash appear? at the edge of 
 scalp, on the forehead and face and spreads downward, finally covering the 
 entire body. These patches of tiny eruptions often take on a crescentic for- 
 mation and are not often elevated very high above the skin's surface. 
 
 Method of Infection. Coughing, nasal and mouth discharges and dis- 
 charges from the surface of the body. The germs are said to float in the air. 
 
 Quarzuitine. The quarantine period should be all of three weeks, with a 
 reconiniended period of exclusion from school of from four to five weeks. 
 
 Remarks. Eyesight apt to be seriously impaired if the room is not kept 
 dark and eyes rested during the illness. Death usually results from compli- 
 cating broncho-pneumonia. A disease not to be treated lightly. 
 
 MUMPS. 
 
 This is another of the highly contagious diseases. One attack prevents 
 a recurrence. 
 
 Incubation Period. From fourteen to twenty-one days. 
 
 Early Signs and Symptoms. Onset may be sudden, beginning with fever, 
 headache, loss of appetite, nausea, vomiting and prostration. Pain is felt in 
 the glands of the cheeks a little below the ear, and sometimes those under the 
 jaw are involved. The jaws are moved with effort and the saliva becomes 
 thick and sticky. Anything sour taken in the mouth causes increased pain 
 in the glands. 
 
 Method of Infection. Coughing and all discharges from the nose and 
 mouth. 
 
 Quarantine. Period of quarantine sliould be observed three to four 
 weeks. 
 
 Remarks. Not considered dangerous. 
 
 SMALL POX. 
 
 This disease is highly contagious. One attack regularly protects a person 
 from others. 
 
 Incubation Period. From nine to fifteen days. 
 
 Early Signs and Symptoms. The disease is usually ushered in with some 
 severity. The child is very feverish, complains of nausea and severe pains in 
 the back. About the third day the rash appears and, unlike that of Chicken 
 Pox, makes its appearance all at once. The rash is about the size of small 
 bird shot and is felt under the skin. It is first seen about the face and wrists 
 and then covers the entire body. In Small Pox the eruptions may be seen on 
 
292 PHYSICAL EDUCATION COMPLETE 
 
 the palms of the hands and soles of the feet, which is a condition not found in 
 Chicken Pox. In two days the shot-like eruptions develop and produce blist- 
 ers which in two more days produce a yellow matter which eventually dries, 
 thus forming scabs, and in about two weeks the scabs dry up and drop off. 
 
 Method of Infection- All bodily discharges, scabs and skin that may be 
 shed. 
 
 Quarantine. From two to four weeks quarantine period should be ob- 
 served and no child should be allowed to return to school until all traces of 
 scabs have disappeared. 
 
 Remarks. Is gradually being controlled by means of vaccination, hence 
 the death rate is very small in communities where such measures of preven- 
 tion are observed. 
 
 SCARLET FEVER. 
 
 This disease is also known as Scarlatina and is highly contagious. One 
 attack regularly protects from a recurrence. 
 
 Incubation Period. From two to seven days, with an average of four. 
 
 Early Signs and Symptoms. Characterized by the suddenness of the at- 
 tack. There is fever, sore throat, vomiting, headache and severe prostra- 
 tion. Rash appears between one and three days. The tonsils, pharynx and 
 hard palate are covered with tiny, fine red points very close together. The 
 rash begins on the neck and upper part of chest then covers the entire body, 
 with the exception, usually, of the face. When the rash disappears the entire 
 skin of the body peels oS, not in small bran-like flakes as in Measles, but in 
 large scales and strips as when the skin has been badly sun-burned. At first 
 the tongue has a whitish coat which gives way to a bright red hue, caused 
 by the many reddish elevations and which has given rise to the term in this 
 disease, "Strawberry Tongue." 
 
 Method of Infection. Coughing, nasal and mouth discharges. The dis- 
 ease is highly contagious during the entire time it runs. The germ is 
 possessed of remarkable vitality and lives for a great length of time in the 
 bedding, clothing, draperies and in the hair of household pets. 
 
 Quarantine. The cjuarantine period should be fully two^ weeks, with a 
 recommended period of exclusion from school of from seven to eight weeks. 
 
 Remarks. Dangerous at all stages and after eiifects often most distress- 
 ing. Complications usually set in which leave a train of serious effects in the 
 ears, lungs and kidneys. There is more or less deafness, either partial or en- 
 tire, and it is stated some cases become deaf mutes after the serious complica- 
 tion of Otitis, or inflammation in the middle ear. 
 
 The poison of the fever usually proves very dangerous to the kidneys and 
 often causes death. 
 
 Scarlet Fever is a disease which is justly feared and when it is known 
 
FOR SCHOOLS AND PLAYGROUNDS 293 
 
 that cases exist in a community the teachers should be ever on the watch to 
 detect the early signs and symptoms and every effort made to stamp it out. 
 
 WHOOPING COUGH. 
 
 This is one of the contagious diseases and attacks children more fre- 
 quently than adults. One siege regularly prevents a subsequent one. 
 
 Incubation Period. From seven to fourteen days. 
 
 Early Signs and Symptoms. Begins with catarrhal symptoms which last 
 from ten days to two weeks. In connection with this stage there is a cough 
 which grows steadily worse during these two weeks. There is usually very 
 little distress or feeling of prostration. All symptoms are apt to be slight 
 during the invasion period. The cough now comes in paroxysms, which last 
 for some few seconds. Frequently the child holds his breath, becomes blue 
 in the face and one has the feeling that the patient is about to suffocate, when 
 with a violent effort a long deep breath is taken which causes the child to give 
 out a sound that resemliles the \\-ord "whoop," when usually some mucus is 
 discharged or vomiting is caused which terminates the paroxysm for another 
 while. 
 
 Method of Infection. Coughing, throat and nasal discharges. Germs 
 float in the air and are easily inhaled. 
 
 Quarantine. Quarantine should be observed for three weeks. The period 
 of infection is from the beginning of the catarrhal stage and lasts two or 
 three weeks after the coughing has ceased. 
 
 Remzu'ks. Most cases are from May to November. Extremely fatal in 
 very young children. Broncho-pnevmionia is to be feared in young children. 
 Older ones are very apt to lose flesh and strength because of the excessive 
 vomiting. It is not considered dangerous with children after four years of 
 age. 
 
 CONTAGIOUS EYE AND SKIN DISEASES. 
 
 Teachers should ever be watchful for contagious eye and skin diseases. 
 It is not an easy matter for the untrained to make a correct diagnosis but the 
 presence of pus in the corners of the eyes, sticky lashes and a tendency of the 
 lids to become glued together, watery, "teary" or inflamed eyes and skin that 
 shoAV a diseased condition to be present, give just causes for suspicion. 
 Whenever a suspicious case occurs in a school the teacher should not hesitate 
 to send the child home as soon as observed. Before re-admitting to the 
 school jjlayground or class room a certificate from a physician should be 
 demanded by the teacher. 
 
 PINK EYE. 
 
 This disease is often found to exist in school rooms and though not 
 serious is very unpleasant while it lasts. 
 
 Symptoms. Red eyes, both the "white" and lining of the lids. Scratchy 
 sensation, as though the eyes were filled with dust. Child avoids light. Eyes 
 
294 PHYSICAL EDUCATION COMPLETE 
 
 are glued together in the morning and require a Httle bathing before the child 
 can open them. During the day pus is seen in the corners of the eyes near 
 the nose. 
 
 DIPHTHERIA— OF THE EYES. 
 
 This disease, we are told, does not often make its appearance, however it 
 is dangerous when it does occur and should be reported immediately upon 
 discovery. It is caused by the same diphtheretic germ that produces the dis- 
 ease in the nose and throat and if not checked at once will cause serious 
 epidemics. 
 
 Symptoms. Eyes ache and feel sore. Eyes discharge a watery sub- 
 stance which soon changes to a thick heavy one. The typical grayish or dirty 
 yellowish membrane forms on the lining of the eye-lids and is as difficult to 
 remove as the membrane that forms in the nose and throat when the disease 
 attacks those parts. 
 
 TRACHOMA. 
 
 This disease is brought by immigrants and is the most dangerous of all 
 the eye diseases as blindness often follows an attack. It is highly contagious. 
 Schools located in the slums or foreign districts are most apt to be visited 
 by the disease. 
 
 Symptoms. Eyes water and the discharge is greatly induced by light. 
 The chief symptom by which the disease is distinguished is the rough appear- 
 ance of the eye ball and the presence of tiny sacs or kernels on the linings of 
 the eye-lids. 
 
 PEDICULOSIS. 
 
 \\'hcn children are found to have pediculosis they shouhl be sent home 
 with instructions to the parents that they are not to be permitted to re-enter 
 school until all traces of the trouble have disappeared. If, after a reasonable 
 length of time, they do not present themselves for re-admission the proper 
 oflficial should be notified of the case, when it is his or her duty to see that 
 such children are made fit to return to school for regular class-room work. 
 
 In some school districts, particularly those which care for the foreign ele- 
 ment, the trouble is constant and most annoying, and there are teachers who 
 prefer to administer the treatment themselves and thus save the child many 
 days' absence from school. The easiest way to discover it is to search for the 
 nits or eggs, which cling tightly to the hair. With boys, a close hair cut fol- 
 lowed by a thorough cleansing of the scalp, is stift'icient. For girls, comb the 
 hair thoroughly with a fine-toothed comb dipped in vinegar or alcohol. This 
 dissolves the eggs. Follow with a good shampoo. Tincture of larkspur 
 (Poison) is highly recommended, but it should be used with great caution 
 and according to a physician's directions. 
 
 The habit that children sometimes form in play of changing hats should 
 always be discouraged. Many a child of the most careful parents has con- 
 tracted the trouble in this manner. 
 
FOR SCHOOLS AND PLAYGROUNDS 295 
 
 SCABIES. 
 
 This disease is commonly known as the itch, and is caused I^y an animal 
 parasite. The female burrows under the skin in order to secure a place where 
 she may lay her eggs. The male remains on the surface of the skin. The 
 trouble usually begins on the hands and arms and may spread over the entire 
 body except the face and scalp. A tiny reddened, irregular line may be first 
 noted. Those affected scratch these tiny lines, for as the burrowing goes on, 
 an itching sensation is produced and very soon an infection of the skin is 
 brought about by pus-producing germs making their way into the spots made 
 raw by scratching. Sometimes sores of considerable size result. The disease 
 is contagious, therefore all cases should be excluded from school until thor- 
 oughly cured. The trouble should receive medical attention, thus checking 
 it in its early stages. 
 
 IMPETIGO. 
 
 This is another of the contagious skin diseases. It attacks children most 
 frequently, and several in one family are apt to have the trouble at the same 
 time. It often follows the itch, hives or any trouble in which the constant, 
 severe scratching produces a pus infection. It is present most often on the 
 hands, neck and face, and the sores may be found to be isolated or run together 
 and form one large scab or crust which has a dirty brownish hue, with signs 
 of pus around the edge of the scab. Often these crusts drop of? before a com- 
 plete healing has taken place, when a fresh lot may be started by "auto-inocu- 
 lation." Children having impetigo should not be allowed in school until thor- 
 oughly cured and the skin presents a smooth, clean appearance. 
 
 These contagious eye and skin diseases are easily spread by use of the 
 common roller towel or by the handling of common school books or tools. 
 
 All teachers should learn to early form the habit of washing their hands 
 several times a day in water that has been made antiseptic by ten or twelve 
 drops of pure carbolic acid or a small portion of a bi-chloride of mercury tab- 
 let. Both are poison, should be kept under lock and key and used with 
 caution. 
 
 Acknowledgment is made to: 
 
 The Health Index of Children E. B, Hoag 
 
 The Human Mechanism - Hough and Sedgwick 
 
 Diseases of Cliildren - Tuttle 
 
 Diseases of Infancy and Childhood ....Holt 
 
 Diseases of the Skin Liveing 
 
 Personal Hygiene -■- - - Pyle 
 
 PULSE, TEMPERATURE AND RESPIRATION. 
 
 Everyone should understand the three important signs, Pulse, Tempera- 
 ture and Respiration, be able to recognize their deviation from normal and the 
 iieaning of those variations which are constantly occurring in the human body. 
 
 THE PULSE. 
 The heart contractions cause the blood to be forced into the arteries, 
 whose \\alls are elastic and are therefore expanded or dilated by each heart 
 
296 PHYSICAL EDUCATION COMPLETE 
 
 contraction. It is this expansion that is known as "the pulse." To intelli- 
 gently ascertain the pulse record we should be able to determine : 
 
 1. The number of expansions, or beats. 
 
 2. Whether rapid or slow. 
 
 3. Whether full or weak. 
 
 4. Whether regular or intermittent. 
 
 In taking the pulse record certain things should be kept in mind, for in- 
 stance — that excitement and exercise quicken the pulse and are not danger 
 signs ; that the pulse beats faster in children than adults, in women than meji 
 and is affected by bodily positions. It is slower in sitting than standing, re- 
 clining than sitting, and is more apt to become slower in its beating while we 
 sleep. 
 
 To record the pulse, place the tips of the first aind second fingers on the 
 radial artery at the wrist or the temporal artery at a ])iiint directly in front of 
 the ear. The count is usually taken for a half minute and multiplied by two. 
 
 The pulse beat at 7 years is from 72 to 90 per minute. 
 The pulse beat at 12 years is from 70 to 76 per minute. 
 The pulse beat in early adult life is from 68 to 75 per minute. 
 
 The pulse beat in late adult life is from 65 to 70 per minute. 
 
 TEMPERATURE. 
 
 The normal temperature of the body is spoken of as 98.6° F., Init there is 
 no such thing as a constant temperature, in the strict sense of the word, for 
 the temperature of the body frequently varies in health, during the twenty- 
 four hours, from 97.5° F. to 99.5° F., however, a sudden and very marked rise 
 or fall of the temperature should be looked upon as a danger signal and 
 usually indicates the necessity of prompt medical attention. 
 
 The thermometer used for determining the body temperature should find 
 a place in ever}' home and school room. Both before and after using, the ther- 
 mometer should be carefully washed with soap and water and made antiseptic 
 by immersing in alcohol or a mediumly strong solution of carbolic acid. This 
 is a most important point and should be carefully observed. 
 
 RESPIRATION. 
 
 The normal number of respirations is one to every four heart beats and in 
 the adult ranges from 16 to 18 every minute. The best time to count the res- 
 pirations is during sleep, as they are most apt to be normal then. In the 
 school room it is most advisable, after having secured the confidence of tlie 
 child, to place one's hand on his chest and count one for each breath that is 
 taken. Of course any child who is suspected by the teacher of being ill 
 should be examined in a room away from the other children. 
 
 (Acknowledgment is lii;nlc to Dr. Walter Pyle's Pergonal Hygiene.) . 
 
FOR SCHOOLS AND PLAYGROUNDS 297 
 
 HELPFUL HINTS FOR TEACHERS. 
 
 L Abolish the common drinking cup and install sanitary drinking fountains. 
 
 2. Abolish tlie roller towel. 
 
 3. Avoid the common use of pens and pencils. 
 
 4. Use a thin coat of oil or staining on school room floors, and for sweeping, a 
 sanitary preparation of sawdust is best. 
 
 5. Use dustless dusters and abolish the feather duster. 
 
 6. Boards are best cleaned by using a piece of damp chamois skin. 
 
 7. Use dustless crayons. 
 
 8. Wipe out chalk trays once each day with a damp cloth. 
 
 9. Clcun erasers thoroughly each day. 
 
 10. Have school rooms disinfected four or five times a year. 
 
 11. Library text books used by pupils should l)e kept covered during the period of 
 use and freshly covered when re-issued. 
 
 12. All school books should be burned that have been in homes where contagious 
 diseases have existed. This is much safer than disinfecting them. 
 
 13. Rooms should be thoroughly ventilated. Open the doors and windows often 
 for a few moments during each day. Alwa.vs open doors and windows at each 
 recess and at least a portion of every noon period. 
 
 14. Do not allow children to sit in draughts. 
 
 15. Make every school room as full of tlie pure, sweet out-of-doors as you 
 possibly can. 
 
 16. Keep the temperature of the school room as near 69 in the Winter as you can. 
 
 17. Desks should always be placed so that light falls on them from the left. 
 
 18. Window shades should be in two sections to regulate the light. Olive green 
 shades are recommended as the best to use. 
 
 19. Make every school room attractive but do not overdo the decoration of it. 
 
 20. Install adjustable desks and seats and see to it that they are adjusted to 
 your pupils. 
 
 21. Where there are no such seats and desks, use small footstools for children 
 whose feet cannot rest flatly on the floor. 
 
 22. Keep cloak rooms and toilets open CONSTANTLY to fresh air. 
 
 23. Children who have defective vision or hearing should always be seated near 
 the front. 
 
 24. Demand immediate attention for children having pediculosis. 
 
 25. Demand immediate attention for children having any skin diseases. 
 
 26. Insist on sores being covered or bandaged. 
 
 27. Exclude children in whose family a contagious disease exists. 
 
 28. Require a phjsician's certificate for re-admission. 
 
 29. Exclude children who have St. Vitus Dance or Epileptic Fits. 
 
 30. Teach practical Physiology and Hygiene. 
 
 31. Work to secure individual cleanliness. 
 
 32. Make a personal inspection of the children each morning, not forgetting 
 teeth. This can be done very quickly. 
 
 33. Liquid soap should be provided for all wash rooms. 
 
 34. Outside doors to school houses and all public buildings should open outward. 
 
 35. Entrances should be kept free from all obstructions at all times. 
 
 36. Practice a fire drill. The larger the school the greater the need for this. 
 
 37. Have all plumbing carefully watched. 
 
 38. Do not allow toilets to remain out of order. 
 
 39. If possible, arrange for a lunch room for those who must carry lunches. 
 
 40. Teach the children to keep the grounds clear of all papers and refuse. 
 4L Do not allow children to sit in wet shoes or clothes. 
 
 42. Do not permit children to wear rubbers and overshoes during school hours. 
 
298 PHYSICAL EDUCATION COMPLETE 
 
 THE HEALTH OF THE TEACHER. 
 
 In some communities, and great is their wisdom, every applicant for a 
 position as teacher of school children is required to pass a medical examina- 
 tion before an application is given any consideration. Speed the day when 
 every community, realizing the justice due the children, will fall into line and 
 follow such splendid examples. 
 
 Not only for the teacher's own sake but for the good of the pupils, a 
 teacher should possess good health. Her heart and lungs should be free from 
 organic disease, her eyes and ears should be free from any serious defects, the 
 body should be erect and free from spinal curvature or deformity of any kind 
 whatsoever, she should possess a strong, healthy and well-balanced nervous 
 system and she should be entirely free from all "habit spasms" which are so 
 easily imitated by many children. 
 
 A teacher suffering from tuberculosis in any form is a constant source of 
 danger to the children entrusted to her care, yet there are such teachers who 
 are employed by School Boards of to-day, regardless of the menace to the 
 health of the children. In many cases absolutely no thought whatever is 
 given to the health of the teacher, while the most painstaking efiforts are made 
 to protect the pupils in times of epidemics, ignoring ever and always the 
 daily menace in the school room — the tubercular teacher. Such a teacher 
 should never be employed and if School Boards would take a firm stand 
 against it it would be the kindest and wisest thing for all concerned. The 
 teacher would secure other means of support, possibly less confining and 
 "nerve-racking," and not less in importance — the children would not be ex- 
 posed to the dangers of this justly dreaded disease. 
 
 Dr. E. B. Hoag in his Health Index of Children says: 
 
 "Of all physical disorders, nervousness in its various phases is proliably 
 the one of greatest importance among teachers. Public school teaching is of 
 necessity (according to our present rather irrational system) a nerve-racking 
 occupation, even to those teachers who begin work with well-balanced nervous 
 organizations. What may we expect then of those individuals who never 
 have possessed much nervous stability?" 
 
 Many teachers are constant sufferers from headaches, which in many 
 cases have been traced to severe eye strain. There is pain and continued nerv- 
 ousness and a feeling of being at outs with themselves and everybody else. 
 Everything seems to be on the bias. Often such teachers do not realize the 
 cause of their suftering and go on teaching year after year, with the suffer- 
 ing certainly growing no less, when properly fitted glasses would make the 
 world look brighter and happier as the pain and nervousness would fade away 
 in a short space of time. No one attempts to blame people for being possessed 
 of eyes that cause such troubles but they certainly may be justly blamed for 
 neglecting to have their eyes given the proper attention, thus eliminating that 
 which makes for a disagreeable, nagging teacher and unpleasant companioii 
 for her friends. 
 
 A disagreeable, irritable, nagging, nervous disposition should find no 
 
FOR SCHOOLS AND PLAYGROUNDS 299 
 
 place in any school room ami a person of this sort who persists in teaching 
 young children, simply as a means of livelihood, should be dismissed from 
 service as soon as the true self is revealed. Children are often called upon in 
 their own homes to bear trouble, sorrow and gloom and it is strictly the duty 
 of every School Board to provide teachers who will insure, by their own 
 cheerful, happy dispositions, happiness and sunshine to the children in their 
 community. 
 
 If the health of the teacher is such as to cause her continual pain and 
 suffering she should certainly not attempt to earn her living in the school 
 room where her disposition, possibly developed by pain, will blight the lives 
 of her pupils. Little children and young people require all the happiness that 
 we can possibly give them. They need teachers wdio possess cheerful, happy 
 dispositions, those who prove by their daily lives in the school room that they 
 are happy, sunny leaders who do everything possible for the good and happi- 
 ness of those about them. 
 
 The never-at-rest, overly-active or the effervescent, bubbling, coddling 
 teacher owes it to herself and the children to OVERCOME SUCH A DISPO- 
 SITION. To visit such a school room gives one food for very serious thought. 
 The damage to the disposition and nature of the teacher herself is the very 
 least in importance. The effect produced on the children is what makes one 
 think long and earnestly and one is not surprised that pupils who live in such 
 a school environment are troublesome, restless and nervous beings. 
 
 A teacher should safeguard her own health above all things. With health 
 given us no work is too great to be undertaken and while we cannot escape 
 fatigue at times, even when we are considered well, a night's rest should make 
 us fresh and ready for the work of the coming day. One of the easiest ways 
 in which a teacher can undermine her health is to wear damp or wet clothing 
 in the school room. During rainy weather an extra suit, shoes and stockings 
 shuukl be kept at school in case of need. Frequent colds often develop serious 
 troubles and as one can learn to live to avoid colds, the experiment is cer- 
 tainly \vorth trying. The daily cold shower bath for those who are able to 
 take it, is strongly advised, as this sort of bathing teaches the small blood 
 vessels of the skin to react properly and promptly to outside influences. Some 
 physicians recommend the use of the same weight of underclotliiiig to be worn 
 all the }ear round. When the weather requires it the outside clothing should 
 be of the heavier variety. One physician expresses it very nicely when he 
 says : "We sleep between sheets all the year, the supply of bed clothing only 
 being decreased or increased as the seasons change, and so it should be in 
 our dress." 
 
 Taking it all in all, it seems to me that the ideal life is — to be able to sleep 
 out-of-doors, bathe daily, to have sufficient plain, well-cooked, wholesome 
 food, plenty of sunshine, fresh air and exercise, to be suft'iciently independent 
 of "fashion" to dress with comfort always, to have plenty of good, honest, 
 happy work with frequent trips into tlie healthful open country, because — 
 these things all make for vitality, forceful personality and health, and the 
 ability to do the things which are of most worth. 
 
300 PHYSICAL EDUCATION COMPLETE 
 
 BIBLIOGRAPHY 
 
 A. B. C. of Swedish Gymnastics Nissen 
 
 A Bibliography of Children's Reading Baker 
 
 American Red Cross Abridged Text Book on First Aid Lynch 
 
 Anthropometry and Physical Diagnosis Seaver 
 
 Applied Anatomy Davis 
 
 California State Board of Health Bulletin, December, 1916. 
 
 Childhood of Religion Clodd 
 
 Childhood of the World Clodd 
 
 Chips from a German Work Shop Mueller 
 
 Civics and Health Allen 
 
 Diseases of Children Tut tie 
 
 Diseases of Infancy and Childhood Holt 
 
 Diseases of the Skin Liveing 
 
 Emergencies McKenzie 
 
 Exercise in Education and Medicine McKenzie 
 
 Games for the Playground, Home, School and Gymnasium Bancroft 
 
 Gray's Anatomy Gray 
 
 Gulick Hygiene Series Gulick 
 
 Health Index of Children Hoag 
 
 How to Tell Stories to Children Bryant 
 
 Hygiene of the School Room Barry 
 
 Indoor and Outdoor Gymnastic Games Spalding 
 
 Lateral Curvature of the Spine Lovett 
 
 Lessons in Elementary Physiology -. Huxley 
 
 Literature and Life in School Colby 
 
 Medical and Orthopedic Gymnastics Wide 
 
 Medical Inspection of Schools Hogarth 
 
 Normal Course in Play National Playground and Recreative Ass'n. of America 
 
 North Carolina Board of Health Bulletin, 1910, Sept. 
 
 One Hundred Fifty Games Wellesley College 
 
 Personal Hygiene Pyle 
 
 Play of Man Groos 
 
 Power Through Repose Call 
 
 Primer of Hygiene Ritchie 
 
 Primer of Sanitation Ritchie 
 
 Progressive Gymnastic Days Orders Enebuske 
 
 Psychology (Briefer Course) James 
 
 Stories and Story Telling Keyes 
 
 Stories and Story Telling St. John 
 
 Surgical Clinics Murphy 
 
 Talks to Teachers James 
 
 The Body at Work Jewitt 
 
 The Efficient Life Gulick 
 
 The Growth of the Brain Donaldson 
 
 The Healthful Art of Dancing Gulick 
 
 The Human Mechanism Hough and Sedgwick 
 
 The Mind and Its Education Belts 
 
 The Posture of School Children Bancroft 
 
14 DAY USE 
 
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