;.Af;G£; library of eoiir-A-r.^ BERKEUEY. CALIFORNIA, I: m Baseball as Ednoatiooal Ueans. By Troderidlc Varren Cosens A.B. 1915 THESIS Sulnltted In partial satisflaotion of tht rsqlilremeots for tba dsgree of ISASfSSR OF IBTS in Bdneation In tha GRJJXUSSE DIYI8I0V of ttaa U1I1VKUSIT7 OP CALIFOBHIi Uagr, 1918 ApproTOd Instructor in Charge LB6 EDUCATION DEPT. ■>^;~-' JI T HCI3ITIC liTlUQiiJIS sxei ,^s'^ si io*cri.+ BxtI Introduction \SicLespread Interest in the game. Brief history. Baseball a scientific stndiy* Paart I. Edncational resiilts that may be secured throu^ baseball. 1* Baseball and the physical being* (1) Proper co-ordination. (2) QuialQifiss of e^o. (3) Agility of DOVQcaeut* 2* The mental side of baaeball. (1) Deoisiojos of the moment. (2) Ability to solve problems. (2) llfltiiory. 8* Uoral values to be gained in the playing; of baseball. (1) Heal self exhibited in t]i.e abimdon of the gane* ?he great opportuuity of the coach. (2) Initiative mid. Jiid^^nQut* (3) Self-subordination. (4) Team spirit; spirit of co-operation; sympathetic comrade- ship and imitaal helpfulness. (5) Courage, dctezmlnation and perseverance. (6) Deliberation and reflection. (7) Generalship. 4. The psyoliology of basoball. 6 ? 5 2 4 9 (1) !rhe batter* the pitcher and the catcher. ' :^ii. a i? r y. . --^:^^.. ♦fiy. .O'-Al a' Digitized by the Internet Archive in 2008 with funding from IVIicrosoft Corporation .&i. ■ rrr. ^ST'tc'^'r' r^- •' http://www.archive.org/details/baseballaseducatOOcozerich COIJTElTrs (contlnaed). (3) BaBeball and tho recess period. (4) Oojnpetltive element should be dereloped during after- school time* (5) Health strperrlsion essential. 3« Basehall as an intranoral activity. (1) Ohtaining and holding the interest; qtiestionB as to t*io shall play, shall the game be required or elective, etc. (2) Plana for a baseball field-day. (3) The after-school problem. (4) A BChemo for grading. 4« General advice to ooacdies of baseball In hl^ schools. (1) The coach as a teacher asd a leader. (2) Coaching involves the study of hxman nature. (3) Some suggestions to coaches and general principles to follov. Appendir i the organization of hi^ school athletic systems. 1. The large high school; diagram of athletic system. 2. The medium-sized hl^ school; diagra;:i of athletic system. 3. The small high school; diagrams of athletic system. .-risLwnl ■• be-: ".:■> 'O". 'M r „ r r ^ fi^! IBTROUaCTIOII. T?I]3SSPHEAI) IKPEHSST IK THS GALIS . Baseball has been and will contlntie to be dabbed the national pastime of the American people on aocount of the uddespread .interest that is taken in it as a game, both from the standpoint of the. pajrtioipant and ..from the standpoint of the spectator. Prom the time a boy gets bis enmi^ to handle a ball one may see him in the streets batting, throwing and oatohlng, and from then on xmtll the time of manhood is reached he is at this ssrtio bat- ting, throwing and oatohlng at every possible moment. It matters not Mshen he is young Phat the typo of ball, glove or bat is so that it is one, "The streets and vacant lots are fairly teeming with yo^jmg Americans in the spring and summer months, and It Is in this very youthfal stage that the boy acquires for himself the most fundamental co-ordinations that malce him a baseball pl^er in his adolesconce and natijrer years- His ■^ole heart and soul is ^«rapped up in Ms devotion to the gsE». He '.vntchss the older players -worlc and apes them, and thero is a conatnnt controversy arialng aa to the proper method of doing this, that and the other. One young fello^f says, " This -way is ri^t because It is the way so-and-co doeo"; and the other boy says," NOt this \7ay is rif^t because I sav; so~an^ao doing it this «»y*'. So the argtSMst oontinues. Vie could go into great detail as to the number of "fans" y^io sje In- torestod In this nation-Tri.de game, but cur principal concern is_ is^th the participant, the boy o;r hig*i school a;:Q t±ios© life is yet ahead of Mm and i/bcam pl^, by c-aana of t}ie game, can be made to become of educational value to hlTO. A fev flgurfea, however. Till suffice tc show how the interest aenifests Itself. :, .. . . : ^^..^ ^rts ;:9>i^0-eH ..;^*i.'J- ■ :^M i.aB -^r -^CO XX^T ^ .- . — -^ :>^ J"-/ * ^-•is«r:i'w ci.; •- r '-'i ^i RJ'^'i^ *^^^-' :* dJ r-^ •V -". -r ■■ ' In 1911 it "was estimated that there V7ere more than 60,000 baseball or olubfl in thl3 eoimtry vrith an actual participation of approxiiaately 750,000 men and boys over 12 years of age.* It has also been estixaated that there is not a person in one hundred over fourteen years of age in the United states ^o does not at least tmderstand the basic principles of the game, and scarcely one nativfi-bom American in a thousand -t^o has not at soioe tin» played the gaioe. Tlie ootmtless thouui^nda '«?ho attend basoball ga^^M tlxroughout the coimtry doriui;; tlia susooer months ore a tribute to ths faot of the natioual soope of the gazsa. Every towia, village and haialet, city, college and school has its baseball team, besides o^eat iruinbere of ohiiTo^ieSt you2ig Ljei^' clubs and the like* The eeaast in ^znarica has reached a stage that cii^t almost bo likened to the feudal period of Etnrppe. Y.'itness tho loyalty and eupport accorded a city's wiseLall team at the present day and ocuij^^xre this vdtli tiiat saoe kind of loyalty vihioh was accorded the bands of vRUu-iors of Mddi&ioushijt. gaijie or series* 3F.iaP HISgORY . The oriGln of tlio gariie is soiMTSiat obscure. ** Sosne authorities say that it nam derived from the old English (^^e of ''rounders", several var- iations of v»hich vrere played during the colonial poriod. ** QtlwBB say that its raseiflblaaoe to "roondin's" is ji»roly a ooinoidonco and tliat it had Its origin iu Cooperstown, II. Y. in 1839 when Lhnar Doableday, a Y.eot Point dadet, devised a scherae for playiuti it. * Doableday was af terwai-ds a brigadier * Touching Saoond - LVers and I'-allerton •* Encyclopedia Brlttauioa. I :tHie*.. -^ I^Oj: n soft e , ^5 :.>i-.-.'j6'i' la :> . J*lI-' ftTi^ . 6f 11.-- *.. y ti>lfiJCjl-:.f b' kl-XT^it^ ■.' ■ - r>.- . ■)!.. general in the anqy and famous as a mathematician. He organized a team of seven lioyB to play the game, first against two 'batters, then against any number present and not engaged in fielding. He calculated the distance l>etween bases as ninety feot, the wisdom of ^*ilch is vouched for by the eaqperte of to-day. v;e need not go into very mich detail as to the h-i?.tcry cf tho g«M between lfi39 and the present tirce, but a fev? facts shoulu be taJosn into accoxmt. • Tho first organized baseball was played in 1043 by tho Wash- ington Baseball Club. She famous Knickerboolcer Club which played around Saw Toaric Olty ^tevlsed tho first code of rules. Tith the organiisation of the Rational Baseball Asaociation in 18i58, there came an approach to unifori.^ty in the rules at least* A few sidpla la'./s \T^ro laid down siiiilar to those -^ich now exist, except that the iinderliaiid toss was in vogue and tha ball v;as larger and more lively. The riao in popularity of the gasie mta rapid about this tiiiio and there wore orgacizod naay faijous clubs, such as Boaoon aiid Lowell of iiosl-on and the Red Stodcings of C4ncinatt}i. Tho intense rivali*y brought tjoni- prof- essionaliaKi atad v?lth Uie spread of the ganje cam© certain undesirable elements and adjuncts such as betting and pool-selling. Players were not above selling, ccnteats if it seemed worth while. In 18C7 there was held in .'hiladeliihia a convention for reformation, at "^ich about 500 organisations wore reprosoated. This oonvoation accoiDi)ll8h- ed certain re forma and tho sport grew irapidly in the eastern and middle- weotern portions of the United States. In the next five years tho interest became so groat that it was decided * Encyclopedia Brittanlca. *<* -** ■:;: ,:»'i.' ■*? ^ ■«-••»■• -r. • -af. XL »■■-.. >•' ■' 'jj^r. ^ .. .U'i St-;--'' ;;.:• ''■<•■• ■■■■■_ '- ' - . >. s « » T£ tol ., > I iirov»K*i: .a ~ to 8ond tearna to England. Boston and the Athletics gave esfeibitlona In England, TaxA the trip did not succeed In popularizing baseball In Great Britain. Fifteen yeafs later two teaina nade a toic of the v^orld Incltiding Australia and various O'cher cctmtries and coripletine the trip by a conteBt in England, ^hls, however, had little effect on England as have also later ott€»^>te. The saoe, on the othoj liand, ccmtiroied to 2irosi>«»r in /anerica. The first entirely profassicnal club -vas forn^id in 1868, the Jinoin- atti Bed Stockinirs. In 1S71 carae t?:e forjnatlon of two ?iatl02U.l s^spclatlcns, one of prcfessinr^ls, the othor of araRteurs. Socn after bJ.is in 1G76 cajae the formation of a Hatlonal Leag<;e of eight teaos UE«ier the prtjaidenoy of Nicholas E. Young, ^sMch containod all the ezp'jrta of the country. So pop- ular did this league becona that another 7»a fonaod in 18S2 icnown as the Anerioan Aaaociation. Rivalry n£.txc*ally sprang up, and a oonferonoe and an ogroo-'neit were nocossary bofora liarmonj vjau restored. 'JThosa two leagaes controllod bi'-aeball for many yoiU's, cilthoiitjli in 1890 tlia fanuabion of a brotherliood of players called tho Players' League, de/iaou to au3U2*e bonofits going to Managers, triod to ovarthrow aubhority. The Players' jjoaguo, how- OTor, was not aufficiontly stron^j and fell to piecea a^tai- a fe\'/ years. Tho ^rational J.eaeue at first coasiotod of twel\'a teams, but In 1900 was roduoed to ei^Jit, exactly as it stands to-day. Certsiu a^^resuivo and digsatlsfled elements took advantaeo of thia change to or^Hnize a aocond great irofossioiial assooiation, tlie Aiaerioaa Loague, of elgjit cluba, six of ^bcn lr> cities vfiere tho "atlonal Lengae v^as already rapreseutod. Uhe devel- opment of interest in the; gaino during the if^st oifejiteen years jsjxa been ro- narteibl© ejoA rapid. ■yf. a« ...■■»f *■ *: ft. ■ - _ _- ..."1. ^~;j -J- i. V -ri-j ^ .: -■9^ ft. • i 9 <» ?ALL A 3giei?j:ifio sTum , Baseball is a scientific study froni Taeglnnine to end. The playini; field le iKld out with such seoraetric eacactness that both offonsive and defensive teams have an equal oiianco. Speed of foot and power of arm rauat he tt'ktn into cousi deration In ever;;.'- close play and no douM those who akiculated the distance betv.>jkr •■j'fca- XiCi:- ^i«i-- --A*!-. yiiOT. «IWr *?t '.^-ici »<1lO':.o Tl w. .£ro*T«IXtf^ baa nitfrU - OTlOOEe O'-CISDUOT * Part; I. EDOCATICmAIi HESULTS THAT MT BE SECUHED THH0W5H BASITSALL* Aside from the purely laonltary standpoint of the profosgional hasa- "ball plavort there raast to qonethirrg "baolr of It all to lend the thotisandii on aaid on each year In their stnd;7 of this solentiflo sport. HtuKtreAs of writer3 havo fjone to ^oat lengths to aho\7 Wiat thoro is odiicatlonal •walue In sport, fi±hlotica if you please, and to jiistifv their arsurronto. Thejr haTO ahowT) that phyalcal, oriental and noral relMOs arise T^ilch are yer;r liard to obtr.lr> in tl)e ortHwary rmy of "i.lfo» that 7?^>«r. the hoj' is on the athletic We?. 4 he Ig sv^ sjrts hl;^ trtie self S3>d that if only there Is MKas ono at band to direct this trwe self lr>to the rirrlit chc?inel3 and along od-joational end moral liaes, the?-, ■besides the physical and nertai powsrs v*.lch accrue from 3T>ort, cosie t}* aioral ones* A teactter sud a leacTer then ie ossen-^^ial ahoTo all thii -g else. This leiitlor Moat have soxmd p^tegoglosl training plv.s a necesaar;; aptiltido for th© .tjane he esjiccts to teach, the more the hetter, hut ahove all he mast stu(?y hia subject from every poasihle angle aa ts-sII as those; v'hor! he is dlrectine In that Bubject. Baseball is enoh an Intricate game that no mattor hoT- nittoh the fitudjr, sornethlng tfculd be lacklr;* In the teacher if he had not had actual experience in play, if he had not at some tliie f;one throueJi the trjrip," experiences of leai-lng; control of the ball, of £;ettin<:: nacd to the bomjd and of petting his eye on the ball. The boys vhcm tbn leader is in- stractinr ni»e [^ini-: thvoncfh the 4a.Tts experlonoea, and her easily their faults aro seen T*on one has "pafised through .Just such a tirao as thoy are havirnv. The najrc actual earierienoe with a crnae tha toaolior has liai, the • t\r- every til^ school, it Joes not shov itself on the athletic field. Our nejrt problem thon la, " How to get the boys on the athletic field for baseball". Is this really a problem \vhBn one considers that it is a. natural toT^flency acrulrod In baby- hood for a child to throw? As the ye*yps f^o by ho anoa the oldnr boyB and the b4g brother in this throwing instinct. ITo, the problora lies not in gettirur the boys out on the field, althoiie3i I depl with this in anotlior portion of the thesis. They will co'ne readily enon^^ r^n gj.vcn the opportunity as is borne out by the statistics of bojrs plaj'lng baeoball. Yet irtien they do come, is there not a problem of how to walce their baseball experiences a part of their lives? There lies the problon. '♦How can I mals» Tora*s life more active, more -worth living, a cleaner, bettor life, a life more fitted for service, a training for citizenship'^*' That is the problem which should be facing evei*y director of athletics. •n ' -Wi • e^cf •J_'..a."-^i *#-' ■•*!»*-' if^^'-'-'-z .<»»-' -'t '31:^-- > . - ,• ■- --♦ ♦U* I iROfl ■I. >• '« 'V, a.. .- - ■(• ■■-©J&i- r« »..•-.?«" •••-', 1?' ♦., -i: ".r ' -^ '"-!.>•'. All # , Because of the widespread interest, beoaase of the natural tendencies of boys to throw and bat, becaase of the fact that baseball does not re- qiilre over-exertion and a severe training season, such as football for «HB4ple« it is peouliarly adapted to the worklne out of this problem which has Just been mentioned. The coach then most realize Just libst he is deal- ing with and keep this upperoost in his mind. It is not the making of a OfaaiTipionship interscholastio team that need bother him, but the making of the lives of citizens more worth while to the oonmonlty. ?/e may look upon baseball as educational means from the three common standpoints, (1) Prom the physical, (2) From the mental and (3) Prom the moral. In respect to these baseball has an advantage over academic studies for, at least, only two standpoints are brou^t forward in an academic subject. I do not v/ish to be understood as saying, however, that because of this fact academic studies are inferior or that athletics are superior in their training of the capacities. There is really no f4ir coianon ground on viiich to con5>are the two, but both are essential and ngr argument here will deal with athletics properly directed and partioularli/ with basoball. BASEBALL AM) THE PHYSICAL BEIHG . Until very recent years mental education was the only thing thought necessary. Education was meant for a chosen few, was not intended to pre- pare men for life - was only an intellect*al and cultural training. The Italian physiologist, Mosso, showed by an ingenious device that yAien a person lying quite still was required to add a ooluran of figures* blood left the extremities and flowed toward the brain. Any emotional state or effort of thou^t produces the same result. This demonstration that w©"think to our finger's ends", suggests the importance of a strong -<%t ton «90ii lJjftie>c " Ji'^'f -novo T'.t T7.- rMte9l%. TO*". oT.v», sn.3 ; , liz : :>^ 3(rK*l Ttaa* '^ ■I'ZI ',-■ i , ii ,q- ,'._.' cr« • ■{Xao ,»)Mi^ te ,r.v; . .g- W.-I— . iUa; -e^j ctf •^-*ifc»icii iac 'W e»'9l 9 C «, body a8 a proc5)t support in mental work. Thinking is primarily a piiysical procosB and draws upon the vital stores of every organ. The energy that makes clear thinking possible depends largely upon the vigor of the body, and to the extent that this fails, the brain functions suffer. Therefore, any work mental or physical, irtll be done better if the body is strong.* As we move about in the world it is not great strength that we wish to acquire but agility, that capacity to make our bodies respond to command, to co-ordinate properly. Great strength, except in a very few instsmoes, .-day is not an everjy article of use, so vihy acquire it in preference to the ability to use the body as one wishes. No great strength is required in the playing of baseball, but other abilities far outweighing that seeming ad- vantage are. One leams how to control one's wei^t in e^ery possible, position, with feet on the ground, with body on the ground and in the air ' y with feet off the grotmd. y The inflelders most be able to come in at ttp speed after a ball, bfnd donn and scoop it on the rtm, throwing ftrom the same position. They must be at a certain spot at a certain time and have that ever in mind. The samo I applies to almost any position. Players must learn to leave their feet and ', reach up to get a ball in the air, eomlng down in such a position that »\ throwinK will be possible and jrokably so that one of their feet at least i will touch a base. Again, a slide must be made. The player most knoir how to ' V throw himself to the ground in such a manner that his progress will not be suddenly stopped, but so that he will continue to a certain definite spot and so that ,when that point is reached, he may immediately regain his feet without much effort or strtiggle should he care to keep on going. * Dr. J. H. McBride - Physical Training as Mental Training. gal. ;.:onthly 1:56-65. p^ ] OS itta nl Off: '^»h& «1 tVfO i«rf^' '^^ **^" w Think of the intrioata co-ordination necessary to even throw a "ball BO that the thrower will kno?/ exactly lAere it is goliig, and Sf the co- ordination at the other end Tben a pair ef hands are put out to catch the faat-moving object. In catching, more often it happejis that the catcher is running at a rate of between fifteen and twenty rdles per hour and th« *all is traveling between forty-five and seventy-five miles per hour. , xjpposite direction. sometimes both in the sarae direction, soaetimes in*be .. The accuracy of Judgment with vMch the muscles and eyes are trained in this sport is wonderful when one stops to reflect on it. Again, the batter stands waiting for a pitched ball coming i>erhapa between sixty and seventy-five miles an hour and the eye is so trained that after it has traveled for less than a second he is able to hit it. But - that is only a circumstance. St^jpose the ball Then within three feet of the plate and going at the same rate of speed talkies a sudden Ju^ to the aids or down and still the batter is able to adjust his line of vision and hit It. Is more accurate work vdth the eye anyv.here else obtainable? The remarkable power of co-ordination needed in playing baseball may be ezcellently illtistrated by citing the exanple of throwing as regards distances. To be able to throw is of aovtrse essential, "but to be able to throw ninety, one h-^uidarod twenty-seven and xcp to two htmdred feot with ease and accuracy are things which really count. The nice adjustment in these tlirowB is reroarkable. A player must be able to Judge distance accurately and, knowing the distance, must feel the throw in Ms arm, and not only arm alone, for to bo able to throw distances with speed reqnirei that the body-weight be so adjusted that it will be gotten into the throw. aK(i{^ -.tp c!ic?j' to lis- nl i"wx^» .VfefflB-^ •> . f ^- ^ ^ -^..^^ j« 4.^ *i^ i " iC -•^'i ii^^* i»& ,il ^iA at &ecially profoaslonal players hare fotmd that if the boay-irelght Is not rl^tly ad^lnsted, the throwing arm soon iwctrs out on account of the great strain placed upon the arui In speedy thrors or in long distance throws, as from an outfielder to the plate* The pitchert on accoimt of the strain on the throwinp; arm, will, If properly coached, learn how to use other mascles, muscles of the "baclt and chest hesldes those of the leg. Pitchers t*o get their wei^t fcnto the throw properly strain the rauscles of the arm very little. After showing players how to throw with their bodies, so to speak, I haTe had. many come to me the next day and say that the moaclee of their hack were sore - meaniTig technically the trapezius, the latisslnus dorsi and the infrar-splnatus. They did not know that they had usod these musclen in throwingt and won- dered at the cause of their soreness. But besides these someTflist finer adjustrnents there is the larger, general reaction that is obtained throu^ the uso of the large nMscle groups in running, starting, stopping, bending, turning and the like. In order for a sport to be exceedingly beneficial ph^/sically it mast BUke use of sll the large muscle groups of the body and it would be well perhaps to give a chart showing these groups and also showing vSnat phases or aspects of baseball make use of these rrnxscles. If it is found upon w winat ion that these groups are worked with reference to the agile hand- ling of ones body, then baseball way be Judged to be a game exceedingly worth T*ile from the physical standpoint. --SO" **a • -VfitTiO^ ,3Prin S!,fifs#-."r ftf- -U .ri .-, ■!0 2.^-1 r^i i'.' --^i^-i. m^tmiemftQ fi f I : r- ■ fi 13 least farther than the haseball field* Baseball is a game in v4iidh one is not in action all the time and it is necessary that the "boys be mrged to cool off only when wearing aonie extra Jersey or sweater* Bare arrns are not desirable on the baseball field for the reason that the arm is one of the vital parts in the play- ing of the game. The arms should be folly protected by woolen shirts or Jerseys. These physical drav?bac]CB should be looked after properly and no harm -will result. Otherwise, the slouch position may beccmie habitual or masole stiffliess a serioufi "Jontracted in the arns. It is best to keep the boys busy at aorae work all the tiine. Let •»H0 IBLE MDMEHTS" be yoiir motto. THE MSaCAL SIDB OF BA3EBALL . At the outset let us ask ourselves sorao questions. Is baseball of any advantage mentally? Is there any training of the mind in baseball ? Is there any mental training in the actual playing of the gasie? One of the best kaaown methods of mental training comes in the form of the solving of problems and difficult situations, in being able to adapt oneself readily to conditions, in being able to grasp situations and taJce Imnediate advantage of them* Thez>e is a tendency on the part of some of our present-day thinkers to argue that thinking of this type, namely that used in the playing of athletic games, will not fit boys for the thinking that is required in the more serious problems of life. Dewey has shown conclusively, I believe, that the type of thinking renuired in one thing does not necessarily aid in any other activity. That does not detract, however, from the fact that good, clear-cut thinking of any sort is of tl *1 '-E 3f ■" OiiJ lis .■■■: til imo i'^i no Xooc o* . A »,'.,•.;: :i.,4fj xofi ••»» era-- to 4 ', ' *» ii;f8 ftlcar's: >'; oJvo •(» fA ^•U --, »: ?j jLuor/Mi --ai ■|h*w'i lit •U-. 14 great value to the individxial in v&atever direction the trend of thoo^t llesi Innumerable exainplea may be cited in baseball to show rtiat difficult situations arise that require iranodiate dispat(fli, and I wish to take tine here to call to mind some of thorn. Tindre is no question in cy nind, fran my close association with the gawe both as a player and as a coach and teacher* but that a hi^ily developed brain mechanisai fca* quick thinldng In baseball is established. V.hether or not this actiUilly aids the IndlTidual in the business of lifet I cannot say, as the imterial for such a statement Is not at hand. It is certain, hoY«3ver, that there Is a growth in thinlclng power on the diamond, for I have seen it tine and a^ain. Boys have come out ^0 were slow thinkers and have developed In thslr thinldng po^wer verj' materially - at least have shortened up the time it talnes for their brains to function normally. I liave also noticed that the boys tSio are qiiiok thinl^ers in baseball are rs^id calculators in their academic work, but here again there is nothing proved particularly outsitle of the fact that there is some rapid-fire ^7ork for the brain in the playing of baseball. Consider for a moment the situation ■rtilch confronts a batter as he steps up to the plate. Every incentive that can awakan the Intellect is acting upon him. lie feels that he represents his team and his school. Let Mm make a good hit and he vdns applause; but let him fail and he is re- proached by himself. If not by his teaia mates. DtappoBO there Is a rtmner on second base, two out and one run needed to win the gojao©. There is a great Height of responsibility on the batter's sJioulders. If he becomes nervous OP over-anxious to hit, there will be a greater chance of his striking outj but, if he can remain cool and collected, he lias a hotter chance of hitting CI ilfroccU > ento$ iw.1 -■SMt I .?'/s»_' • ''l- 1*/. t«»«» t«i« ost trtr- -« L'i 3- tMii 130 - i ;;i or" ' j:A&X:*o.,S» .4Ji';--- -.•JlCV, .J/firf -XyL' •0 j4 tjp B<;-j/s Ife safely or of naMng the pitcher nervouB and of getting a "base.on-'ballt. How his previous training ahoira xq). If he is cool, he has heen trained to meet this particular aitxiation, he has "been given great responsihility before and knows vstiat it is; if he is nervous and excited and strikes at T»ide "balls, his training has teen neglected and he is lost heforo he ever steps up to the plate. It is not the winning of this particular hall gsfne that we care so much about, hut it is the fact that this hoy can face situations under stress and be cool and collected, and size up the situation* He may not win the game even with all his composure. His hit may be strai^t into a fielder *s hands and Btay be an easy out for some one on the defense, but, if he is at his best and has put his best efforts into his hit, then m will feel satisfied at the result. There nay be three men on bases and nobody out, and the score tied or one ran needed to tie, or some such situation. The ball Is hit to the shortstop. It is a sharp grounder and his moohanical ability enables him to stop and pick up the ball with accuracy. There are five situations con^ fronting him then:- (1) He xony throw to homo plate If the runner from third baso can still be caaghLt. (2) He may thro-v. to second too a double play, if he thitflcs that the run at the plate cannot be cut off, and If ho sees that the second baseman is covering the base. (3) There may be a possibility of touching the runner frota second to third before •Ither of these plays are started. (4) Possibly there is a chance of throwing to third and getting the rtumer there in time tor the third baseman to relay to home and catch the -rf»XfJ>* :. 't£L.j ."i--' I '» , if. r,\' i ■ '\ • •♦r! ■:£':•>" 16 man at the plate* (6) Or ttie rannora may all "be advanced to sncih an extent that the only rrmner that can be caught is at first base. In other words, the shortstop must consider these five possiVllitles before him as i»ll as taJce Into consideration his arm. position and the position of all the ^la^ro, and mafcs his decision accordingly in a fraction of a secont* So on thr output tlie game, thero are nearly always foxir or five possib- ilities of aotimi for the player, and he moat make a decislo;! In a araall iSraction of a second, probably vfliilo ho is In the act of picMng trp the »all, if he is to be considered a reiJ.ly first rate player. One glance at ^the field is all that is nocessai-y for tho boy to rnalOB up his mind v4iere the possibilities lie, and thon» if he docidos va'oncly, he nins the risk of being set down as a secoud-rator or a slew thinloBr. Bvery^Jhere there is reqtiired of the boy not only expert neohnnical ahility, but cotirage, con- centration, alertness, skill and self-control. The ability to solve problems comes to tlie team aa a ^ole in the stncly of the opposition. The defensive team must contitiaallj'- try to fathom the offense and vioe-vorsa. If, for exaiople, the defense thihlsB that the of- fense is going to try the famous "»quooze play", then thoy mast play ac- cordingly, each man of tlie infield having spooific duties to per-orm and the pitdi®r, thirl and first bswerr^en coming in to a focus approxlinately Tfeere they e:q>eot the bail to be Mt. Or the pit<*.er aiay tlnrow a waste ball and attempt to catch the runner betv/eon third and home. On the other hand, the opposition will atten^jt to fool the defense by making it appear that tho play is t^oiiig to bo attempted on each pitched ball, and as ,"^11 VV'TIS ^ *«■> -tlisi^Vi etll fo o<7 »i an ti «i-..^.- >•-"-■= . j.-"J3k'-' i •- . 'rfTi -10 a&f 4« 17 a result soon hAve the pitcher in the "hole". On a aacrlfloe-bunt it is often the plan for the fefense to "laT" for the laan going to second "by having the pitcher put the hall directly over the plate and play accordingly, so that the hall ■prlUcome directly to ana of the infielders or the pitcher. The ooaohera on the sidelines are the ones of the offensive side "Bho should try to fathom -nhat the defensivo side la attempting to do In the way of trapping the rtnmer. In short. It la oft©« a good plan for the defense to jrive the offense just the opening they are looldng for and fi^ore that the offense will accept It. Then concentrate everything on that play and •♦nail" the offense in the act hoforo the play has heen comploted. In haseball, as in ms-ny other forms of athle*^ics, tho facnlt:/ of memory is constantly needed. To hesin vrith, the roles of hasehall are so conpllcated that they require the most intricate study and •Pe then not en— tiraly -^8't'6^Q*t ^or sltuationg arise alrfwet ovei*jr season that require new Interpretation in some phase. One cannot he too fajnlllAr 'vi.th the rules of 1 any sport and especially of haseball- Often a rwns hineos on the inter- pretation of some rule. This mepns that the teacher or director naist "be so familiar wi.th the rules ths.t he may he considered the source "firofa vihom all blessinps flow". There is disciplinary value in makine hoys live up to, th« spirit of the rtiles, and for this reason apsiin the director nust he familiar with them. Tho rules of basohall Pre of just as irac-h iBxportanoe in iiie playinp; of the nam© as those of grammar are to a atndy of the Englifih lan?- goage. Unless one knows all the rules thorouf^ily, t])ere will oojne a time iftien grave mistalceB will he made. Every team, in order to acquire team worlc* the closest co-operation f; £.>:'■ Z^fC vi,— ^•viD -^.■ •iR .>. C 3' - . afjif o-> i-j ♦ .-•. — ,'t* '.r'^-'3-5 .-'j A-.: -• - ■=■..— : — tto Jon a»r ■ '«■( t,--'' ■ -i-iji^ • : -i^^ th Xl^tiS ." ffO/'C . '■l:'S>-3^-^\' Iri "f % , 'U- ►'■ 'jTaS>/< H« ni ea.J'^'f • 'W3X2- - f^-^^M "... -josic « or en'. r«.-.:.:'T.- 1' " ■ ec^'iv 18 ■between the players, must have a set of signals "by which Its nwnbers let each other icnow what is to he attenipted. One woiild ordinarily think that Tdth only two or three or posslhly a half-dozen signals a team would neTsr make mistakes in giving them or iLterpretine them, hut let rae assure you that such is not the case, and that the power of memory la very ftnila- mental In carrj'lng out this bit of detail, ''.any a boy has found that he has forgotten to let the base-runner Isnffv wiat ^w» to be attempted, that la what he was expecting to do, and many a base-runner has forgotten to look to the batter when a crueial moment v/as at hand. "I didn't thiiik to look" or "I couldn't see him give the signal" are i>oor eircuses to the rest of the team when victory is turaod into defeat hy a piece of pure"l)One- headodnoss". Often you will sea sorne boy sot cau^t off a base by the "hidden-ball" trick ishen ho didn't know ^o had the ball or ifrtxon he thoxi^it it msls in the pitc?aor*3 hands. And hcven't you soon a bey *nany times jraca around fi-oin first base to third on an outfield fly and then suddenly remember that there was only one out instead of two? Dozens of tiroes during a season boya on a toon will race aroamd the diamond on a long hit and forget to touch some base* and then later be called out for their poor n»eiaory. Again, several tines durlTig the season, the Inflold fly play coznos t^ bringing out faulty meraory. /aid always there is sane hoy on third uase on an out- field fly and ono out, -vfao gets half way hotae before the fly is caught and anddonly renerabers that ho should have hold hi 3 base and should have come in Trlth the catch. But it is toe late then; the fly is cauiJit and ho inast hurry to get hack to third or there will ho a double play ^^&re ,»-'-« -.r: *X. ■ts>if , < i>*. ^'>i 9JSK --■». rf ^ 3 9 -«co«/ ^-IS^ 'tfl .c. v; rA* al vscsJoi. j-^s; JseiJ •T p "^ '— - Li«T /»f_fOr >£. /IC i -W*" »Xf> ■i^iT^:; f -oe*I I? int _:.»!.« ^ Vitf. . . J J If there should have l)een an earned rxm» On Monday* after the talk about the ganra played on the previous Saturday, all tho boys resolve that they will remember vfcat the ooadh has said about v;hat they should do tmder certain circtmistanoes, and are Giirttdn that tliey cannot forget on account of the fact that they "worlrad on this particular play in the field several tizoes* But there is the same atory for aojoebody else at the following Monday afternoon talk. The boy vzho gets aJiead fast in athletics or the game of life is the one inho only Las to be told once about a thing. MOHAL VALUES TO BE GAIHBJ IH THE PLAYISG OF BA3EB AIJ.. The foregoing illustrations have been sufficient, I believe, to show that there are groat possibilities for traininf the mind to rapid and accur- ate thinking in baseball, but vtist of the ncral sidfi? Are there possibilities of inculcating principles through this gcmc vhich t-III be of value in training for citizenship ? Oan lessons be tatif^t that ^11 bring hone clearly to the youth the ideas of honesty, oour.-^go, self-restrnir.t aaid self-subordination, determination and perseverance thjit will be of lasting benefit to him? This part of the program is strictly up to the teacher, tho coach, and ho should be placed on the sPine bftain as any other teacher, r'here should be ao toleration of the itinerant coach, the 07ie ?3ho Is liorc for a seaaou and gone in a few months. V^l^? Because of the CP^v.t resiiorjslbility which rests on him in the matter of inculcating therience , to ^olly direct the play and give timely advice v*iere the ideas of the player, if carried out, nlffit result in failure. However let us stop to consider the consequences of such action. It has disclplinasry value to be sure. It gets the boys into the habit of looking to their strperiors for orders before attempting work, but it takes all the power of initiative of the Individxial. The player will no doubt contlnDft to perform his mechanical ditties in the customary manner, ♦The Sducatlonal Value of A thlatioa in Schools and CollogGs. •.*\rrf^r v^-JiitU. -:- ,••> ■-'■■- 'ii?^t .+ Pi t^ -♦.-. *«<.? u^: "tt^' i.rr 1 ifs.-' *? "■'.TT' -tf> «*:( nl •;:I.. 03 .-^ 3- fi»-i£ f.f 0-' ft/ft $i«xis •^i *w^ • .«-• .v.«-'A- •■TijiJ*5 n? T,all ao maoh depsods upon laoansataarj solving of sitxtRtione that the player haa not tine to look to t}iO benob for orders. The boy, being actually oncaead In tjio play* haa liinan»rabl© opportttnitioa to Rtteir^t thingB on the siror of thy nror^'ont vfcich could not be trsjMinitted from tho bench fast enough to be of any value, aud honco the 3iL"niflcanco of fjettinf? tho players to rely on their own brain power. For exaog>l©, ■with a wsn on first base, nobody oat and tlio score close, uhe ordinary play is to ■wait foi' a sfiorlfloe. But suippose the pitchier, catcher or baso- nan nnkoe a slip and rIvos the r'.trmor an openini; to steal. The boy, luider strict ordore from the berdh, will be afraid to take advantatje of the opening, rSiilo tho same boy, if £,lvon frea reiipi and foolin& that ho is ro?poti3iblc for hia actions, v.lll be wide stroske and on his toes all the time pjod be ready to t:?lce advantaj^o of eveiy aliir* 5?he result %vill be a clean steal, brlrsiug the b^ise-nmnor "Rlthin soorinjj dlatanco and putting the defonslTG team in the "hole". I have always found that a player taugjit to rely on hia own TTlts iilll Invariably ipraap an opportoailiy \»iiere another will fall. On© can readily dstonijlne by a cl^noe on tho Hold ^Ich teaa is relyin,-; M*iolly on tlie coaeli and T&.l.-ih la tau£^t to use its iniiiatlTe. Let wB dto anotJxar exanple, this tisae of players on the defeuai'/e. The baaoo are fall Tltfc only cno o^jrt ~ a vary dangerous situatioju with a close «core. "he eatohei* oeca t]i£it tho nmncir ou Bccond is piaying too far off his ba«e, slcnals for a pitcfc-out ami tlu'owa to seooad catchinc the ronrer flr.t-footod. A rather dancorous pl£^« I will adruit, but worth trying if the defensive tenn is tau£?it to rely ou Ita ov.'n resources. The catcher is loo^ng for Just such opportunll^lou, has tried Liifcii before and does not feel haaxtpered by waiting for ordara fi^oja the coach. ' Ic ■ ' ^' J \. ri ; t^ 1^1 *{ti iSs nmn-r *. i— - "— « -<**■■ rr^: ic-i '.-i-L. -•»" •Vi^ iC ! hBm - ' ■ \Z1 .ft :\ ~ il-OiiC i-'O cC^i^ i-^'*^ 46 With this whole matter of initiative goes the natter of Judgment. The Taluo of initiative is practically worthless if judgment has not been developed. The ooach naist hegin earlj' •with the developing of these qualities. He most give the boys his experience ac to vftist types of plays to try in certain situations, inast have the boya work in practice on the developing of these plays and mast generally inipress the boys with the fact that they are playing the game and nost not depend upon him. It is not ray intention in the foregoinT discussion of initiative and ^d^usst, to point otTt that the ooach should give no advice whatsoover during the progress of the game, that is a practice ^me. Advice crm •well be given of such a nature as to uiBikB the plnyer feel that ultimately h» nrttst do his own thinking. Hise your head" , is good advice to a player going up to the bat at most any stage of the garne. The plj^r irfTTor^lately thinks, "V,hat havo I been taught to do tinder Bimilar circnmstaTHSes". "Alright, now I»ll try that, and then if It falls, 1*11 see -^Siat else can be done to help things along." His first attoiiint fallg, and ther on his own Initiative he tries somethinr: elso and oorapletel^r orttgoessos his opponents. Signals fro*a the bench wotild bo too ccunpllcated to trancmit everythinc that could cane up, but the best sitTials Pj-e those that th« boy sees on the field befoiro hlin - a defensive team expecting one thing and an opport'cmity of making another play successfully. The gan» of baseball is of such a nature that besides Individual initiative and Judgment there moat be a si^lrlt of snlf-snbordi^jatioE, a spirit of oo-operation anong mombers of the team, in short, a term spirit most prevail, if the team is to work as a unit and accoTpllsh results. V.hen the time ooraos for a sacrifice play, the player at bat rmict think cf his r. .aid roiir btr^iob tna ititSM :» aJ. . ; ., , - . .v^-^ ^t -.» Of' iJ •':> Sfi^i* >i:r-? -' '' ftlK J-J. 5t? '»«i'£it «r. rat Icde: .r-f '•-.1 r-^ n' ..V- XmfS r ". t3 ^-'-sl/-.* 28 teaa-mate on first or third base and not of himself. His own particular interests should be given no consideration at such times. He lays down his life en the "baaes for the sake of his fellows, his team, his school. So too ^th the player at hat and raen on hases at any stage of the same. The hatter siast always keep in mind how hest he can sidvance his team-mate and score a run, rather than how he may he ahle to get on base himself* The selfish spirit of •♦every man for himself" has always heen the undoin;;^ of team work. In defense, the workin?r to-gether of the team is t. matter of prime imtiortance. Every player must knov his duty and v.hat is expected of him in •very play, and then, knowing it, cairry out his part of the plan regardless of Tiiat other players do. Many teams with good individual players havo failed because there was too much of the spirit of "every nan for himsolf". Each player was tryin? for the glory and as a consequence the team failed. The ooatfh or leader* in this regard, has a wonderful opportunity offored him to prepare boys fbr life, for citiaenshlp. Citizenship and OCBaaanlty life faply the closest eo-opera1;ion between individuals, and the younger this close co-operation is started, the better for all concerned. In baseball as in no other same, the individual prowess will always be brought to the front if great car© is not taken. At the outset then, let the coach beiware, for individualism once started will bo hard to put in the background. The star player is usually the offender and onco he sees tfliy he la ruining the team's chances, then the others vdll fall in lino. Star pla3»ers are often the undolnr- of team work and it ^vill be no easy task to quell thia spirit of displaying indivians.l prowess. But cruell it at the risk ■ 7jr: 'ce nffi .1 i* ««i m-Qc'li/ ' ^"^Vi '^ - -> f ; Wncw "WIV* ai ni aif d lit ■ "^ a.j.r:': of losinii the star, for thoro are elrJtt otmHrrp lMfai ■ on the team to pre- pare for life. ?/hfin ths te«n has acttmlly 'benn Inlmod with ♦iha tear: spirit, tliere creoya in another vor^ trportr-nt oloment, iiar«ly, the spirit of syt^^atliatio oomrf.doflliip and ciutyal helpftilnege. SelfiahnOBS is c-ntlrcly eliailMflted. Tlio , hoyn Bre •worMnf: to-cother for a oonBnon o«nBO and anythlriG tii8.t can hif: done to help the other fellow and otronrrtho;! his jCsJitlor. \7ill help the teaia. It Is ©acy tn nnke tho hoyn see this and not hp,rd to get everyone into the habit of encc- " the other fellor. Tlien one T.ie3r.l>or of the toaia aewma to have V- bad dsy jvrd is arirnrentl:,' plnyin^j: poorly, do t' c other rneaibei's of the teaji chido him for his poor plaj-lntij? Kc, oTeryone encovo-agcs Idm T*dth. a ohoerinf -word, a vord. of helpf'-ilnoss. Hov' ;:isny timoa have you hoard theo© words cf eT50oitr.i3e:t2nt on tie disjnond? ♦Tever raiuJ tliat "i>oy, \se*ll gijl 'em neart tiTt«", or "that-n-hoy, keep ri.^t after *eK", or ••■work hfarO., Frank 1}<^, let's Eo rs.fter *em". Very often it hcrpo^s thjit r.no nfyrduQ:^ oi tlio tean has had n BlTJTfi in fielrtinc or hat+.iog and .nnta to etny after pra-ctiao for a little indiTldnsl rrorlc. He hardly hao t;o as'c aosr one to stay v?ith hiii to bat srounderg or flier; tc hi* i or throtir thoa ovor the plate vldle jio hits. Bach hoy Is reaCy and Trill Inc to do anything in hia power for tho benefit of any ?»6r*or of the srorrp, if that wo.nber shov^Ti thzl ho wantu and needs help. That let there be a oplrit of aolfla'inoaa ahoin by anywas afid he £;#on finds ont that thare is no plaoe on the toari for hlin xmleas he quli,a that •ort of thiTi,% Any team cw.a is an excellent plaso tc taJco the selilsh spirit out of a boy and teach hln that unleas ho snhordinatea his o\m desires /- to the interests of tha tonri, there is no rocra for him. "nuLt oaa priaci^ile* if carried Into life, will do mach toward laaking for sood eitiaenalilp. 30 u% tnsiv ■UV( ■••fij . >K!Orti "^ ar^ "f . sT'i-'?- ?. --i\v«I-- cfec« ^ ,'* -' ■■■ '*eX T55j« «J «P" flQti: u 'Isn/rs 4- A* to J4''-) •'; 'J-<^ hotm, ■ 2S Then too» there grows up a sort of a fraternal spirit among members of a team that has played to-gether all seaaon. Each hoy finds ont the good points of the others hy constant association, and the spirit of good- fellowship and comradeship is awakened. Many a stronc flrientohip grows out of such aasociationsj vleTjpoints are broadened and experiences widened. Especially is this spirit of comradeship -valuable to the boy who does not go to college. Here in the secondary school is the one place for him to meet boys on common ground and get associations that will be valuable to him in afte3>-lifo. Iittt us new look: &t some of the other qualities that tend to t'na cLeveloping of oharaater, to the developing of rod-blooded manhood. It re- quires courage and detenninatioii to play thu ^ame of baseTsall as it should be pla^-ed* Vitziass a battor standing in his position ~j;it]a fast i>all3 v/izzio^; ovar the plate. ^The natural tandenc^ is to irav? away, or, if the ball be a ciunred bail cojiiing strai^t at the batter ajid then curving o*er tha plate, the action to draw away is aliuoat involuntarj''. But let the batter gain a little oonfidanso In himself by stnndins there and by hitting Otoe of the fast balls and he has the courage to face any pitcher bxUL stand up close. Often though we find a boy who lias been hit in the lisad with a thrown ball and ^^10 slori^cflcs from the fast moving object. It is then that wo have to use all our ingenuity in devising schemes to help encourage hiia in the matter* Again, in the miitter of sliding, the ordiiiia*y boy vrho has not. been tau^t to slide properly is afraid to leave his feet, drop hia wei^t on hlf» hip and slide to a base hooking it with one foot. But let liini praufcice on the correct loethod and acquire t]:e knack of "hitting the diri" in a sliding pit and he Iiaa the courage to slide going at top speed. But the more he atteniots to ri ri''!if{f 0' ■'.: ,f^^' -^fv Nf II ..T>f.f''r?t at ■^«i^ jt ' ■)t. ,? i i<;ci "NMT ?>• ' J' :• ■wtfo .'f j- C*^*) CCM •;e5*;r ■jd»-CSKJ«» .wii ::.i- &8I) ^.|j£ qiijL 1 T i--.'f "4fii^ a o>$ u gave himaelf the more chance there utIII l>e of doing the thing wrong and of hnrting hisaelf. It requires coTurage also to pat the hall on a rtnmer gliding to a hase, coming in with both spilces facing the baeeman. Here again the baseroBn must face the situation and tackle the thing in a masterful vay* Half-heartedness in these things will steely mean disaster* \vhat more strUdng example of determination and stick-to-it-iveness would one care to see than a pitcher gainizig control. The boy ^o masters control has gone through all the stages of learning determination. Hour Attar hour he thrtkws to the catcher, holding his glove in a certain sx>ot» and he must persevere under all manner of exasperating conditions if he is to fiiiaxly svicueed* This determination and perseverance may be seen in the ^ole team* The batter in his will to hit the ball, the catcher in hia steadfastneaa to tjet the correct throv? to second base, the in- rieioors and outfielders in the perfection of thuir fielding and throwing, etc. Ona sees an infielder work for hours at a stretch trying to magter the bounce of tne grounders as they come from the bat, or an outfielder Tifch his persovoraaee in scooping up "shoe-string" balls or running for fly-boils ovea- his iiead. In every phase of the gams deterEslnaticn and perseverance naist be the watchwords if the boy is goiric to succeed. The coach EBoat eseruisc his Judgment and care In working with the boys, here a word of encouragement ancl there a fev^ words of drivinc the boys on, but withall, a vjatchful eye to see that they do not overdo. In all athletics It la always better that the jjlayers be underdone than overdone. Still other values may be brought forth in tha playing of baseball. It would seem at tirst tiioiight, on account of the rapid-fire brain work r*j0r» '-rt.'»»r t' .'r^v-s^it awns •^••iwa - *)4ww.- K.i pt«KtJsJ"wJ*;i-iX.''>''. .v^ Xta-u.- ^•:o3aaa or ^ -lotlw -'•>■>" -c»fi(«>-nq * «a^; - . -tts -sCt ': ^Ijfi^nmsie&o ic aa-cjc. 1 ,. : . ■:;•- .:i,-i f^i- .;■ «» 1.- tiiU ) ivxe snail Ituli: •rr-.-r •• '1 M) il 6^Lu> ilSsi J .i/ J»*. ••ffO^'t-^'V^- lidi '<-..-.. -< rf-fur. After the £:«»» there is elwpys n •^ostHnortew" held, each r layer re- flootliig »9 to v*!fit ho ghoizld hT,vo done that ho did not do, or what he would do Ta<;rt. time under similar conditions. The oo?>.oh oalln the team to- gether on tho dsrr after the game snd epch wronr pl?y Is brrntf»ht itp and discussed folly. The ^ole team is piclred to pieces and there is a general -**! m*fx ': ' ,-i-<*-!lr- via *^ &00g « asCBPf ^« q«'* A; ■a«**->s' I.' •C-'^ T! •.-fi* ' ,'i^T; ' (^ •■•"? "^i > ^ ^) 28 reflection going on all throia^ the diacuasion. Innonierable exaraplea mi^t ■be cited of thia aort of thing, "but theae few illnatrationa ahcold aerve to show idiat the possibilities are for moral training. In an athletic contest of any Idnd and particularly in a hasehall ga^ne thei>e should alwaya be a captain, a field general, vho is in charge of the general matters connected with the numing of the team. Of course it iBBy "be seen at a glance that only one out of the nine on a haseball team can ha^e this position, btzt each of thcae nine can ahov>' their oool- nesa and collectedness at critical ^loments so that the next year may put them in line for such a position. There is an excellent training here for an individual if he cares to show that he is iresponsihle and a good, steady player. As a rOle it is the leader t^ decides ^^hat to do at the psychological moment in the matter of putting in a pinch hitter or a new pitcher, etc. hut the field captain should be so trained that he will feel it a duty to confer with the coach on all matters of this sort. Every- thins may apparently be going all right, but the captain, viit is acttially engaged in the play, may notice the weaking of some player, mention this fact to the coach and both may decide on a change. The field captain haa the advantageous position for setting in motion a speciaJ. play designed to throw the opposition off their guard, or for doing the ri^t thing at the right time. There is fine training along this line for the hoy who will accept responsibility. (IT ,t^ '1 '^Si ■ I4S y i ^ .'" . '/wfi : -' »» • V J CS: , .'O. :j,'»X ,£- •r.ii «> • limo rj;© ft o^X'^/i^ ttA^ ia^X>£ ids 10 #rt<*» •** •! '•^^••coiv fliii^ V- ML. .^^X .♦Iri O* hvui - ' wfetfi, _ . > -2-t t><» a-*^ "^:^^ung and inejcperlenoed pitcher, or one ^o is pitching for the first time in a oocmanlty. The minute his mind is taken off the game, be ■owthlng wAng. Again, -with an "old-timer", all the 3relling in the re .-:.: -■,-■->,:.; ion i : "» ^ai no dc^ «43 «ao «• I •SATO ?a^!»o ir^ae' ««1> ^h«imftM^-tvii? »l ijpd fC«f a 9t^PW < ) frlor »f •» . .• I w ' "" 93B9 OTICT ^- -:--jv w>* *^« •■-'•ifc i vt xr»f «ffiPl* fc- l.t-Mo a-' • >? •£(4 •• e*J€-#'>r-^.ff fi(£» etc*' w *jx'>l4jUiilfi 'Li/tf'M' .sH IC cj»- mwMf 0iwtf a«aMa ' o* ftiap-rt» •(/ IIlw ftf ». esKwrtcwi ss nlng often reeuLts disastrously on account of the mental state that is therehy produced. A baso-on-halls given by a pitcher msy vrorry a i*iole team to Buch an e3d;ent that it vrill maikB errors. There is a tendency on the pax*t of the rest of the team to become nervous frhen one member malces an. error* Several errors in a row cotqpled rith a base-on-balls will pxrt a tean so far "up in the air' that it has no chance of winning during the rest of the game. Opposed to this, an exeanple may be cited of a player maklnff a sood ■top at the first of the game and giving him confidence not only for the rest of that gaaie but for the rest of the season. " Often a player ■*hen he farables a ball is more liable to make a bad throw, especially if the forcble is inexcusable. The cause of this may be that, eaperiencing dis- aopointment or shame, he feels desperate and throws accordingly. " Also, "the failure of some fielders to hit oan worry them so ranch that their fielding will be bad?' . ♦ Especially is the maxim, "Do the unexpected", true with the base- runner. He can do mach toward worrying": the opposition into doing something disastrous in an attempt to catch him. On first, for exaniple, by hie actions he can malce the pitcher feel that he is going to steal on every pitf&ed ball. The pitcher will either throw maxt^ times to first in an attenpt to catch hlra off the base or else pitcjh a waste ball to the plate in the hope that the catcher will have a better diance to get the runner going to second, '^!he base-ranner in the mean time has held his base, and the throw is either good and all in vain or it goes T.lld and the runner has an op- portunity of making second in safety. Then there is another way of taking the opposition uoaware. The runner may seem very teconcemed bttt yat ksep f ' ' -. '■tti -. ^ - * -;-: rpJ»ii«r' ..EXi! le 6'; 'r«fi-^ -can ** «* t.o«Jirtc. \j;*r*cf j. ^nvaa It: iotU -"O'CLf Ci" ■at* t^*?- •■ ""' ■ " 33 hiiaself In readi/tess to steal and go doroi to the next base vaien nobody "believes he -will do it. But the fiolders raay be trioicy "with the rjnner. They nay give him a big lead and apparently raanifest no concern over him. Snddeiily at a aigual they oatoh Mm tinaware and possibly retire tiB side. The delayed steal and the double steal are methods for base-runners to confoae the raental action of tho opposition and tiae the psyohological nMMnent to good advantage. The baso-runner viio isakes a constant and con- sistent study of the inovor'.entB of a pitcher in throwing will usually bo the one to succeed and sialco himself dangerous to the defensive. Un- consciously the pitcher is addicted to certain little traits that give away his throw, and, if a study of these traits is made, good results ofte& OGiaa to the ba8e<->runner« We see then that the psychological eleoent is an iaiportant one In baseball. The condition of mind has much to do vdth the part that is Actually witnessed on the playing field, the mechanical or physical •leaasnt. Gonoentration and a study of Tsiuit others are thinidng and planning to do cannot be neglected if ultlmato success is to be obtained. The mechanical phase of baseball, ho\v8ver, is a very important one. Coaching nooessitates knowing how players should perform mechanically and eoaohes mast teach players properly if thoy are to achieve ths Itoat results, therefore, it behooves us to study this pliaao ftaiy. 3ti ,t ■ ■ it' * *■* sIju'C/ e< . . n.t>ii;i. .uiJv^ , ■-. •glUe^ fjiss r,aL:?ftii:^ err Sw:f:<-0 34 Part II. A STOTW OP THE VARIOUS ASEEOTS OF BASEBALL. It will loe my object la thia portion of the thesis to daal with the aspects of h&aelaall imjat corttnonly nset with by the hl£^ sohool ooatdi, and arrange them In suoh a nianrior that this part ne^r he used as a maaaal or handbook for hl^ school ooacAss In teaoMng th« ganie. !I^HB0Kig5 .. Throwing, nidiile poaaibly not the laost inportaait part of b^iseVall, is the first requisite of a plejrer and. In order that proper co-ordinations may be obtained, raany years of practice are nficeaaary* fhe tree, easy throw that charaoterlaes a good baseball player Is, as a nmi3l thinf:, learned in early childhood atid dovalopos as the boy grows elder* It does not regtlre ereut stron^rth to throw a baseball ',7ith speed and ?wmi»a^. Trot It does re- quire perfect ad^uatrnent of the weir^it of the body and oojrplete oo-ordinBt- ion of the ana and shoulder nusclos. The player ^o gets his weight into the throw perfectly is the one vjhose arra never goes back en hlis, except in the Oc-se wiiei*e tlie throwing arm is abuaed or o"7erworked# ?o prove that this is trae it is only necessary to cite the eacaniple of niinorous pls^ers tSio have been in the gaiae for fifteen to twenty years and still have good nae of their thro\rf.iic anas. The principal chrovrer in the game is of oowse the plbdhor. I say pi'incipal throtjer becaaso he has the hardest find nost accurate throwing to do. The pitcher eapecialiy nust learn to get his boi^ vroi^t into the throw In order that he may get years of sez-vico frosu his throwing ana. The nniscles of the back mast be brought into play as well as those of the arm. '* ~^ ^3T -61 awft'- ■•■' *'"" . — ■•■■"■ . : -_- . . , ' Ao«3 .^'V-:.!; ;-.:»£ -^' .-•s.Tirj t-^*^ * ** "" ' ' ^ -'-^ ■ orf? .WS& r>l- J :„ai 1- -/T-».-,T tf *»*-;:■ :fc^ ■i.w lo B*io«i2a 35 Thro^ng Tdth the arm alone is one of the most common fanlta of "boys at th» hi^ school age. The coach should hend every effort to have the irei^t follow through with the pitch. The pitcher will know by the way it feels T*iether or not he is getting his weight into the throw. Another thing which a pitcher should work for is "being able to throw from various angles* He should "be ahle to throw overhand, starting with the wei^t on the toe, side-arm and underhand* Tlien hs has mastered throwing from these positions, control is the next thing in order. First, have your pitchers get control of an easy pitched "ball and then work into the throws with more speed. Control is much more iiiiportant, I "believe, than a large assortment of ourvos* althoti^ these are valuable. Don't allor; yowt pi'.chers to throw too much especifl'iy at the beginning of the season. Start them oat at throwing; very e&sily, working for control; then have them try their curves, eaj^r at first, and gradually work into the hapd-pitohed "ball. ThQ out-curve for the ri^^t-handod thrower is usTially delivered from a. Bon»v#iat aidc-nrm position by a twist or snap of the wrist in the dir^ ection of the cxtrve. The ball Is held between the first and second fingers and the thumb. In fact, for all curves, hold the ball in this manner. For an in-cjTve the throv may be either overhand, side-arm or underhand. In the first case tlie ball is given a twist and passes fr<»n the hand off the side of the sodcnd finj^er next the third finger. In the second case, the sidd-am thi'ow, t}\e ball passes off the ends of the first and second fingers. For the underhand in-ourve the fingers are brous^t upv/ard with a snap of the wrist to the thimib side. An uziderhand ia-dxop may also be obtained with practice by throiTing undarlisaid and yet saioaifcat side-arm and allowing the -oad to St > J. -.'.^ ■•)'--- n"^ \,w!r. oat «■'■•-■■ '.: .\rl*'i^T-aT 36 ball to pass off the end of the second finger and at the sajne time snapping the TOrist upward. The out-drop ourve is held with the first two fingers in front of the hall as it moves toi»ard the plate, is thrown overhand and with a snap of the vrist downward* I do not advise the use of the spit hall for hij^ school players and Trill consequently say nothing about it here. For left-handed pitchers the cnrves described are thrown the same way but their direction is necessarily reversed. The fall use of the pitcher* a plate is another thing ■which the hl^ school coach should teach his pitchers* By this I nsean that tho angle at i*iich the ball approaches tho batter can be changed by delivering the ball from different parts of the pitcher* 3 plate* An ordinary "cross-fire** can be delivered by a rif^t hander by throwing underhand from the ex- treme ri^t side of the plate faj^lng the batter, and an entirely different ball may be delivered by standing at the extreme left and stepping to the left on the overhand delivery, bringing the hand dlagomvlly across the front of the body on the throw. Vso-lous other conbinaticna shoiild also bo used as the throw from one position contimially will soon accustom the batter to that pnrticular delivery rmd help to rttake the ball easier to hit. In throwing to bases tho pitcher mcwt get accustonod to a quick swing, throwing at the same time, ani. Etaut loam acc\:rscy in t-hia jihase also, as the accuracy of the throw la -Aat usually olflterrlnos \*>othsr or not the base-runner is out. The right-handed pitcher should look over the left shoulder to first base and be very oarofal about his foot-niovement* Otherwise, the throw will be given awsy iranedlatejy with no chance of aaft0 «di ts tn» letjallt I lo bitb ^sU Ito c. r-vro jt>^ i + i' , VI B w-.:*? io •^*-'' - - - ijca? i-» "-1 'n '■"'■-i'"-' "■" ' TjtWrfff'TTr* •. --Tin-* n.-f-? ^n ' kv». ' soil:,:. --. C- X3wft a*rt* eJf o^'itrf^i afT? .<^IIsnBri«m» •Z9r{#c flpJS ;• el :«rBf.? a*'S«':fe«/'0 ©tt*!' fy^. . ti oJ^ii .. xiiTi hjjL sia;^ iXc-iil'- -lejio^ao tfiw «&< bat J^o t- *> irt-i« vmO ..if*'. ■■,'j-3."jj -^Mii ,^_i fOi; ■•« sJMSOSSbAflU? . i- c;j l_ ^- .-vi *j^ 13 ^o cmi -raw* - •^pRa , 1 tt'sn fi^ob liatoi'^ '(#i^ ntm/i^ o.* wVAfi direction, and it requires carefol oalcalation to know Jnst how to do this so that the throw will he accurate. The hoy who has to stop or strai^ten up to throw will raajiy times lose a ohaaoe to retire a runner* The infielder must get accustomed to aidcward and unnatural positions of throwing or he will soon lose his value to the team* Some coadhes helieve that a hoy with a weak arm oan he stationed ▼ery safely at second base on account of the short throw to first. Per- sonally, I helieve this to be a false idea ana that many runners going from second to third or from third to home will be lost simply on account of that poor throwing arm. Again, the second baseman must relay long hits to rlfSit-center field which requires an excellent ana* Vhen the second baseman covers first on a sacrifice play, he nust throw to third if necessary; or. If he talces the cut-off throw from the catcher on a double steal, he OTist be able to throw to third or hoiDe to cat oh the runner. All of these plays require a good throwing^arra. It is ©saontiiJ. that the first baseman, aa woll as the other Inflelders, get the hall jway quickly, especially on double plays in tihldh he is iRvolved, On an infiald hit to the first baseinaa v*ien the pitah9r covers the base, the first base- Bwai*9 toss should be ahead of the bag so that the pitcher nay o.nllect hlraself before touOhing the base* Otherwise, he is liable to ovenrun the base or miss it entirely. The shortstop, I believe, has the hard-^at throws to ;nt*« for he Moat go either rl^t or left or conie in at fiill speed. The ono diffictat throw of the third baaeinan is that nmde to first or second after ooming In at top speed for & bunt. He must throv ujidorhaad in order to catch the 83 .'s^rK-T s s^3)»i (3# 9«K3Xfc « o»ol »a«t# -"SKaw iiiw #o^'i o.? 7x1 . .*% C!t«*9»«S r r, _ » ..,X4^1*tt* ^ tlJir; frU «rfii* "5 roooner. There is no chance to atop, no dhance to raise ■op to get into position, or no chance to get set for the throw, or the rssa is lost. On all attempted double rlaja the thro'w to the first tea should he shoulder hi^ so that he In ttom will he in a better position to throw. In double plays where the grotind "ball is fairly olose to second base* the second baseraar or shortstop shoxild to«s to the haee so that the throw will not be too quick to handle. Care roust be taken not to attempt too lonf: a toss as this slriws up a piny snd off era n ohp.nco to lose both nznners* The outfielders' throws are of only one type, najaoly, overlisnd, beoasue the throws of this type ai*e Btralgiiter, laore true, and take a better bouixd. An outfielder nsiBt practice ooatiijually on yottine fly balls av/ay with speed and ax>ouraoy. lirerj' outfielder must possess a strong throwini?-arm and be a good Judge of tlirowlng distances. In order to iDBke a good throw he must be set for it after the catch or be running toward the infield When the catcli is mado. OtherwlBe it is next to Im- possible to /asUre a quia|: throts* that will oarry far enou^ to go from the outfield to honv3 plate with only one bound. In throwing to bases after safe hits to the outfield, the bounding throw is the best to use unless the bound is liable to fall in tlio path of the runner, in tibich case a diroct throw should be inado. Bounding throws can be made to travel faster and more accurately than can long direct throws, for the higher a throw goes from the ground, the less is the chaiioe of accurate control. In ary throw, however, always i^enieraber tha* the condition of the ground has nnch to do with the accuracy of the bound. On a rou^ field, therefore. }« »£ OT^ 7 T-rr. ,jjjj^- ... ^ -..-^•-'. ..s*j^n ., : «•''?! r isr. ,,-— *..'♦ et^di^ p^^I'; aitft'ofi rtl i!«OT:ir? i>it« ''^4i ov .ii->ie 'iv->»: -o.^-ji» csy»ft»«? fca''©«'» c. ;' -0 ,^A let-: ■,-»-t'j -ji. -<1 o* i*«n ei • 40 throw aireo.t ard r,ot with a toitr.u U'. 'xhe most Important part of 'baseball to both player and spectator is ■batting, for it is the aegpessive part, the ohlof center of interest. ITo oontsBt of B3^ kind oan be •won without agsrossion, and therefore the team ^xloh has not aggresaiwaneas, battin?; stren^h, doea not win. Gonaeqxiently, a team ahoiild have more batting practice than anything elaa. Lot me here In^e-^t a word of adrioe to the coach. Vhen your boys hav« appapontly notMng to do, cive them battisf? practice. Let it bo understood that this is the progiam all throuf* the season. Koep than at it wlienever there is a lull. A strong hitting conbitiation vill lnvarlfl,bly ydn ball erems even thouEJi they are slifiitly T»8k in fielding, providing of acrave that good judgment be combined with the hitting. In goneral, battlnc is a battle of vTits betv-een the pitchier and the batter and rerralree self- confidence, a good eye and plenty of nQr79» The boy who does not stand at the jlate vdth all the confidence ia the world that he is going to liit, will never micceed as a batter. As to the position to aaaume r/hile etnaclins at the plate, soine authorities tell -as tloat batters should crowd t>ie plate aod that those who do are usually good hitters.* 'They have the courae© to risk injury, the nerve to allow the ball to hit them, and tl^^e advantage In getting decisions because, knowing they crowd the plate habitiially, umpires decide tlrnt they tried to escape being hit."* Besides, pitchers will pitch outside to them steadily throu^ anxiety to avoid hitting them. If tbey know that a man vdll talie a ball in t}ie ribs in ordor to reach first base. I should • Touching Second - Bvers and Fullerlron. oi- novo cr i'f^'T- ,«, ^ -j^ t4 41 adrrlsd a player to stand ttp to tlie plate In the position *^ich soems nstoral to bJB&> To ooaoiies I wxald say, "Do not try to change as^ natural tendency of a batter unless he is not hitting well or tinleBS the natural tendency is totally ■wron^.*' Ifou can't e3a.:)©ot to have your players bat aooording. to fommla - the htonan eleiinent does not pennlt of it* 'J;h© hat of course should alTrayn sTvinf parallel to the ground. Do 2iot let the ho^ chov dowi or sfii-af^ np i»ith the hat at all aiigloa to the ground. For bojm I belio-ro the free s-winp* la tho host to iQium and I ahOTild advise that the bat be held as it aeemp. nf,tural to the player. Soae players naturally choks the bat iphile other hold It at the end, and §o on* The bat for a player to use Is the one tjiat feels good In him haadsf the one lAiich seems handiest for him to sv7ing* Be cure to piok out bats with good wood in them - the good, live wood is v,4iat rosik»s the ball reboxmd vdth a "«lp"» Vf'hen standing in position to bat It is best to have tho feet spread a little, say 16 inches or even up to 24 inches, and the body turned about half toward the pitcher. The woi^t shoti3ld rest more on the rear foot than on the front foot. With the swing the front foot is raised and a rei-y short step is taken DrREGTLY toward the pitcher. As the step and mrtiig are tatosn the weight is shifted from the rear to the flront foot so that lAion the svdng baa been completed the wei^t is such that the player is in a position to start running by a step of the rear foot. At the ., conft)l©tion of the swing of the bat it is ready to drop, being out of the wjy of the body. A great fault with batters is that they take too long a step -wftion swinging and consequently must stagger around at the plate vjC .RjS? ■ ■ TS *Tp«,'i« »^ItK>.i^ •SC-Si-'X- i« «••'. S8&i Uj. . gg^ q,j^ ^i ifDsi 0$ -«>.-r. '■r. jt i-«5 tiwr A^ .^-1 «>, Xis<| « *r ^i - .' /j2 bMlV 6008 *?^ lart ft»5 i9fri. ftfivoite tfj^Jejr gaff •*reiv-viw -uiv jo'smo^ ItlVii fwoto Xas Mai;«« •1*0' 1 ori# ^Jdw (mO .itfiv .aooi ^jeomA^ «t» «» «•<» itoo'i »?iAQ aric- ■ -** *-!« t;I*«»'i— : «i..» aerJ* out the di8tszic«> by li|(ioh , tbt iball 1>datB Mm to the base. Before the placers are ready to step to th« plato and tako their txirn at hitting, havt* thsou swing the hat aud step as descx'ibed above so that it \illl becomo nattural to theKi. loo mu.o}i en^ihaais cannot be plaoed on the proper metliod of getting the TSiXjigJit into the swing. A very conB.ion thing aciong yoxuii^ plsyers tjfhen batting is doing "vliat 1b icnotm as '»piuttiixg tho foot in the backet", that is* paLlin£; the front foot away from the plate v^ien the stop is taken. About tho only means I 1CD0V7 of to break this habit is to have the player stand at the plate 'vdth his feet well spread and slaply oliift the viei^t fr7 «i .;;>*» ObSJ" aDf*-' r»r.j '.-. ^ ^. . io ocosp;) »j.. . 'J ^^»*., .^ .. w "* --Bi*o*a otj wfod B *ror iirjd:: .:i^: .5^ *ttn ^ '^* 43 hOTBevBr, and as I will show later, the team that can "brmt will acore rnns and ■win gamea Tviiere other teajna will loBo them. Tharc in n aaieroo, p.T> sort, to "bimting sucoessfolly and it is not just a matter of patting ixp th0 ijat and allowing the ball to hit it* Very often good trmtg are nade this ^say, 'btrt it is more luck than ariything oloe and 30 oftoij. r pop-t?> fly resxilts tron this typo of prooeftoro. Then follcwB a double play msicinjr the side at bat loolc woefully veak and ge*ti?i£: the tean in the field ont of a. bad "hole" . In btratinp the csethod of hrjtdlinEt the hat ar.d of T»ol|5it oontrol is entirely different firora that of batting. Here the bat taiat be Leld loosely in the htJids, the hands si>read, and tho wpiL** eMfted backward tiavtftad of forward, the rear foot norJnrr and thfl front foot remaining stationary. ?he bat Is dravn bacv. at the same tiwe that the backrvrard step Is talsen anj?. the endeavor should be to have the bat as dead as possible i^fcen it oocses in contact irlth the ball. I have teimed this the "draw-shot" because the ball does not (jo far and Iceaps spituilns constant- ly B8 liban a billiard ball is given "Bni^lish" by a player's cte. ^o form of bunting Tihich I have Just described is toiorm as the sacrifice bant. 1!ba aeai at bat should make no attenipf fo get away frwa tho plate trntil the ball is actually hit. He SRcrif loses his life on the bases for that of another and ilgores to be out at first bcac bofore he gtartoa. The minute the player gets the idea that he is going to beat out the bunt its accuracy is lost and it probably will go directly Into the hands of a player, for Tteen a sacrifice bunt is expected the fielders play close and are ivatdllng for Just this sort of ball. rm-Xt:^ -•0 ^^ ■■v "■ f.«M£ cS^ «:- •Hrastearr ■X •mr^ s* 10 »»e'«ari ^ S'Wtlft «sl if5stf ©if? . — ■■ '-'OTSSfc^W ^tS* t*^* XT-'- ' - \ J-V. -- . . fg^^^ si«i . •.* t ■ . ■ - • -^ ■ n^ f^jM*^ "'-'''' "*''" ■'■"'^^^ '■ ■ 4ffi-c?r.::T v.i tr,^ e^niTSflf * •!•'*■' .iis4 "5*> J*ica ciiu Jcr-c '.qz 44 Bimtlne to ""beat out the "ball" is oxecuted In an entirely different manner from the sacrifice btmt. Here the player, Tiatially a left-hander, because he haa the advantage of a step or two on a right-hander, E©ts avfay from the plate at the same time that the ball Is hit and attempts to place the hall along the first or third base line or push it past the pitcher, ^ust out of his reach and too slow for the shortstop or second baseman to handle and get him at first. The player Tf*io uses this type of strategy must be exceedingly fast and must use good Judgrient as to vHxen to execute the play. He must do the unexpected - otherwise, he is almost sure to be caxi^t. BASE-HUimUSIG . Base-running rai^t easily be classed as a part of batting since the batter upon hitting becomes a base-runner. At any rate the two are very close- ly connected f*-rici form the two parts of aggressive play. T3ien men are on bases the scheme of defensive play is broloen up to a large extent, amd not only do the basemen have to play closer to their bases, but the pitcher must Tise great care in his delivery to Iceep runners close to their bases. To be able to run bases and be classed as a good base-runner, the boy mast think atad act quickly. The least slip on the part of the defensive team, and he should be off for the next base. Boys should be taxif^it to exercise their own Judgnent in base-jrunning as much as possible, '.'aiting for a signal frwn the bench takes away the initiative, a quality yflilch baseball should develop. Very often the player on the bases can see an opening and advance inhereas the orders issued from the coach on the bench come too slowly to allow the player to act upon suggestion. Baseball la a a i>di mo'fi -s^aama to J-erj?! 'Lc to atreq cptri tdi trtxA baa in^^oaaao \i. o;f i^nraf ^ L 'wfrw^a ar?^ »>«^:f ina* «di toft 1i!lo orf blsiodB ad A* ' 45 gaiae in v^iich no one can detennino Jtist -rtiat -will happen on the next pitdhed ball, and it therefore behooves the base-numer to be constantly on the alert for a chance to advance. Teach yotir boys to got a good lead and exercise proper vrei^t control 80 that the pitcher will not catch them off their balance. The throisB flrom the pitcher to the bases rairely catch a runner vSien he is not off his balance* This is of primary irriportance. Watch the pitcher constantly for the ali^test ^OTeinent betraying his intention to throw to bases. This he may do by a move of the feet» arms, shoulders or hips. Make him throw to bases. Hothing disconcerts a yotmg pitcher so much sis having to throw to the bases and having to worry about T*iether or not a runner is going to advance on the next pitdfced ball. Wake the pitcher think by your move- ment that you are surely going to steal on the next pitched ball. Observe closely and you will notice that an inexperienced pitcher always '.■'ralks more men with i-unners on the bases than v:hen there are no ruimers on bases. This is undoubtedly due to nervousness at having to watch runners so closely. Yotmg players are constantly getting cau^t with the old, time- worn "hidden-ball trick". Therefore, watch the ball and be sure you laiow lAiere it Is before you leave the base. It is the business of the player or runner as well as that of the base-line ooacher. If you, as rxinner, do not know, aak. Coaches should have their players practice on getting array from tlie plate quickly after hitting the ball. This can only be done by proper swinging of the bat and proper handling of the weight. The more time a batter spends getting away from the plate, the longer the fielder can fumble the ball and still get him at first. After a hit to the outfield. - ,^:it'l ia m ■ ........ -. ,i ,v»'^--'^ '•• .... ■,^.... .- V .0*. i--r Jsi » a.' - VvL : rsrcr: ^tf &slM iSif-^: ft «C8X .Ilscf ba Hoil q trta saii ui> «i'..'.. ^^rla toito^I^ ^i«i. ^W 0vltoc: llXt CO"? Sop "j:-op'>r^ .^'^innS .t3 eforscrtr-i. oa 3"at &x»<0 rcatft/ rcoitt v&aatf Mt^ xio a^iAsmm ''' sui -^iofs -Oftijf »i III-- - ^' - -.. sA^siiC'L. ^ , "..:rrr?T •i«^rj[ c4* 1ft c««al9nd ta^itrpii ttta -tnJ ecfi \9 ^eJi^i^'f 46 al'ways take the tiirn at first "base and be ready to start to second if the opportxmlty offers itself. V>hen circling the haaes, hit the inside of the "base -with the foot that seeraa handiest. Don*t try to touch the hase ?dth a certain foot as you will very in?»ly have to chanse step and alow up. The "base-runner, ■wftiether or not he is going to steal, should advance a little toward the next hase on every pitched hall. Then in case the hall r is hit he will have ^t that much start and a "better chance of advancing safely. Before talcing up types and methods of sliding, let rne sjiy a few words about sliding in general. First, see that your hoys wear sliding: pads of soae sort. '♦Strav/berries" , so called, are bad things for the baae-ninner and are very apt to get infected. If your boys cannot afford sliding pads* get them to wear a belt inside their trousers with towels fastened en each side to afford protection. The only way to have your players learn to slide Is to construct a pit or pick out a soft spot on the field and practice continually until the slide is mastered. An inexpensive pit can be ismde by digging up the earth twelve inches deep over n si>ace nbout ten by twenty feot, and mixing it with equal parts of sand and sawdust to pre- vent csJcing. Instruct your players to lay aside all fear of injtury as this fear is '*iat causes many sprained K.nd broken ankles. The boy v3io Is afSraid to slide ^dll attenipt to save himself as nrach as possible and as a consequence will not get the proper position. I have had no trouble with this method in four years of coaching. A good rule to follov/ in sliding Is to slide so that the base ^Till be between your player and the batanan. If the baseman attempts to block a runner from the base, the only thin^ to do is to slide "vm' tkSt to ....... J . ,-■, -. ,..-..- . .- ilv Bvt^' a:; 5 ■ 'ira &Iel^ •'<•• ffo »e«j« nsws a Sifo ^'tq to tJtq « *c»rT?aina=> of »l rii as* *»<»**' -5^ aekArsl «vl«iw# »Wt«« aAt «?» :^s:.:.'j^^ '7^ .jg^ of *#r»*w*e htm hnn "Jo siroe ^f.*Jw it ao-fc'iff'' fifi-'» .s*"^*^ -c^as*?- •««!Kr*«J<:.o A » taw* w> ' ^»«^^i «»«« o* i^-«*' «''^^« o* 47 into him or around him, preferably the latt»r. Very fev/ "baseman care to stand Tip to a pair of spiJses coning in at a fast clip, so little ■block- ing is attonrpted. It is poor baseball any way one looks at it. Inatract your players to slide on all close plays. If the decision apparently will be close, the rumier has much the advantaj^ vdien sliding. It looks like very bad baseball to have the runner get cau^t "stabding t5>" « and there is always a chance in sliding that the baseman will drop the ball xtfien tagging the runner. There are several different methods of sliding. The best perhaps la that known as the hook slide. In this slide the runner "takes off" the foot that hooka the base, that is, THE FOOT V.HICH BOOKS THE BAG IS THE LAST OKE TO LEAVE THE GBOUHD. The front foot is kept ^wll out of reaSh of the baaeinan aa is also the body, so that all the baseman has a chance to touch is the runner's foot. The knee la bent so that the runner will not get his spikes caxigiit in the ground ar.d sprain his ankle. V,hen taking off for the slide, the player should always land on the opposite hip from the side nearest the base. A half-sitting position is maintained throu^- out the slide I the runner partly supporting himself on his ar^i or hand on the side away from the base. The other slideo are vdth feet straight into the base and a head-first, diving slide. The latter is rarely tised except v'hen the base-runner is caught off hie balance in an attempt to get back to his ba«© after a throw from the pitcher, catcher or some in- fielder having llhe "ball. In such a case a dive fbr the base with out- stretched hand will many times save a player from being put out. This slide is not used more because of the possibility of a runner 'a head and handa ^f 7>iAr: ":. £tT ^'. 3 orf £11-- (TO:.' '.14 i^-,. ."^tBI* -OCW .'HT ,»f iM£l7 .«B«tf ''' "'"-'* '^■ I'l- » ii.if 49 raeniber, on a hit to the cat fie Id, yoar "boya should always take the turn at first to see vSiere the ball has gone. Don't let them watch the ball after hitting it or vihile running to first. This tUasB time and your runners hare no time to lose on a olose play at first base* This is a oommon fault. Your coachers on the base-lines must instruct the runners liiat to do and the rxuxners must listen. On a two or a three-base hit, the nmner vdiile rounding second should look to see TAi«re the ball is as this determines whether or not he can go further. ^'ith a fast man on first, if the batter can draw the third baseman in with a bunt, the runner on first can make third safely. Good Judgment is required on this play. Third basemen, on the other hand, most learn to get back to their base quickly on this play. On fly balls tp the outfield, with no one out or one out ajid a runner on third, always keep the runner on third base. If the ball is cau/^t, he can start for home on the catch, and if it ia a hit, he can easily make it» Runners are very apt to get anxious and start for the plate immediate- ly, and then have no chance to get back to the base to make a stai^ for the plate riben the ball is caught. On a short fly to the outfield, with runners on either first or second or both, runners shotild lead off a good distance to the next base > (depending on the length of the fly), for, if it 13 caught, they can get back to their bases easily, and if it is missed, they can advance. There is no chance of advance as on a sacrifice fly in such a sittiation as this. In this same case, with long flies, the runners on first and second should hold their bases and advance as the catch is made* at., '*'- '» / ae**; arid a^ itaiuf ilD flr cvaiI aeri* Jo* t'CX • .*?!. c^ i«sB oo«laf ftl 4t '- r'.oa* K«*otf xloK^ >: ^.ist '.\liti»6ti imrtiUt AflW ^fa^^'r IT,-, o-r*<-P"L-. ^ijt , n f r 5 ^>i .■•■■u.XO 0^11 bIi'^* ."I 60 The start a runner can get to the next "base la ererythlng, either on a steal, a sacrifice, a hit or a ground ball of any kind. This is irsportant . Remenfl>er, that in "baseball as played by others than profession^ als, the chance that a runner Tdll advanoe to the next base on a play iibar» a perfect throvr is necessary to get hiin,jds greatly in his favor. Perfect throws ai'e not coiniaon in teams that do not make a practice of playing to-gether for loaig stretches of tLne, and this is Just the reason that in aciatetir teams more bases ean be stolen than in profession- al teams. Without long practice, thwe Is an element of luck in perfect throwing. Even with professional teams one sees poor long-distance throwing In almost every game. Is it any wonder then that teams composed of boys fall In this particular? Don't expect too much of your players. Baseball Is a gajjje of the most exacting skill, and skill requires long and continual practice. FISLDIBS THE VARIOUS POSITIOHS. It cannot be expected in a treatise of this sort that every possible situation vftiich arises ir baseball can be dealt with. Hew situations arise in each game and rnast be solved at that tinie. Howovor, I -will attempt to 'deal in a general •way with many of the moat common situations and vrill discuss the work of the defensive team at this point* The Catcher . Sooe one has said and I think the remark very applicable that "if you have only one nan on your team with brains, make him into a catcher"* The catcher is the pivot man of the team, the man on whom everything really depends and the only man rho has the -s^ole team facing him. For ?..' -s- ,*> • ■ ■*•: ■sc'i ,«>i;|fB<;K^ \-:3rtt *MO«-^i'S ;-> A»T« • i-.CT r.I*^ To 1* « r : {•< a enactor sytMSOt-^^ •SS-V50-I :l fiSV ^ > ^ •*-r .ortf- i-joa - ~s\o .^ - i;:us oJjO&-if*ft v-- 51 this reason he Is the man vSio should give the orders and flash most of tax* signals to the fefensive team. Ho shotad be preferably a pretty heavy-set man, althoueh this does not always apply. I have seen a mnriber of good catchers of sli{$it build who ciade good receivers and wore ex- cellent generals. The catcher's position on a baseball team is quite on a par \vith that held by the quarter-baC^ on a football team. His mechan- ical ability is only one phase of his position and ishile his mechanical mistakes are seriotis at times, they form no criterion by •which to Judge him. His greatest errors are those of judgnent, and his worst blxaiders are those iRft4''^ ^® ordinary individual dpes not charge against him and rarely ever notices. He not only mast direct the pitching and signal for each ball and for each play with rxmners on the bases, watch runners and signal the pltdier to make throws, but also he has innumerable dhanoes to throw or not to throw iBfaen the sli^test hesitancy on his ;^ part Tdll nsean defeat. ■ ■ '\i..i i' iJi'Ui,' ^ y;- , , The catcher most tnafec a study of the batter even more closely than does the pitcher. Kost pitchers prefer to pitch to orders rather than assaiio the responsibility of changing them. The catcher mast be able to steady a pitcher, must put confidence into him and, when the pitcher is in the "hole", it is the catcher who has the opportuiiity of pulling him out. The pitcher sJiould not use his best ball until it is needed. If he is getting along all ri^t without his best assortment, he should toeep that in reserve to use in the pinches, '2he aim should be to get the first man up in every imiing. It means mach to the defensive team. ?he catcher BBiot see that the infield and outfield are playing correctly and should lode around whenever a nev; man comes to the plate to see that things are ..oniu :ui^ {Utf 'j^* si at! acas'.tin qIiS ■ae .ir«»i T3ia ♦if* ' ' ne ir.l ■ ■ * ■ ,; ".cl ".•:':.«ir.\*:/V^liifc^Ii'.^.. Ja&l^:;=:I« -_ .... .. . - -i 3o« tus :>y«a o^f 3ccr'..;.tc- ';;•*,■',.' '■ ; ..; . >••'' .l/volofi xa&w'.i 11*/ .-'iSi r • ' ■-■-'• ' •'-foL-^'Tv ■. ' ' ' l\ oi •r>'' ••' "" • ■'* «i^'*J itcad tirf * lais;).;.^. . list •tetl'i a.*: o^ ,.a ' • -'"' ■ *>• =a^ v- --.. , :;- w.»lJ ' 3.V BZ all ri^t. On fly balls anjnftiere near him, the catcher most call the play- er to take them. He ahoxild bear in mind that on hi^ foiila near the plate the ball always oiirves toward the pitcher. Consequently, get 'well back and come forward on the ball. Coaches ahotild give catchers plenty of practice on fielding short bunts. As a general thing this is neglected. Tlien batting to infield in paraotice, give the catcher a short bunt to field sis often as any other player gets a .' 11^ e»fi ', V ■ . ■•f\ cere •J'iJWBft JCpQ 2\ ii'-CTA- •art •-■' -•■'-'■- ^ '- .vUtH the "ball. The catcher has Just as good a chance to put the rtmner out this •way as by the more dangerous hloxflclng n»thod. The catcher must he doubly wide av.^a3ce with men on the bases. Practice continually on throwing to bases to cakoh rtmners smd do not hesitate to "cut loose" to keep the rmmers huggine the bases* To the catcher I -would flay, " Make runners feel tliat they ■will surely be caught if thoy play too far off the bag." A play of this kind requires a wuste ball from the pitcher. It should be shoulder hi^ and outside for thro-ws to first and seozmd and the same inside for thro^ra to third* A few exaianles vdiich will serve to illustrate some of the thpowB a catcher can nmke with raen on bases will be given under the heading '♦Team Work". The Pitcher . Coaches should see that their pitchers get lots of practice in fielding bunts, and covering first base on wide ground balls to tLo first baseman. Instruct your pitchers to back wr> the basemen on all possible plays. If the play can be made at several pJ^cos, the pitcher should Choose the most likely or the one nearest hoine. In baokint" tqo he should play about twenty feel behind the baseman. If he is nearer than this, there is a Chance that the ball will get avay frcsn hira. Have your pitcher cover btmts toward third ^en there will be a play at third base* It is one of the duties of the pitcher to see that the runner touches all the bases. Left-handed pitchers should practice on a deceptive balk motion toward first base and rigiit-hajiders should practice the same toward third base. Advice to Pitc^xere. »** n j't.?!- i-fj *^f t;*' i* ' ' ■MTT « -•OTt .-«FU - Jaa. :•■ •it. 54 Never intentionally put the ball in the "groove". V/ork for the comers. Try to get your curve "ball to hreak low on the outside comer and your fast ball either high or low on the indide. Acquire the use of a slow ball or*»change of pace". A choked bat usually indicates weakness on outside balls; bats held at the end may indicate weatoiess on inside balls. This of course depends vpon the way a man stands at the plate. Keep the ball on the outside comer for batters who pull away trom the plate. V/alk a heavy hitter to gjat a weak one. It is good baaebnll. Romoiaber vflio hit the hardest and viiat kind of a bill he hit. Don't thi'ow easy to bases. There is more chnnce of throwing the ball nay. Toss v^en you are close to the baseman. First Base . A tall, raney man on first base nisiccs a good target for the rest of the infielders and gives them confidence. This does not moan that you naiat alv;ays piok out such a man, but other things being equal ho is your best man. The hardeit thing to teach your first baseman will be how to shift his feet on throws so that he will not cross one leg over another. Have Mm practice taking everj' throw ^vlth the base between his feet and then shift the feet by a hop from one side of the base to the other according to !;he throw. A diagram vdll illustrate this. Ordinary Right Shift Left Shift AS ••aiol s J agBis •^(t^ id ■ AtiSr"**-- UTJ *«' ' *'VSKfvCiHf A-fc* .■>* r.«.^ ^T- • ni.i^ yf -TQ' ' ^ -P u .. &w w This inust bocoE© a habit with the first baseman so that he ydll almost do it without thiriJclng. Otherwise, ho -will be paying more attention to his feet than to catching the ball. The ftrst baseman mast become so fsmlllar with the position of the base that he can locate it with his feet almost by instinct. V.feen J-omping for the ball he should come down ■with the feet spread so that one foot will touch the base. Quite often a first baseman will have to use his gloved haad alone in talcing throws. One-handed catches are all ri[$at in their place but they should not be jtoda 30 habitual that two-ha&ded catches oamiot be made. Don*t let first basemen use one hand T^hen two can be eimjloyed. On a bad throw the first baseman should not stick to his base if thore is any possibility of the throw getting? away from him. It is better to loose the man at first than to run the risk of missing the ball and of the runner ta2d.ng second or tJiird. "hen the first baseman has fielded the ball and Is running to first to put out the man, if the play is close, a good way of avoiding a collision Is to slide into the base feet first. Probably no two first basemen play the position alike, but the common method of playing the base with a runner on may be illustrated by this diagram, , giving; the runner the portion of the base away from the diamond and allowing the baseman one step noarer the field of action with ease of movement on both sides of the base. It is hardly possible to indicate the exact spot on T*.lch the first baseman should play with no runner on first. A few suggestions, however, mi^t aid the young player in determiniiig the spot. F,y 0£ S^QC"/" ^ ^ erf,* :fcti» i^lci&i « «TO<»«cf *etsa ale:: . • taodftf :«Ta IX- »£r^ ;sd fc«;^;W*Ri- t-"-* .->.;» ;-.r f. -^ r^ii fi .0'' » Play deep on a fast field and come In on % slov? field. Ordinarily, play more toinard the line and deeper for a left-handed hitter except v.lien a fast pitcher la vrorldLnE;» then more tomird second. For a rl^t-handed batter play more toward second with a sllf^t change to the line for a fast pitcher. Second Base . This position has often been called the ^ystone position or the pivot position of the Infield, probebly bocouse the second baseman has more Trork to do in conneotior with the other i^ieldora. ]?or exangplo, he ehonld cover second on double plays fron either third or short and must cover first \*on the first bfiseEian has i.ono lu after a btmx. He most have a x>erfoct vmderstandiijg vdth all the other infielders. •The saiao general rules apply to his position of play vlth nobody on the bases as they do to the first bp-sernan. Ordinarily he should play oloser to second than to first, cone in on a slow field and hi^dle all slov; hit balls to tJie right of the first baaoman thiit the first baseiaan nil£3it roach but rould have to throw to the pitchei' covering first base. Vith nobody on first the second baseinan should bade up Utrst on all balls fielded by the catcher, pitcher cr tMrd basonian. He Bhould cover first vihenever that player leaves it either to field a bunt or catch a fly ball. 'The usual thine Is to havo the aeoond br^eman take throTna at second from the catcher -vibBn. a ri^t-handed hitter is at bat and back tip short vftien a left-handed hitter Is up and the catcher throws to second for any reason. The second baseman must play a little closer to second vSien there Is danger of a man stealing. He should al-vvajrs make sure that second base ;^-o-i ^•s.rs'.i \;sX', *iJJ"i:iO •5^- - (fc** e' 57 is covered \ahen there Is a possibility of a play there. V-hen second and Aort ar9 Jockeying a rornier on second base* the pitcher imiat give them a chance to start baclc to their positions before pitching tho ball, Othei— wise there la a big "hole" in the infield and a heady batter may make a safe hit by placing the ball in the "hole". On long hits to rl^t field or rif^t-center , the second baseman should go out to help relay hits to the infield or to home. In covering second on an attempted steal, both second basenan and * Aortstop shotild cover as per the f ollovTing diagram: - L 77 R . ^his matoes the lomuor allda into the ball and offers the beat opportimity for put- ting tlie ball on tlifl rxaxoBv* On double playo r.'here the second baseman covers, he should step on the outaido of tlis baoo with the rlP*it foot, then •way firom the line to be out of the ijay of the rttnner and throw at the sazne time. Waau playing for a man at the plate, the whole infield should come In dose, generally about three to five feet inside the base-line. All infielders sliould be taui^t to -watch for tho good boond. The bail should be taocen after it reaches ItBhi^tiest point in the arc dsifcribed v/hen bounding, preferably just before it again touches the ground. Shortstop. This position req^iiros that the player be In coTistant co-operation ■with the second baseman. Both rmst get used to each other wid toiO'T in- stlnctivoly \'4uit the othor fellor I3 going to do. The shortstop la ordin- arily and sliould be faster than the second basernan and should have an excellent thro^vlng arm. He must be able to got the ball BTjay fast and >r n-.\ fliit: «i STCr :<•. %: .ti 2S ^.m 7 >. -w* ,-: A _ -^ •». ' * - . » S ■ frl tt • ■■•■ » ■*'--*^ <■•-■ ' ■■->9t r-C' ns i:u XiaTABi . 1 •tee- «.^- .(♦ «».- •'r VI- decs tiu^tl 58 throw from any position. After stoppine a fast Grounder, holdi^ the ball Is many times dlsaatrous "both as to gettinc the rrmner on first and as to accxiracy of throw. If the throTrx is gotten away fast and is a poor one, the first "baseman may leave his hase to get it and still put the runner out. This la not true of corarao vfhen plenty of time Is taken to malce the throw. ' ■ In playing for a double, toss the hall shoulcler high to the second liwnan vflion near the hase, and ■vntoon "rery olose, within two or three steps, the shcrtstou should touch the hase hinself aad step out of tlie vray to throw. T?hon he covors the base en a double play, he should be In motion ^'fcen he catches tho ball on Iho base. C^iis iwijces a faEter play. The ahoi'tatop oliould talce all fly balls back of second base for he is rtcaninL' on the eicle of his gloved hoird and cin therefore mcke the oatch noro sui'ely* RiL,ht here let me say that Infielders shoxild take all fly b&lls they oac got their }i.Jida on. Ooaohss should InBlst that thic be the invariable rule 30 that tliai-e v/ill bt> no collision with outfielders* On balls to the ricii^; of second bace, the sov-ond baseman most call v^io is to take It; on t>ifi loft, tJie shortstop sliould «all. As a uaiial thing, the Bhort>stop taloea all fly balls baclc of third base becsuoe he plays deeper ioid does not h/ive to ma directly ba-ok to get tliem. ^here should be a definite ,lng tznorro". ;•'/ to this effect witl. the third br^joman, although f,ood jiidgnent TtJttst be used as the third baseman is in the best posltlou in sortie instances. The shortstop plr-ya deeper for right-handed hitters tlian for left- handers. V/'lth fast pitchers, he should T?ork r.ore to tlie left for ri{^t- handed hitters and vice-versa for left-handed hitters. art* »*tTO "t- -ra*Eifi^ »tJ.» tl •«««»• itri out* t»q XJClla £«« Jl tosj o* aaatf cii emf r ♦oifS .iwr»fr£<»I^tfiw ^ «. Tt^'O'^b wser^ .-toflt »«> - .,8ffi- 1 asan^and .fyiifH Aii? -tffci'j T^-^ .»ia«iri.^ WTW- -^ 59 TTith a r:eixi. on first the shorteto]? should oovor second on "balls fiald- od by the catcher, pitdier, first or sacond basemon to tlxe left of second "base, "being in a bOtter iioaition to tiu'ow in oaso there la a possibility of a double play. He alioxild back up the third basonian on throvm, fly or ftttil-fly balls and should see that third baao is never left uncovered TBbien there is a possible play at that base. Also Tdth a runner on first aa& a left-lianded hitter up, ho aho-old cover second on an atten?yted steal. If this i)lay is tiimod into a Mt-and-rvm, there is a gi-eater possibility of the ball eoing to the second baseoan than to the shortstop* ¥tam. a namer is on second, t^e shortstop should play constantly behind him ?Jid •worry him. There should bo a sicnal for a throw froca the pitcher to catcli this rtmtier. Either pltchor or shortstop jreiy give the Bi0ial by some raovoment of the glove, head, eyes, feet, etc. or the Cf-tcher may give it to both, but in any case it ninat be ansv;ered. On slov; hit ball? thrcu6 "SO • OJ' «M 60 positions many times. TMrd Baae» TMrd base has oftsm been called the difficult comer because of the fact that the basemas plays closer to hoir« plate, gets man y hard llne- di'ivos and the ball comes fastor flrom the bat than at aiiy other position « ■*:? -la "JO than. I'hlrd Ijasemen ahould not hesitate to go after the b&ll If in t?ieir ^d0Ti©nt the pitcher will not be able to reach it. On hl0i fliea in the pltciher'a territory, the first and third base- ABn, especially the third haeenian .being nearer to the play, shotild get 'Uiem* The pitciher is rcore nearvroua th&n are the basemen. Eence, the reason for this. Honerer, basemen should follow this motto, "DonH butt in on aa easy pop-i?) directly in the pitcher's hands". TJore than once things have been messed up on this Recount. A bluff throw to first on a ground ball with a runner on second will nine times out of ten draw the runner off second sio that ho r^-' bo trapped bet^reon bases. T'atch this play carefully. Talce a look at the r-imrar before yon bluff the throw. Judifient Is renuireci hero. The runnor "ill vary seldom tiry to advance on a hard hit ball. On an attenrpted steal the third baseman shouJ.d i?over the base as L per the following dlagriant- /~~7*i»» malting the iiinner slide into the ball. On sacrifice flies to the outfield the baaejnan should see that the >naB»r does not leave the base ahead of l?h© oatchlng of the ball. The -way to iwtch both at once is to stand outside the diainon* with t^-ie runnor betneen the baseman and the catch. If the rmmer leaves ahead of the oatchlng of the ball, the third baseman should touch the base 'jdth the ball in his possession and call for a decision from the umpii'o. Another duty of the third bassrnan is to see tlmt a runnor on second touches third on a single to the outfield. To all infielders I irould offer this bit of advice. Throw tlie ball around after a play \rith no one on the basoa so that yo;rr ar;a3 '.Till be la •«•»«, iXJKXio: >2i' 11. J-! ">* T"5T:^'.>r, -i^" ^vr:i%iJ '*Ht •jc^ in*' f- f»! n-".«sii«v;' ♦- 3v' CA '* •?>sV "rfr^f -•.kT i ^^WSQlf ft J r.TL^'r- -Sao 10 ^r ev'^cov ixc.ap ao ■♦ aj« *8 ^«fc -/■■, r ■■ ; f * 1/ ^i ir^ 0' •rf a*f H The Outfield . In choosing yotir OTstfleld, yotu* fastest man should be played In center field for he rmat cover more territory and back ixn second "base. However, center field cannot rePlly be frilled the hardest to play» even ooiiaiderinf the above fact. The rifiiht fielder hai the hardest t;jrpe of balls to catch becsaae of the vraj they cjurve after leaving the bat. In most amateur teams ,ho'««ever , the strongest outfielders are found in left and center, as comparatively fev? balls are hit into T-ieJ^t field. Put yoior poorest thrower in ri^t field as he has the shortest throv/ to walce. Very often a new man la put into ri^'t field, liavlnf: the least nunA>er of chances to liandla. \'.hfin left-handed pltcaierf are ^rorlcing a dsfpendable msja should oomipy right field as more chrjicee cono theii than vlien right handers are pitching. It is often the case in hi£^ school teana that the- poorest players are relegated to the outfield. This should be avoided, for» If ball games are to be ■won by dapoadinc on somoone beaidea yoxu* pitcher, the cutfleldern should be etrons- Slow outfielders V7ill give your opponents many runs ft critical iroaento, %*iere a Tsst outfield would out off the rxma. Yofur outfielders should be looked to for some good hitting for « they ere the ones on nhom there is less of a strain. All should be good on ground balls and should hr.vo good thro'wing arms, without a strong thro'vlng aaan an outfielder ie of little value, at least so far as fielding is concorncd. I'here are tT?o gonoral ways of octchins fly balls. •:*►* or' ■■nr JojiiRcri Mai'J in-tr-'.c i;* ;y iieffst--'i^c '»<> i-o«V. .ft . I ( i)l:- f; '. . ' cj ?.^i*<..' Xoj Oil .actio *o '^'^it^'i .T > St :fr K-- joitiiii. -.'/(» re* ,^^,'*^■■^9 S 1 r EJifcrL. .*>Lu.a 7QLr t*-' •a/'Bi^ -*•* rf- ' ru^y^-, no J-00-f- «.«; imr^u\^ !fr: ff 63 !• Let the "ball come Into the f^lorre on the little finger flide. This in the caaiost and fftorest vwy Rnri halls should be taken that ^tay Mfh.en possible, exoe;;;;tin/'; of cctcsc balls below the waist. P., Iiet the ball oome into the glove on the ttoamb side. Praotico thie method most a^ the dlfficilt catches are rrif>.de in this jnaroier, as for example, y/hen coniTTp in flaot or ■when rxnminfr to oitlior side. OattflilnfT flies, honwever, is tho least part of iho "."ork of the otit fielders, '^'hey most not only be able to catch fly balls, but oatoh them in position to nake a thro".? the instant the ball touches tho hands, itost any player with practice cnn be tau^t. to SxvMv a fly ball. 'i?hoy shoulil become ao accxirato in this judgnont that they '.'.-ill be off at the erack of the bat. Be sure yoiir pla.'reisget In the habit of ■naing two hands, llever lot then uso one hand vaileBS condition are sn,oh that the Will oaiinct be rcacflied in any other ^ray. Bench ytntr grandstand players of this t^rpe and thoy v;ill soca [s^t over it. Cfive yoiir outfielders a lot of practice on ^oxmd balls rjid iialce them rtm for the bal-la. Coaches sro very apt to neglei;t this pliase of out- field -TOrk. V,li6n siving fielding pmcti ;e to the ontfialdors malce them rvo\ for tho ball in all oasen. Dropping tho ball into the hands of the fielders get thera into bad habits. If yoxir outfielders are poor on groTind balls, roalce tllttR get their bodies in front of the ball ;md at least stop It. Inatrai^t jroor outfiolders to get the ball first, then throw. Tou most use yoar own judgraont yhoti it ^'iomts to the outfielders bounoins fhe %r11 to "bases. If the sro^md is rourjh, it ^dll not be policy, but the gioneral rijlo on a snooth field is "bounco the ball to bases and ':.:;3C> cn-r.'r- .,«iS^: V.in i rTf^JK^ Cit .-i *'• ' -tf «4 to the plate". The great valtie of an outfielder lies In his study of the hatter* H« isost take note of v^ere the hatter hits and vihen this Is discovered the outfielder should play out of his natural position If necessary. Outfielders should constantly have In mind weather conditions* such as vrlnd, clouda, etc., the hackgx-ound, etc., and play accordingly. For hl^ school haseball the outfielders shotild play fairly close in . There Is very little danger of the hall going over their heads. The batters are not sti^jng enou^ or accurate enou^ with the bat to dftlve the ball a great distance. Practice the outfielders roost on going back for fly balls, especHO-ly if they are tau^t to play close In. The player In this case must turn and run, and not simply back up. Backing up Is a clTBnsjr way and player are liable tft trip. They should turn and ran to the place intoere they think the ball 7*11 land and then face toward it. Some players become expert at this type of catching. Others -rill ran looking over their shoulders. This of course is the safest way for In- experienced players. IShen catdhlng a ball vlth the sun In the eyes, shade the eyes with the glove. There Is often a great controversy 4n the outfield as to v*o vdll take a fly ball. The shortstop in the infield should call on his side of the diamond as well as the two outfielders Involved. "You take It" or "l have it" for the outfielders and the player* s name several times for the inflelder. On the other side of the diamond the second baseman shotdd call. In practice. Instruct your outfielders to get the ball away as fast as possible. This will soon become second nature to them. Thejr should >d .'•9ii;X'-r aift fit 11 iOblfiiM'^'' .'-V "3 «fX«'.- od9 hoc .*.^ -'-ic^ arisn tfeici ^s^o sJ ' ■ ■i'T . - ^ • - — ' :4i ♦«> "J" uv' a.' ."i ad# vii o«a2'' £rT;ar?A* «su v? ^O' -Q *4^ rfrt -v^^ '•v-«» !•* practice a few throvw to the plate evtjry day; alao to the bases. V^lien the ball la hit between tvo fielders* there most be a perfect ttndei^tandlng as to who vdll go after it and who relay. A moment's hesitation will often transform a t\7o-base hit into a three-base hit and a three-base hit into a home ran. They must call to each other on balls of this kind. The outfielders mast assist with the infield work as mach as possible. Back up bases \*enever practicable. Always come toward a base when a plj^ is being made there* In throvdne they should take but one step as any other type con- fOBiea Just that much more time. Men are often cao^t at the plate by a fraction of a second and the samo Is true at the bases* As has been said before Judgment is required in the outfield. You must instruct your outfielders to figure out beforehand v/bat they are going to do with the ball if it comes to them. Let me give an exaiople. ^'Ith a runner on second base the batter singles sharply to the outfield* The score is tied or one run needed to tie it* In this case I would advise the outfielder to come in fast, scoop the ball and play for the man at the plate. Try to cut off that run. V.hen your side is two or three runs ahead, take no chances but hold the batter on first* ?d -^ •*• ff9•^^ -erf) tird ttOH^i tZ'--i:fn -^til^ ati-hraw «>;^^^'tf amf 6l 3MB» la^ tee tr^u>009 « lo r -iwurt, iv . ...,:in-'^ i^n Col ' ts al tfao > -J r '-MU.< i '4"r, ••;'■•■'.■; ;au »^ TV) >. u The General siilftln,f; of the Outfielders « * * Jt : / V" >=.-, • * If « « • « • * Soy to o(bari;< - Theoretical position* 1 - Shift for left-handed hitters, r - Shift for ri^t-handed hitters. L - Shift for BtronE left-field hitters. E - Shift for strong ri^t-field hitters. P - Shift for left-handers vJiio pop over the InfAeld. ]?otet- Thls diagrSHi Is entirely general. Specific instances nrast he played differently. -j; a s « 5^^ * * ■ f \ ♦ t * —A. > « • * * • * i* ■ ■ ' » « .il&i^ ' ' -pieo 'S:^ Od^ feSCWltftf-^^r no* 67 tea:! wm. asd '♦dbips basj^j'jj. '*. Baseball ganos are iron "by team work and "Inside Tsaseball" both in the field and at bat, notirtthataading all that may be said to the contrary. The Importance of a study of the offensive with your team in the field or of a atndy of the defensive with your team at bat oannot be too Breatly emphaaiaed. Study the opposition at all stages of the f^axDB. The coach can do much toimrd keeping his players on their toes all the time. He ahotild work with tho captain and hold consul- tations as to the best xnethods of play, etc* The coach needa the vlaw^ point of the captain* and should not be arbitrary or dictatorial In hla attitude, but, on the other hand, he should make the players feel that he is chief. The players inuat respect the orders of the coach if things are to go smoothly. Harmony is the strength of all insti- tutions. Obtain hanaony above all things else. In the Fieid . Each player must know Just Tihat is expected of him on the de- fensive or in the field. He must have defixiite things to do and do them. The diagram on the following page illustrates the ground cov- ©ired by the infielders on the defensive. The diagram haa been taken ftrom "Toucihing Second" by Evera and Pullerton. The combination plays riiich the infielders may njako are mmsroxut and I Tdll cite only a few of the most common rfhiah may be used In hl(^ school play. Breaking? up the Double Steal . With runners on first and third, there are several plays the de- T^ ..^* »/?_-_ WOi •; vv^«;;iiJ.?i ^'i A- - iw iu "i-".?rr ■ "to iJu 3: -Is- ' " .>^vt »a . *,£_!:: J t»aj iX^ fc^o; * ft* i ^ f :ta V ■'f©5 J'.'rt??*- rii«a^ e ■i#^Vf.'>'«5..r.''' ) ••-.■ ,xi riu::4^i- lOOL^i. -J* _ -•, f'^ >r^ .•^•v.-." . -» -.n »' »./-,-: -. g i- a J4ai mis caoriQ > S Ixrti - A S9 fensivo toaxa can niiie to "break up this double steal. The fo3roeoing dlagraci illustratea the poaitions taken ty the Infieldera; shortstop OOTors second and the second baseman comes In to a position about fifteen to twanty feet in front of the base. 1. The catcher may flfeip the ball to second base as the runner on first starts. The second baseinan either takes the throw or lets it go thron{^ to the shortstop, according to ^rfhether or not he has a chance to get the third base runner going to the plate or playing off Ms base. He Is in the correct position to take the ball and thror,' to either place and shoxilcl execute the play fast. The throw of the catcher should be on a line Just above the pitcher's head. 2* The catcher may throw as if to second base bat low enouf?h for the pitcher to takjo the ball. The pitcher then throws quickly to third to catch the runner about to make a dash for home* 3« The oatdher mates a motion as if to throw to second but instead lAlpa the ball to third and the runner, off balance, is trapped before he can get back to the base. The Idea in each one of these cases is to got at least one nan, preferably the man on third. Per perfov-.t execution this play requires laaoh practice. Tlie "Fake" Play for a Bunt . Suppose for exaarple that there is a runner on . fir«t r.lth nobody out. The natural play unless the offensive were several runa ahead would be a sacrifice, with the first baseinan dasliing in for the bunt and the second baseman covering the base. The catdier calls for a pitch out or a «ute ball. The first baseinan dashes in as per usxtal and the cataher ttvglU cs >' ivtjtA'! t*J too"' •a'-rj''' &.-»*• JB^n r .-vf -^ • IXft*f *t n* Jfoi; ■>» ««£* btI ci ea x^ohftf.^ *atf "tent©* »* ««*J* oJ 11 - a*' •* \^«cRKr a^tt SVilt ■?] utoi^J :-;«i^ »'• -aft &99¥i»fie '^* ^ . ..-.r • T*-^ Banners on fir at and second vrlth tvo out. In this case the first hasemazt plays hehind the nmner and at a ;. •igoal the oatoher throws to first. The first baseman dashes in at fall •feed behind the runner» receives the ball and traps the nmner in quite a few izustanees. Care nrast be talcen on this pla;7« however* as a ^de- •make, fast nan on second base will talce third easily. The catcher, by quick thinking, has many opporttoities to catch men off bases. He must know •when to throw and -v^ien not to throw. Often with a runner on second, a fast throw from the oatoher ^en the shojrt- stop has signaled will catcher the rvamer* Let xl3 suppose an exaciple •Aich ft^quently comes up. A runner is on second and has too big a lead tAttn the catcher recelres the ball. The rtmner is almost half-^way to third. Kow, if the catcher v.-ere to throw to second, the rtomer by a good slide woTiid probablj make third on the relay. Or, if the catcher thromi to third, the runner could retura 9aiely to seooad. %hat should the OiMMB* a© In this case? He should ran into the disaaond directly for the runner and force him to gx) one way or the other. Then his throw will gtt the runner vftLichever way he ^^oeo* Pitcher's throw to second . v;ith a runner on second, the second baseman and shortstop should ICMp him oontinnally worried, first one running in to the base, then the other when the first tan hae started back to his position, and so on. If a runner is getting too bier a lead. It is desirable for the pitcher to throw. This he nc.y do either by a oigoal from the catcher or a set of signals betvnsen hisiaelf and the shortstop. A slriple sisnal from the catcher nay be made by that player placing his ri^t hand on his right knee* bent XT :. 4, ■...,.',•■, .<} %,--,--.-r H»ff IBIH ■ I ••'to© ..- S^e4 lite «»«A;w .w^*©;;? »# i'Kt :r9<»" fcanf vof^-^ ff» ait'fS^" ;?'aH:" JyjJT sB »«3b-^^ .10 ::«' -itaria tag sr r^r^ wnsf-^ t«*fi i« ^«o*f8# #0 tanafin j» rt^iw baoi ^ *sisi 00^ »»al ior hm>?»»« - ' ' ' -^ Qjf •EfiKo^Jcr erf* nt »j|t5<^il- JC « ^W o&i t>l t«ta^ « ion'ri.C9 6itt r*T?IJ: Itta3.ic »i*«;tais «sf" A*«>*i-i-i aSiS.'J'cC 8 *A X .'^ 88 the knee is bent. (This Indloates that the shortstop shottld ran to cover the hase &nd that the pitcher shoTild get ready to turn axA throw. At the proper instant, that is, when the shortstoi> ia well on his way to the "base, ths oatcher lifts the fingers of his hand so that they are on a direct line with the palm and not at right angles. The pitcher throws and the shortstop has ^st reached the has« in time to get the "ball. The set of signals between the shortstop and the pitcher la more OOTipllcated. One example of auch a set nay bo cited. The shortstop, behind the runner, spits in his glove when the pitcher is looking his w^. If the pitoher wishes to throw he spits so that the shortstop may see him. ?ho shortstop startes for the base at that signal, the pitcher faces the batter, cottnts three at abottt the rate of the clock tick la seconds, tttras and throws, ^he count of three jxiat sives the shortstop time to got to hla haae to catidi the ball. ?he play when the mnner ia tra-pped between bases* I«t ^^a suppose an examile In vihicii the rvmnor is trapped between first and second on a throv? froni the i)ltchor. There should be tv» men at each end of tho play to tafce tlte ball. At the second base eiiA. the short- stop and second baseioKn are handy. At tho first base end there should be the first baseman md pitcher until tho catcher comes to relieve th» pitoher, in yfclch event tLe pitcher stationes himself on first base to back-u,p the play. After one has tJnrown the ball, he should step out of the vraiy and lot the nest throw be tairen by the player back of hia, keep- ing T^ a continufil circle so to speak. The rule to follow for players is* "Always run the man back to tho baeo from which he cane". IThere should never be a runner lost by this asotlxod. aY .' ■* .,^L*> jbd ©tf# fjflfi A3r5*->icii« *»* I*', -^fc ,-t /" *^ Ft t^ t' , .^- ., \. 1 - - - -- J « -- J , _• - - , * -:.c - -.0 "i" jftfsi, -....< .,,^iigg( ^ » 60 TOTsW ^xtts 9dA t^ &m ^saw &.'• . ^w r- — — "o ■^46 «ft Id loX »Xijw- 'VlJ- ^0 -W .-iXfi-J ■wrj"©»f 0.: -:#T'^ ?v.M *#ifft iptw erf «'■ *wTr3 '. ttfit^ f*ro -ovoo 'j.-crTa'"*? a«f^ TCrff :i.i bJM «*e Tft •-• • .4 .,.-,r, '.^^ 1 ♦^•,--->. si iifti', aJM tee* . - 89»fi8r ,«,'::i''«r>-e -. vil^*;«» j^ «ii»* »f •?«oJ?^ T'-t* •- ■ iJ.i»i 9- _»■ -ii *r"*T T ^''fi'^*^ " w*^ 1: Ui. -^M, .,;. f ^^ * :i';|-i:- /»ii #r«r'. TB oajsiiot "be expected to hit s&foly each tins at Iwt, Imt tSaare are other Mittt of gettlue on the "bsaes "besites Mtttag safely. ^ The first batter tip in each Innine sliould attempt to -work the pitcSher ftar a "baso-OTir-'baLLla , that ie, vmleaa his team is nany rans ahead. He afebttld the.'ofore taJ3 two Btrilceo and be anre that the ball is orer before sringlne at the third. ^Tith the score cloae a basB-onr-ballg is e "s? <8^ -^i«#'- ."^r^ "•w.^r. -?— ?» ST^ , :,' -■.^i • .'"ftr ii •^ ?«)l 76 feet a 'bunt out of it as possible. The sacrifice game applies also with the score close and ntnners on first and second. A sacrifice made at this time puts the ranners on second and third with only one out and gives the nezt hatter a variety of things to do. He may work the "squeeze play" or hit a sacrifice fly scoring the man on third, or he may attenpt to hit fairly scoring two men and prohahly go to second himself on the throw-in to the plate* With the score greatly in your favor 3r against your team several runs, ssicrif icing is not the game as you do not figure on it netting jroa more than one or two runs. At Bu vjpl ttr-^ T*- T^ . ,Ldlc8in 11 •JB«» {tsatcn-ce^i toct M# »a«o «l sJnptf o* tiftH! eplTc: ;Dfls i^o-ag « 'sa/i nllM eoJiZq teooeS rr first siaa gets on base. He should also be fast and a good base-rozmer* The third man shotild be a consistent hitter, a batter tiu> can norls: the hit-and-run play if necessary. Fourth place is given to the hardest and heaviest hitter on the team, one that can clean the bases 'with his hit. Fifth place is also given to a hard hitter, ^en there are two very hard hitters on a team they are placed fotirth and fifth in the batting list. Many coaches prefer to have a consistent hitter oeatss/j fourth place and shift the hard hitter to fifth place, that is, if he is not very consistent. Fourth and fifth places may be given to men n/ho hit generally for extra bases. Sixth place is given to the next best hitter and so on down the lina* The pitcher is usually given the last place on the batting list and the catcher next to the last so that the rest of the batting order 'will not be interfered trith -when pitchers and catchers are changed. However, this is not always the rale yjhen these men happen to be good hitters and are playinc in every game. "Wwk hitters and slow men are placed at the bottom of the batting order, but often you may teach a fast man ■mho is a 'weak hitter to bunt and thereupon put him in second place. Also he may be made into a good ■waiter. The "Hlt-and-Run Pla?" . In ■Kiis play -the batter gives a signal to the base-runner that he is going to hit the next pitched ball. The runner therefore can be iff with the pitch and cover Just that much more ground. The runner is not the TV »4^Aac .i.-x-.>.ij,-jriA eat* nfta sw ««2* «&««tf tiftt --- 'T«* '^■■''* ■ i!*i 9itf ?«0i oa .-snrjvoH «' ^ . - f - ^.•. -.^_ »■ — ,„..^r. ,-^'---v olwi utf? ' a-=- ■agS^Si-:i£«^ ^v. Xi ft*»'C«i -'^-iC J^jfc/ :r.f7^ tarfoa itu ■ < - «f;) 78 only ose aided, for the baseman, seeing the rtmner going, starts to cover his "base and leaves an opening In the Infield. This gives the "batter more of a chance to get a safe hit, oapecially if he is ahle to place the "ball throu^ the opening. Even If the hall la fielded in the infield, the runner getting such a good start may be able to maloB two bases Instead of one aa ordinarily. It is strictly tip to the batter to hit the ball on the ground. Otherwise the play fails miserably, maajy times netting a double play to the defensive* The batter most exercise Jud^nent as to When to give the signal for the hit-and-run play, that is* he raoat be reasonably certain that the ball will be over the plate. If he has the pitcher in the hole, i.e. has two or three balls and no strikea, he may feel pretty safe in cotmting on the next ball being over the plate* There are certain combinations of balls and strllces on ^fSiich the hit-and-run play Is worloed well, namelys- Stri^s Balls 2 X 9 2 9 2 2 possibly The play shoiild not be attempted with three balls and no strikes on the batter, for the pitcher has to throw three strikes in aucoession, giving the batter an excellent chance for a baae-on-balls. The "Soneeze Play". The supposition here is that there is one out with a man on third. Some may ask immediately, "Why caaH this be worked with nobody outY" It can, but T*y sacrifice a batter for a ran ^ftien the batter may hit safely or an eirpor may be made by the defensive. 10 eTCBT imfi^ad' to me X:> *<^'rih' iih.^^l&D xIl^ cl t^ii'y&l •iJta.1 t&vlj . £Ic«» ^«ls-?ACt\r«j ■^/if -i -iir ©j*"i •» Lii a- &no <,J ! ^r«. ^ «- - .-." - *• TjfUre Most be a aignal for this play as the rtumer on third needs to get a start with the pitch, ^flhsn the signal Is given. It is vp to the hatter to malce good and lay down a perfect bunt. The defensive team is playing for Just this sort of thing so failure means the loss of a ran, as nine tiiaea out of ten, if the batter misses, the reamer is trapped between third and hOTje. At the signal, the runner most be ready to start as soon as the pitcher winda Tip to throw. He should not start too aoon,howeyev, for too quick a start gives the pitcher an idea of Ms intention and also a chance to throw the ball wide so that the batter will be unable to reach it. Hence the advantage to the offensive of having the runner on third start as if to go home on eaoh pitched ball and then, recovering, get baclc to third. When he actaally does start he should figure on going home without stopping and should be ready to slide if it seems necessary. The batter MUST do his part. In this play as in the sacrifice the batter must have no thou^t of himself. He should get the idea out of his head of trying to reach first in safety and should therefore tains plenty of time in executing the bunt. He is giving vip a possible life on the bases for the saJss of a run to his team. The "Double Squeeze" . The "double squeeze" is worked vdth one out and runneirs on second and third. The signal is given by the batter and the mmner on third ■tarts as in the squeeze play. The runner on second gets as big a lead as possible with the pitcher* s vdnd-up and should be rounding third or thei^abouts -when the ball is Iwnted, going home on the throw to first. CSare should be taSen not to start from third too soon or the player fielding the ball will trap the runner between third and home. But, a .to xe »i iif {» 9i ■> ffo ojstft aa «w 5i Bc *rs»*8 Ir tee **lJaofi» «K .'ilom^Irf ^o 5. jc r^ ■ -toe .'..- ,;:1.i oi «Xrf«ar » firo line gitf-fcnlv a*'i»*»ll^I« The Vettor diooia 1^« Intftraoted ta let this 1»all pass. If over the plat»* he should swing at it to confuse the catcher as a strike will he called on him. in any event. In professional baseball the double steal is not fi-equently tried and then usually with tvKO out or the offensive side several runs ahead. Often the runner on first will loaf to second merely to drav/ the oatcher*8 throw* In this event* the runner on third most time things Jnat right and maloe his dash for the plate accordinely* The runner poing slowly to second is alnjost sure to draw the catcher's throw. The effect of loafing is also to get the baseuien to throw bade and forth for the run- ner between first and second, giving the third-base runner a better chance to go hocte. The Double Steal - Hunaers on first and second. This play Ib very seldom worlsed successfully but is oaloulated to have a psychological effect on the catcher, namely, taaJslns him hesitate sli^tly and ponder as to which baae to throw. This hesitancy often means that both runners are safe. There most be Sk pigpe^ ^QT lebia play so that one nmner will not run his teaa-mate off ef a bdee. ThA signal may be given by either one of the runners or by the batter and should be recognized bou ,; r- ^j- - .T . .. r- ■ ^ . _^. if ?livii L^i-yiia did 04' o«r ••.•- J..' 'SiiJeK* i lii?;. ',0 a«r^ The Delayed Steal . This play is worlced in two different ivays, ^th rxmners on first and third or first alone. The ranner on first starts at the instant the ball leaves the catcher's hands for the pitcher. The pitcher, not ex- pecting saOh a plEQr« most be called to assd ttim to throw in a snoe- ^idiat confused state. The basemen also are not on guard and mast collect themselves, start for the base smd receive the ball. With a roimer on third a very good opportunity is offered to go home as the pitcher throws for second. The delayed steal is very seldom trorlced with a runner on second going to third, for the reason that the play is too close to the pitcher. Third is stolen in a somevtoat different way very often. Tlilth a ranner on second the batter may choke his bat as if to bnnt, and, wben the third baseman comes in a little to cover the biint, the ranner on seoond may make a dash for third before the third baseman gtn OQVtr his basa. This should be M)rked with a signal so that the nomer may %now Tiiat to espect. This play of coarse cannot be worked on a clever third Signals. The sisipler the set of signals for the h±{^ school baseball team the better. These boys are not making a business of baseball and should not be burdened with such a coniplicated set that they will be confused. As a usual thing the most common movements are the best for signals and are the least expected. Work out your signals from some of the follow^ ing or siiftilar signs:- bat on shoulder, rubbing the shirt or pants. sc 3 til .TV •pteteaet m^ *4>aoi« >)«-i£i i« tyrtiAi box ) ato Twx. «ii?* aaa ->«« ©of .»**-*■» bv^1st/c &AAr r. 90 fJtiw si«rf«^ ^JKf'J ♦*« *•*»!; JJIq;ft«oft r rfo^ir. ' .^m-v.^ ;v .-«;•. 83 pldklng up dirt, palllne down the cap or palling xrp the pants, tapping the plate with the bat, spitting, etc. The hatter should not look at the man to ^om the signal is given at the instant he gives it, hat look innediately afterwards to see if the ronnsr ansivers it« Signals may be given in a number of wajfst- 1* By the batter to the base^runners* 2» By the ooadiers on Hhe sidelines to both batter and rtamers. In this cafe the first-base ooaxsher should give it to the runner on third and the third-base ooaoher to the runner on first. 3* By the ooach of the team to the battor and runners direct- ly or thron^i the medium of the baseline coachers. 4. By a mixture, some from the benoh and some from the batter. 5* Also by the base-runner as in the case of an outright steal. The first, second and fifth are the only ones ^ich permit the batter or base-runner to use his own ingonaity and theirefore I prefer these althou^ the others are xised eztensively* Various oombinations have been worked out ai^ as is almost alv/ays the oase no one can say, '* My method is the best and the only one to tise^* Uy illTistratlons T?ill be somevftiat of a mixture. In the case of signals the ooach of the teEon has a fine opportunity to allow the boys to use their own initiative, but he should have some recourse in the event that the players make gross errors. Hence he should have a signal to counter- act any whicdi the players may have made in error. Thus if he wishes to countermajid a signal, he might arise from his sittinf^ position and -walk around. It should be strictly understood by all the players that signals K^ tt:.-irtc*/- ■"■ \'{f mr'^i- -U' [ -?T liOCuk (tCMI bxtrOtka iw^i^'d trffV •#t »ie^ -j«^?r 'i-r esaittr «$ teaar .-^rri*' w*!:^ 0^ toiflfv^oev '"•s,'^-* 'J Irak .•rr tacr.'^? D«". 'f.^f%4 «!f:*' TOr** Ji^rSP .T'ii'^ti^ ft T* »iJ i«l'*>.*iif .■o u.-=. 'is sii5« i?.i,- ;.* s^ •»• • ^-1-4 Sii* '<«? a^ii. .si .. . "S^ ... r : rr>i I. >, -.:%'.) '-. OO 2J.'0 } AIM *W»tf 9dM ft aodtfWI %• '^ "-^ -"-"" •> ^•**'' '^'■^^ nnst be repeated after each pitched hall. That Is* the pitch taiftss off the signal. Catcher to pitcher on throTCi halls . The catcher vStsn In position for giving signals to the pitcher should be sitting on his "haanches" , knees spread slightly, glove cover- ing vcp signals from above. The signals are given by the hands as far back between the legs as possible. Simple signals should be used such as, one firger for a fast ball, tT»o for a curve, three for a slow ball, four for a waste ball and so on. The signals should be kept well covered so that only the pitcher, second baseman and shortstop may see. Often coachers on first and third base try to steal signals* Watdi for this and'^cross then up". If your team atterapts to play such an inside game th?».t it is necessary for the outfielders to know irt\at kind of a ball is i^lng to be thrown, let the shortstop put his hand behind him and hold up hia fingers to indicate the pitch. "Eit-and-Run" signal . This signal is niado by the batter either on his otto account or by advice from the coach before he goes to the plate. A. simple signal for this play mi^t be touching both bill and back of cap. If the batter (flianges his mind before the pitch, he should touch the bill only in order to take off the signal, or step out of tho batter* s box and tie his shoe, etc. Stepping out of the batter's box for any reason Is equivalent to taking off the signal. Signals should only be made \*ile In the batter's box, and should be repeatecl if the batter steps out of the box for any v%a3 ,»& tat e- rii tir ^i ^al ft:^ t aKi- net \ifst3«»o«j ^tBfi Til b«i*^qtilC "its iXfi rXiMI reason. TIw "hit-and-run" signal should also siiffioe for the "squeeze ^ , . play", and the "double squeeze play*', thouf^ the hatter naist remeinber that he bunts In this case. Instead of swing* at the ball. A negatiye signal inay also be -worked in this connectiont but I have found it very difficult to teach pl^rers. By a negative signal I mean to have some certain operation performed before ea^h ball is pitched, such as rubbing the hands on the shirt, ijants, etc. Then vtien the player does actually •want the play to taice place, he does not rub and the Ct0Md is considered as "oi^'. This, being negative, is hard to teach but very difficxxlt for i^ie opposition to f)ath(»a. The best vay to explain it to players is to tell iharu that they mast rub off the signal If they do not wish It be be "otf^. Often it is e good plan tor the batter to give a "tip-off" as he steps into the batter's box. Tiiat is to say that he gives soiso signal, recognized by the base-runner, «9iich is a sign that he intends to give the "hit-endr-ruE" signal at some time v*ile he is at bat. The runner Td.ll then be on the look out for it. Signal of the base-runner to the batter that he is going to steal . Such a signal as this is necessary so that the batter will not hit the ball and spoil the lilay. The base-runner Hiay mb both hands on Ma shirt or pants. The answer from the batter may be tapping the plate with his bat. Signal for a steal, froro the bench or by the coach of the team. This may be given by folding the arms or crossing the knees. Base- ce « l«h>-D : tOBOc aid;} ftl atrotf o oiiw: lU£^ uU't voa 3,j ' ."•TO* »«l fi^ *i ^titr in.r at o^'ti ot a&Mdyl «•( 4Am OS's 4 •! Abirtr .rjiatrT-ara^ i?ift vtf fsoffir-r.- • line ooachers shotild taJce this ttp and perform the same operation. Thd same signal may be used for the squeeze play without oonfosion. Also for the double squoezo. The batter should ans-wer by rubbing his hands on Ms shirt sleeTe. The rtmner also rubs. The batter imist be sure that the rtnmer sees the signal and vioo versa. Signal for the throw to bases . Pitcher to first base . Pitohors may or may not find this helpful. I have never ia- struoted players to uae it and oannot therefore advioo. It is merely a sugi^stion. The pitcher should look at the rtamer very little. He gats the signal from the catcher irtio is in the squatting position or from the third base msn. The catcher may close his fist aa a ■warning to the pitcher and open his hand, spreading:; the fitigora, for the throw. The taird base- man may rub his pants with his gloved hand. Both catcher eni. t.lxird base- man Aould watch the runner intently and try to give the signal yihon. the runner is off balance. Pitcher to second bas e. A signal for this play is diacuBsed tmdor the heading, Pltdher's throw to second, page 71. Pitcher to tl^rd base . The pitcher wipoa his gloved hand on his shirt front and the third baseman answers by the same sign, or vice versa. Catcher to first base witli runners on first arwl second and two out . The first baseman rubs his shirt front (letters) and the catcher aasners by the same sign or rubs his breast over his chest protector. :>G ao aj, rj -,£0 'bt^v^sA jli->a« -s^^-'-u: o.ir .c>ij.i;a ^^j.' wJJ^ ... _ ^.->j .*- .1i».f i I ,^lfiapr: ««<« tv OK^ ^5<**8 *'*^' f^ •x«*«ns Catcher to th^ ^eeond baaoman or to alxortatop to catch rtojiier off the "bage . This signal may "be the same as for the throi? to first base. Catcher to the second haseiaan aoTerlBg first on an erpected hunt ■ylth a rtmner on first and nobody out . The second baseman Hay kick up dirat with his foot. The catcher aaufzrevB by the sane sign* aad %jb» pitohdr throws a vvaste ball* ghortgtop ooveriivr third base on an expected "sg-aeeze pjLsy " . This sicns,l may be the game as the one used for the plsy lamedlately preceding this, that is, to first base. If any player on the defensive team has caaght a slgnsBil, he should iBimcdiately slCJifl to the catcher by callin'^ his name and afterwards some eapression such as "Heads Up"; next he shnoild give to the catcher his own tear sienal for the expected play of the opposition. Tlie catcher may then play accorclin^ly. "i^.e catcjher Jiaist be vrt.de awake at all times to catch the sisnals of the opposition. He is in the best position to io this as veil aa to frive orders that vflll coxmteract the eispected play. Coabhers on the s id elines . Some sathorltlos on baseball have said that players roly too nmoh en the baseline ooachers for adrice K*en runiiins the bases. That nay be trft© in professional baseball, but quite the reverse may be said of , aroatour baseball. Too little emphasis, I believe, is placed on the irork of the baseline coacher in ordinary hii^ school baseball. It is important that boys be trained for this position as well as any other. Here is h valuable opportxmity to work the second-rater, the player TSho is not qtilte good enough mechanically to maJce the ro^^ar team. . . .- - Jt -• - "«- nr- ■As ^ .■^X»3 Jba^oa^s -'•^•^ cJ^a-ri'v ,u^.it< iJ ■0'- ao f eiH^ \Q |>i4B dtf 'S^ 0»S 3V&': 88 He noy have brelna thou^, and if he haa, hero is a good chance to pat brains to •ase. Ooachea should atteiapt to develop two men for baseline coaching on yihom they can depend throu^out the season, boys tflio will Yiatch the game carefiilly and folio?.' itietractions, boys \*lo \"dLll look to the bench for orders tSobh it is necessaiy and are ^.Idie av/alce to send the romaar on at an opening. Good JudgmOTit may be developed in these men and it is a valuable thlni: to have the same men on the coaching lines all season, 'tis regolsr players have enou^ to do and need ajiy rest they caa E»t. Above all pitdhem «nd catchers should never be allo-wed on the oeadhing lines isSien they are playlnt^. They hare the hardMt w>rlc to do and need the rest. On jnost hlj^ school toens tho coach of the team has to is»ntion the fact t¥«W Inning that there is no one on the coaching linos and then send the latst previous hitter to that position. Hence the necessity for havln.t: this provided for before the play bot^.ns. Baseline coaches in general should keep excellent track of the game, as to the number of outs, vjhere the ball is, etc. They sJiOtild know the ability of each player. For ejcFonple, one runner could stretch a single into p. double, or r double Into a three-bar^ger , etc. T*iile smother irould not be able to. The godd base-nmrer of course would rstke the best ooach for he knows how to calculate the Apeed of the ranner as ii»ll as that of the ball. Baseline coaohes mast be alive to all the inside ■work- ings of the team. A "dub" should never bo sent to the coaching lines unless you ■vaiat something disastrous to happen. Furthermore, the coadher most have plenty of glnf?er and keep the runners avrake all the time. Lots of ginger doesn't mean lots of noise - there is a distinction. The man on the t-r-.T JrJ.'ft • f^ ^ - '» erf foit Jtiia -i'.te"^:7 ««l r»-i:- "I-.- "-f»i«lft " ''^*--- >•' - -'^ • eoacShlng lines may "be rtnmine "baCk. and forth, walTln^ Ms anns and Jxra?)- Ing aroTtod at a great rate trying to rattle the oppoain£; pitcher, hut paying very little attention to the rmuxer. Avoid putting this type of pliQ^or on the coaching lines* The coacher shoxild be ahle to size up v4iat the opposing pitcher and catcher ai'e planning to do, mast know vfaen to talce chanoea and vjhen to play things safe, etc. First b a se coachinf;. A few points to be considered. 1* Hold up the runner v.ho has hit a foul ball* The coaoher should got as close to the lino as posoible, hold up both Itsnds and shout, "Hold UP". 2* V.hen the mnner is rounding first base on a hit, the coaoher should instruct the runner to pla^f it safe or talcs a turn or make a start. Eo may also v.taive him on by a a\vii\ging motion of the Bxm calling ''Take mcond** or "Take third" as the case lisiy be* 3* V;atch pitchers closely for deceptive balk i.'ic>tion8. 4* Watch the second baseioan vvlth a inuixior on oeoond. T hlf d base ooaQhigg* A fiBv> points to ba coaaidered* 1. Adrlse the runner by aitcns \*ietxier to slide or* stand up Tishen he is corjing fcito third. The hands should be raieodabove t}>(^ liead as a sign to come in sbandiu£: up or doTOi to^vard the groomd \*en Biea-ning to slide. 2« V.'aive tho i-xumer on by a swingintj Eiotion towurd home and call to hisi TAiethea- or not to slide at the plate. 3* V.lth a runner on aer.ond, the third-baao coacher imat watch the shortstop closely for a throv/ to second cad advise the runua®r accordingly. The nmner should watch the pltohor. <«b» .-I'.iitf :^n; ««ft*i aji^-\ »r?J e*. TjiZ. ^c C'j o&i^ leaft ^: av„4s o~ :* ^vIj*-" . OOflHB K^viX 90 gfSIlEr TBAIiriHu . At the start 5t)a, as cjoach, should hold a conferonos ^Ith the cap- tain and possibly the older players. Talk things over aad organise your plan of oaotpaign for the coailng season. Your plan of oanxpaigti -will de- pend upon the size of tho school, tdiether or not you are on your first year of coaching, and the nev/ material available. It ^/ould Tje •v^ell to hold a rally. Have several speakers v±lo can arouse euthosiaei^i and -^boee Twrd has weight Yi.th the boys. Any notable baae'ball player can uaually give the boys some good advice at the start of the season. The captain should nam a short tall, appealing; to the boys to coiae out for the teamt •work hard, eto» for tiie good of the school. You should tell thaw of your ida&8 regarding the coming season and get the names and e:cperionce of all caadidatea for the team, Iceeplni? a card indar. This should especially be done if you are new in tho school or if there is a lot of nev; material for the teaia. Appoint a day for the first practice and instmct the players as to the hours of practice and the days, if not every day. Vary often tho erounds are in poor condition and vdll have to be fixed up or a new dianond laid out. If the funda in tha athletic associat- ion are not sufficient, appoint a day for the fixing xcp of the grounds aad request the boys to bring ralwo, shovels, hoes, etc. In the case of the laying out of a nsf" diarcond, I will offer a fe^ suggeations as to the method. 1. Select the facin^r of the dlantnid and the position of the home plate. The first bsise line should run due v?BSt or due north if T)ossible. This is done to avoid the sun getting into the eyes of the fielders. Level Lcau^' Xtofl i.MOii' > v.. -f -.*■* « aifia I y© i 'w • MLW* JOv. aro^f ana ovl^ .J> rif:i->^'!4» ?«/» Ottd^ ui rtot «K.t trey, .^ -ca- ,^i» VTCW iOC 11 »<%i^- •.-o r-:. •dt 0^ fti «>' >i'* 5»,i*f'./-,- ,*' off tl» Infiolu, iwfttdr* raJt* aod roll it. Oat the outfield graa? If there ia STiy « 2* If there is no home plate, a very InejcpensiTe, aubatantial one oaai be made "by ,,-... t^,i. to-setb.er two pieces of one Inch plank 17 inches square as per tlie aooonipanyin(r diagram. The grain of one should mn across tbe grain of the other to prerent werplng;. --jk. AW measiinnq from Poi'rtt'H: Cat off tho shr^d portions. Pig ^p the earth so that }30b& pXai^e i?411 be flush v.lth the ground. Bases vob^ be inade 1^ oov -->-•>. r» •tf t&Ci "•5a 5» 'J4J '■4- A ' '.'!'; eT-^o-xs Jf*^ '■^T'l .lit ivioq -•ift BiiVi. ^tf *e~H. ?*t0ilp 92 5» From the central point of the dlemond as a center describe an arc of radltis 63* 7&ll/l6« In the vicinity of second and cut It by aa arc of ninety feet from first or third as a center. Now your points have been established and you should check the various measurements to sso that they are correct. 6« Standing on home plate si^it to second base and lay out the pitdher's plate on a direct line betvreen these tvo points at a distanoe of 60 feet 6 inches from hone plate to the nearest edge of the pitcher's plate. 7» Remanfljer in placing first and third that the bases must be ^olly idthin the ninety foot sqxiare but that in the case of second* the center of the base is over the stake* The schedole. Preliminary to the start of the season, v*u>ever is in charge of the schedule, usually the coach, should have it arranged so that it may be annoxmoed to the boys. They like to know what games are to be played and if possible this schedule ahoiild be posted tbere it will be easily aocesslble to all. In baseball, as opposed to football, there is very little to be feared in tht way of too many games* Two or three games spread over & iieek is about the best arrangement especially at the beginning of the season for practice* A day between games will give a team a chance to correct their faults as far as possible and to see -ebere they are weak, as well as to practice on something new* I woxild advise at least ten fall days of practice before playing any games, for the soreness must be worked ■ t<' • **• se i«c £ •« inlAi 't/a irviit sott ^cl "^vala to ere ;\* ^'s.-> • ©acrf 5tfoce refined after a rest of several mcmths. Thejre is nothing like aottial competition in haseball to develop players. I would rather sacri- fice oertain inside features of the gnno to actual play, for in the latter, slttKitioss arise and mast "be solved, and the more situations arising nhich call for quick thinking, the hotter. A team is always steadier in a \ league game if it has had the advantage of a full schedule of practice games. One oan always pick out the team playing Its first practice game. The players are nervous and don*t exactly know v5iat to do, etc. There- fore give your hoys plenty of con5)etition even at the expense of some inr- dlvidac.1 practice work. Organization on the field * If the coa<^ has had the same team to work with in previous yeara, things will be much easier. In such oases you should organize the players of previous years and instruct them in your plan. Each older player should hare a group of yottnger players to instruct for the first few days. Bring out only the rudiments in the first fe'.? days of practice. A sqruad of say tuenty hoys is rather easy to work with, hut vfhen it approaches forty, things begin to take on a different aspect, and care must be taken that each individual gets the proper sort of instruction. Pitchers and catchers should work to-gother - one pitcher for each catcher. Infielders should work in one group, outfielders in another. Let me offer another sxiggestion in the vray of a program for the first four days of practice. First, Instruct the plajrera about their throwing arms. Allow no "cutting loooe" for ten days. The pitchers should only be worked three innings apiece in the first practice games, and s« 89^ ■■^I't^^ua tdt 10 <}j» eci^vH^r ir: tSrt^vid^,* /l!V* - *o a-'t^pwvfcri odt &»! w*** #t 1* ' .3^ «ot o4^ ifcsrf* 1WJ ^a« t'i«6 Art* otovtbc an* n«^X^ •rff :. jooa 1Q AasiHpe aAt fa wtp*> .at>l*X-*«^«!« *« ti^SMX^ a^OiJ^ *!*ot yv^s s-m*^ - ?t»s^ nl '^?" ^^oir o^ ammi tnsn o&t bR;! ^ad f&KOOo etf^ tl •hould not be allorned to pitch a full game for at least throe yfddkB If tliiey ape not In excellent condition and htivo had considerable throwing Wefore the first practice wae called* First Day . !• firm twice arotmd the field to get yrarmed xjp. 2. Practice throwing in pairs for thirty ninwtos. This may be varied by rolling the ball on the ground to one another or the "hl^-low gsane", that is, looking hiijh and throwini^- lor; and vie© versa. 3. Inspect the squad correcting faults. See that players are diressed warmly. Don't allow bare arms. Players should wear undershirts under their baseball shirts* Sweaters for the pitchers are desirable, 4* Pay particular attention to the throwing of the pitchers. Show catchers the proper throw. Infleldsrs shotad practice throwing easy at all angles, outfieldears only overhand. Allov/ no hard throwing. 5. Call tho 8(Taad to-gether and instruct the players in th« methoda Of bunting and batting. 6. Divide the scjuad into groups of froa five to eight and have the players practice bunting. The player at bat bunts five, runs out the last one thirty feet and alternates witli the other players in his mrawp* Thla should be continued for thirtj' minutes. 7. Squad runs twice around the field and In. Second Day . 1. Hun as before. 2« Thirty minutes throwing. 3. Fifteen minutes hitting, fifteen minates bunting- t *#.«!.- .^ •>;. .' rii. 1 *Aj-i y-.^ »".. . . .aiVSK ^WMf ''«0XXa Jf'ttOC .TXsrCSi:7 1 «iJt^ Xir%«i iA ^«%/i^% wGf «*saiimrtf _-. t«. t> ici"^ el i^it^ £«i ,XJ>\tl waa^m on ^ «i Aol<^»»i^tta eitft 97 too mcLoh on one player for any position, that ie, if it is at all possible to do otherrrlse. Play your doubtful players most at the hegin- ning of each season. Give out the team •ftnlfonas from three days to a week before the first league game is played, OBSCURE POIBTS IH THE HULES* Erery player should be instructed to study the rule book carefully. Most players very seldom read the rules and consequently are apt to miss fine points now and then, possibly only onoe or twice in a season, but nevertheless miss them. It is irapoirtant that only the most obscure rules be known so that iu a pinoh the player ivlll know ithat to do. The ooach of the teaai dsp^clally mist be posted and know Just how every rule should be interpreted. The boys will look to the ooa'- -■ . •,-SMr«,ij ^^llVt^ "J© ^t^i ■"' •'fn-/-. »7r4-r' •,.. rv-« ,«,-■"* * "^ Winn •JxCtOtt OBJ^ «na>t>»«io 79Q«r 9d^ tiflo ttti<^ ^;:c«^ ^o>2u$i «i ii .obd*! c«iie ecttXcdT^ervs ^ wfP «q6 o# i»«|p j'wcf rrr.- ^ay^rif wtJ ftcwl:; « ai (|?j<* tw niiwcf erf i fzvnaa «tfi- YOt titans mit 9f liool XXlv 9\94 «ifr . 2 ^tf - ..a. •-,-..-.r»r*-. >j* -.n.f.^f %r.t "^J ..tn' VD a baUc with a rtmner or rurmers on the Ijaaes. It Is a "balTc if the pitcher feints to throw to first TAiile in his hox and djoes not complete the throw. Called Gameg. Games called in the middle of the inning oaase the score to rerert to that of the last complota inning* Tihattbe batter is ont * !• On dropped third strike with runner on first and leas than two oats> 2* Stepping fran one "batter's box to another ^iftiile the pitcher ia delivering the hall. Delivery starts from the instant of winding tg?. 3* On the third strike for attempting to hinder the catcher from throwing or for rrmning outside the three foot line to first hase. 4» On an infield fly with less than two outs and runners on first and second or first, second and third. This is very important as it fpe- quently happens and is so often misinterpreted. 5« For interference with the catcher maicing a throw to any base. The batter is not out if the throw retires the runner. I tonners entitled to bases . !• Sxcppoae a case \i*iich frequently happens. A runner on third has started for hone on the pitcher's wind-up and the catcher steps in front of the plate, catches the ball and tags the runner. The runndr is safe on a Balk. The batter gets his base on IMluS^^^EBMSK the saoie as if the oat Cher held his bat. Z» It a batted ball hits the umpire, tlie batter is entitled to first base, but no other runners advance unless they aire forced around. Ko runs :»'.:« Ojlf ^«l«6i6 aoi-*^ .£■#170 m&aa wi T ^X2 JiiX»XlirI »f. a£, ^ . - -1 99 may "be scored on this play xmless the bases are full. 3« A base-rtumer Is entitled to Ms base If bloclced by a player not in possession of the ball. 4* The base-rurmer is entitled to three bases if a batted ball is •topped by throwing a glove, cap, etc. at it. He is entitled to two bases if a throim ball if stopped in this inamier. k 5* If a pitdbed or thromi ball hits the xm^Jire, rttnners are entitled to all the bases they can make* yer- vlslon and direotlor.. This waA 1b aastnred. Irmedlately then the problem of play apace oonfrontB vu» for baeehall la a garos r^hloh recodres a large area for a Halted iftar?i«r df "boye. Of oorarse, If It iwre possible to play at all hoiirs of the day, frraa el^t o'clock In the morning until six In tha erenlng, this piHJblem wottld not be a serious one for the averapce Bchool, for the boys could be divided into crotips and come for practice and ganes at all hours of the day. The situation, ho^^erer, is not one of this soz^. The time devoted to athletics Is after-school tlsie* that Is, from four until six or at best from three until six. IShat then? How are «e to accoEEiodate two or three hundred boys on a siti|;le baseball dia- mond? It caanot be done unless a team plays only one or two games per month. In order to get any [jreat good from the playing of baseball, a team should play at least two garnes per weok. Boys playing baseb^'ll less ttian this amount not only loose Interest but ability from lacdc of practice. V/hat then la the solution in a large hi^ school having but one baseball diamond? Off hand, we shooild say aether acquire more space or divide the groups in sucfli a manner that baseball m^ be intensive in certain groups for a period of weeks. Then let another group hold BV!ay for a period of weeica, and so on. In order that re may have some accurate figores on "tftlch to base ox»r :c>i .III I"-: 4 •ft .v^iJk •tfJ^ ^0 aiwtal Ila *« p--^«x»a «j4* '■iii^ ftrto j««ii;-e ^«f Jao ii?©^ a«J[«>0't^ »tsf4 ,::'^L'-5r-t art* io oao >o jrfi* wT? *W«fi ttrf* t© ruroi! 11* *• »«»«*! *p^' ot» *oJI "ao rvi nM4 jfci no 3tl« If .*w 'cntft joP^ • tot '^aw* AIoiC SDEOTji tedioof i>*l «»i< .'':^->«^ " a^ » tol mffio^ 102 Jttdgsnent of Timt is 'bolBij done In M^^ schools, and of offering remedies for the situation, I show a tablo on the nest, pages Indlda-Wng varioiui elenonts 'boaldoB the one of croomd space. The data for this table •were oolleoted frorii a eraestlonnaire sent otrt by the Deparlanent of Physical EdttOfttlon for Ken at th© University of Oelifomla, I have selecsted a representative eroup of schools in each of the three dlvlstonB. Selections were ma-fle from some 164 schools replying to the questionnaire and In ell oas^M all parts of the state (California) wore represented. The statistics holov have been irorked out from the data gathered and Bhown on the fcllowir.^ pnget. LAsas UEDIUM sm^ SIZED Total nnmfaer of boys enrolled 9465 2812 1035 Total namber engaging in iutrsaiural baseball 734 595 122 Total number trying for scliool conipetition toema 499 370 232 Total size of play space available (in baseball fields) 23 28 46 Percentage of boys playing baseball for the •ake of tlio fiarno 7.8 21.2 11»8 Percentage of boys trying for conipetition teams 5*3 13.2 22*4 Ifomber of boys vSio coxild be acconEK>dated on the fields twice ea r'JlL^ •:•X'J^iUl^*^> -.'-.. v%t 44. »*(«?^- &fi m tKfoAt ba» ass T ' .-. -f ^ . 0^ lo Ijs^f ■) 6£t9 tAiy O.Ci^S ;^ir» ^:::' J LO V i>d$ ^ 103 •PEE PEOBLEai OF GBEJUMD SPACE FOB BASEBALL. LAKGI! SOIiOOXg - 300 BOYS AKD OP. ITuniber of Boya rxcnber In liitra- rnoral Baseljoll Coaehin^ hy Faou3-ty Men Special Athletic Coaches Size of Athletic Field Is Field Adeqtiate? Yes or Ho IIo. of boys trying for Con^etltlon Team Tea Ho 4^ Acres Yes -"^ 50 300 40 750 75 Yes Ho -one nan S.F. Stadium No-too far away 25 401 25 ;^500 for all athlotios 54^ Acres Yea 25 1260 Indoor only Yea Yoa 300«x 400» Kl ..0 ^ 4S1 40 Yes Imt not extra pay 100»x 150' 100»x 200* Plus play- ground Fairly 25 402 36 Phy. Dir. aided by Faculty 225«x S70» Yes 25 720 7S Ditto 300»z 330* Ho 40 781 50 i-Ly. Dir. does sll iio field So 26 307 no2.s Ditto 90' :£ 150» i;o 38 890 60 Pl^r. Dir. Yes 400'x 500' Yes I 90 650 275 Pliy. Dir. aided hy Faculty Elan -|- Block -0 20 599 280'x 520» V Phy. Dir. Yes 25 782 50 Phy. Dir. Field in a t Mile TraoS Yes 26 ^>: \r I ^ 1 V-, -. '' ■>■••• i 1.' . ■ f ■J. '■ .■ 1. f-.. -Us* ■! to ,1 ■''!!! 1 mmbX -^ 0*. ««ir Q> GOC 1 i I ... . m7 3Y oev i " amY 3«'V^ ^ 3S xo» i . V J V «»v •b? 8^ n-t^j •2*' -,r -f-.-w '■w'.r .-».-%■»- ■ t^ j «yY ■ :<.,^ _ - -V- — 1 3K «0^ i 1 i C ' on ■ 1 ' 1 t L. •l: OK i.- - -, » . • ■ f . . ■ r ■ ■ 02 A-i^ .1- Cvt ' - ♦oe S'ragtrt W5 1 MY '«S x'tXJ wT #--;oXS < • • .. • / / " 1 TOY «Vtia xT-it 1 ,. 1 ■sT 08 1 i 1ST 104 THE PROBLEM OF GBOUUD SPACE FOR BASEBALL. LARGE SCHOOLS - 300 BOYS AKD DP (Contiroed) . Htunber of Boys IToinber In Intraznoral Baseball Coaohlne by Faculty Mem Special Athletic Coaches Size of Athletic Field l8 Field AdegoAt*? Tea or Ho No* of Boys Trying for Con^etition Team 770 none Phy. Dlr. 400«x 480» No 35 432 Hot in outdoor baseball Yes one for all Hone No 20 IBPim? SIZED HIGH SCHOOLS - 150 to 260 BOXS. 150 35 No One for all 7 Aerea Yes 25 170 35 Yea, but not extra pay 2 Acres Yes 35 155 50 Yes 5 Acres Yes 50 144 20 Yes y<53 225* X 240' Fo 20 143 None Yos 400 'x 450» Yes 20 185 20 Yea 250«x 400' Yes 20 210 3i5 i-i'V* 2ir« does all coaching Hone Ho 18 212 Hone Piiy. Dir, paid extra 3 Acres Yes 30 255 35 Phy. Pir. aided by Faculty man 325'i 600« Yes 27 f 289 250 Ditto 5 A-3r'33 Ye 2 25 159 40 Cssptains ooacth teams 1 City Block About 20 KXC ( r ..•,. -J '{■■ ■■,' ^ ::^\ r^k -vr. ■» C. >►-- ;.ti»»T 3E OS ^S f!3 ot tx 1# X*004> .^^w •i?. T~r :;t .i •'' '. «> «y ) awR _£->t r.^O lit^wai-s SC OTT SSI> f: SSI * ' .' 1 _. MY OS Ul 1 n>a[ -- ... , &--■■' • " dii. '•■ ^ 91^1^ SCSOOLJ 3 - 25 to 125 BOYS. 120 Kone Yea-^IUO eztrp- \ Mile frack Yea 20 69 V,li HAVE ITO SYS^EltATIC PEYBIQilL TRAIITITC 67 Hone Yes^JlOO eidjra IfTo 10 Acres Yes 28 100 Hone Faculty Tn«n qpMially fttt Blod^ Yes 20 22 L^one Yes-irdtltout ertra pay 9 Acres Yes 20 36 18 Ditto l&l" Aci'es Yes 18 102 Hone Faculty rfian part time Rented Ho ? 51 il^one Uxtra pay 4 Aero a Yes ? 70 Hone in Baseliall Yes ^ Mil© Tracfe Foofball Field Yes 20 plos 97 Hone in Boaehall Extra pay ^ Acres Yes 20 fiOX ! ^^ 1 -1 1 mY '038 ■ nam v t COS •'I OS tt! nt ?3 or: a«r ;(3ot€ AaCi «ara Y^iioeT «f(Ct[ (X?: ■^ « 9»T TU :.. . iv orrfTI 25 i ■'' wT 9- •rtic* *tsq W « T -ii: . ■ - t V ae? t?a?S *i*K& QUOi: 15 a«£^ es JrttT J.' 1 mT '-ir^ 08 »«r »> •m% SK-^ •• ?€ 106 THE PROBIiEai OF GROUTO Si'ACE FOR BASEBALL. SI.IALL SOEDOLS ■• 25 to 125 BOYS (Oontimied) IfCKfiber of Boys Kuniber In Irttranroral Basehall Coachiug by Faculty Men Special Athletic Coaches Size of Athletic Field Is Field Adequate? Yes or Ho Ho. of Boys Trying f or CoBip. Team 85 25 Yes One-sixth Mile Track Yes 25 42 25 Yes School Yard Ho 9 42 30 Yea 550' X 575* Yes 20 70 Hone in Banohsll Yes 300* X 37 5« Adequate if better laiiparoved 20 62 24 plus Faonlty Regulation Baeeball Field Yea 12 The reiult of oar IntiranBiral SdbBOB 3cr ,.:"j.frjsi3 ?r;^r .^i-;*--- "- •-■•-' -^ asct^r.. iH? ■■ 'V' 3< ■ aiw ■ lo • ffch:i.»-.0«£ m7 as 23 1 C 0% bv(t St as S» f,^-? scX ««\-3 X '-jac aojC csi ^ J i i < rr. i ' ,. « r;?r Ot \ ! - acX ., „ .tad »'!if*i i 107 'h'baX ooncluaiona nay be dram firom the foregoing flgoree? 1« That no high school titilizeB its play spaoe to the "best ad- ▼antags. Either this or the hi^ schools utilize the arailable play spaoe for the specialization of the feip to the exclusion of the many. 2» That maziy large high schools and nieditu9~sized hi^ schools are voefolly lacking in play space, and that small higjx schools have plenty of rocan but that it is not used* 3* That systeiratic effort to promote intraniural activities for the benefit of the many is lacking in all but a very few high schools of the State of Callfomla* Large schools ^ioh have probably only one baseball diamond now can adjust their fields to such an extent that another field stay be added* This new one may overlap the old one sli^tly but no ham will result. If properly adjiusted an area of 250 feet by 350 feet can be made into two baseball diamonds. This is done by facing the left field of one into the vi^t field of another. Vvhen center field of one faces center field of the other, the space required is larger. Similarly, an area of 375 feet square or thereabouts can be transformed into four baseball fields vdth the homo plates at tiiB four comers of the area. If gaioes can be played, does it matter much i«^ether an outfielder on one field encroaches upon the teiTitory of an outfielder on another field? When the happiness and plesuurable activity of seventeen other boys is at stakB, it most certainly ooes not! vvtt^ . fuse. «r»-! tan* •*««w -so VfiUrts} #i •s.ulJo .art*-' *«' ^'civ-'i «■•--- i«i.*A'.i-^' '.' - — ^ 108 BA3EBAI1 ASD fHE FBYSIOAL ElfJCAJPIOJ? CDRRICULIM. Broad-ndnded physical educators throughout the coxmtry have realized for a loiig time that too much stress has heen pleased on the practice of artificial jnovementa in physical education. VSwit is really ■anted and Tioede'l In physicpJ. education are exercises ^ioh tend to sifiakaia. interest alon& iihjfBiORl lines and those trtiich aid in the form- ation of the sturdier qualities In the youth of the nation. IRhen we find "boys siJendinii houi- after hofxr around a "baslcet "ball goal trying to put the hall iu tLe Lt-skot, or when T»e find boys Idcfc- Ine a football or throwing and catchine a baseball for long periods Of time, m tcnoiv that these sure the sort of tilings that inter ast thissn and idxioh, furthermore, are good for thom hoth in the physiolo|*ieal sense and in the unhuilding of that trait soiao havo called "red-"blooded maiihood'* . It is this vieie? of physical ettuoation that Z 'jdsh to bo bcm in mind as we stop to consider tfes-t may he done with one phass of physical education. Baseball, in the aiiort periods given by law to tJie doreloplng of the pliyaioal ^ooing. The introduatiou of oompalsory physical education into the curriculum of the high schools of the Ctate of California has no doubt raised the question in the lainds of laany directors of ph;niic&l education as to 'Kiiether or not baseball can bo substituted for the more fonsal types of gymnastic dt*ill. It Su3;:na to ira Uiat a disoxisslon of this point irill b« particularly pertinent in view of the fact that many feel a sli^^t hesitancy at hrini^ng iato the oar^'ioulum of phyaioal education a form ^^r aias !R9.'.^ .'"i-Kji-i ^zd^ saitMt Ic ^-soa suit t%o ftMUfcf *a«ii wo«P? 9*r ,v:di •tf XX1» #^t--"' ni'i^ i© J.'C.iSlii' ti^iie «. :fi*i ^??fe*» i^^ jaut o^v .v.i I ^TAr?-f-"*' 109 of athlotlcs vhich attpiioBedljr takes about two hours to aocon^jliali re- snlts, 'both from the atan,apoint of a vigorous physical reaction and from the standpoint of tesra plj^y. Our qtiestion i-eaLly resolves itself into this," Caa class i»ork "be conduoted in hasehall**? Without the sli^test hesitancy I would say ••Yea" and "would add furthermore that a vl;'?orotiB physical reaction can he ohtained in a shojrt tlras hy proper organization of class •work in haacball. The time oleraant Is an ln2:'0r*ant oonaldoratlon here ;3e let tui loolfc for a rionent at that pha.?»e of the new state pliyslcal education lav* The trordlns of the law I3 this,- "All i>upil« enrolled in socondiiry schools, except pupils oxctmorT thorefror. in aocordajice -.rith the provis- ions of this act, shall he re'Tuired to attenc? upon such ootascn of physicnl education for at leri^t t?70 hoitra of each week that school is in seaslon**. The word "ouch" refers to the jau-pofjeo and alias of the courses as Is set forth In the prericns section of the hill. Let un asGuno for the saJ-'c of arcuricnt that the trro hours per v?eek are <3i\'idcd into tTwo one hour periods. Tlien tlrie is alloT?ed for undrwifi- inc, dressirc t?,rtA tald.np a hath, tlie maxlnum amount of play tirao that could he gotten frora the one hour period wotild he forty ninutes. Let us also assume that the pT^slcal education conrsea inay he fltteO into the rost of the omTiculu'i nt all h.oura of the df^ and not slrrgply during aftor-schocl tL-no as if? the case •with athletics in jjeneral tftiare there is 210 state Ijw cr school lt>:it covering p?i;/slcal education. \''« wotild then hAve to face the condition of "hat v/e could do with a i:;roup of hoys in hasehsll in forty minutes. ^>. "'• rv.-ff#i 5*^?.")?-. f'r -tl. .i •ao'^o-isf 110 I vrlll not clalw that ATiy nreat nrmiint of tsn-ra play o«n bo tor- eloped rxoopt ©▼er «^n oxtendied period of time, btrt I will olal'n that the esBeTatlals of tho gswjo omtld he t«a^t aaid fl?» points of meoh- anloal play ■Tiaster9d dnrlnr; the alloted poriod. The easoTitiale Tvonld liTOl-ade proper methods of thro\srl-np, hat+;lTU», hwntiTi?;, fielding positions, haae-ranning and slidinp vith n ^sertaln acoTint of combination play. The large hig^ so'iool nlr^Jit hf-To several olasaes per day of from fifteen to twenty boyw oadh in haroball, hoi's r^io vjorild choose baseball In TKroferenne to any other for-i of athlotlctJ. .Tnst Tfcat Twnld he the method of prosed-aro for the Instmctor tn a class of this sort? One dlaaond woal^ he sufflsient for the 'Ttmber of boys Involved. The class shonld start as thr? s©r»son starts, the first few days iriTOTi to throwing, battlnpjhrtntlnf?, nwning, lif^t infield and outfield -work "arlth particular attantlon to the faot that the hojrs set vcp a rirwroas physioal reaation. Later on nlldln* oould be tauf^t and followed by base-rtm.nl:ig and a * stiff worlc-out for infield end outfield plaj^rs. It does not take longer thazJE' ten to fifteen islnutos of Pjood Infield and ontfield irorX to c»t rxp a perspiration, but the ^Tstrnator tyr assistant irro^it be constantly on the alert to see that ernsryone in busy rill the tinse. In a o-arRS^tho physloal reaction f^es by •♦fits 3rd starts'', oiw miimte the pli^p is o-;ertins hlTnself to the limit In r'jrinln'T for a ball or trylnf? to stretch a single into a t'TO-bnsa hit, but the next five he fay be restliv?. !To such rest period OPn be t^ven ^en the days work is bttt forty wlnutes. Definite plans imst be laJ.d e^id rihlle tho inntrnctor is loo^nn after one small group in a particitlar phase, soneono else shriiM bo detAlled to keep the renainder of the prnttp busy at their prrticular worlc. Five ninutes is X? LU-^ 1 ?; m *rt 'f-^»"».r: :Ut M' ■i^or ff ^yfiti i-^:^ •«*'» ?:■. S X^ -ff ■^rrr-ievt *%«•>: Ill STifficient time for the players to get their arms warmed up if they go after the btisineas in hand properly, leaving thirty^five minutes for the teaching of the various other elements of the game. Later in the season 'v^en the boys have been drilled in the essentials, a game of two or three innings could be staged and afterwards a run arotmd the bases to end up the vrork of the period with snap and vigor. One of the healthiest physical reactions possible can be obtained by practicing catching nmners between bases. I have seen boys almost drop to the groxmd nith fatigue after five minutes of this sort of work. The smaller the class the easier it will be for the instructor to obtain the vigorous reaction as well as the necessary practice on the skilful maneuvers of the game. On the other hand, the decrease in numbers detracts fl*om the fun each boy gets out of the play. So madh for the satisfaction of the law in physical education throng the use of baseball. The aim of the instructor should be to develop such a spirit of**e8prit de corps" in each class that games could be arranged in after-school time in whidh the members of one class could compete against those of another. In that way the interest would be at a hei^t all the time, and each class would feel that during the class period it was practicing for something yet to come and not merely to satisfy the requirement in physical education. There are numerous opportunities in baseball for this sort of thing and instructors should be alive to the possibilities of staging intramural contests of this kind if they are to accomplish tho results that are e3q)ected of them. During recess periods boys should be given the opportunity to play catcih and the Physical Education Department should have the equipment r/j .^ ^# r.^ IftXIhtft ff£>c .-,K?, iniT* lri!»* f,l:?3r taolr /!«>»o ittws .act.^* w« fXa 112 Close at hand, and enoottrage this type of thing* I have neyer seen a boy yet iVho ftaa interested in basehall irtio would not want to play oatoh when he bad a few minutes of leisiare and the Qc[uipR«nt with •wftiioh to play waa o1ob« at hand. However, vftien large nomhers of hoys are playing on the sane limited space, as so often happens at recess periods, playing catch snist he wat(Aed carefully in order that injuries may he avoided. I do not think it advisable to allow batting of any sort at such times as these. All the boy should be •l^i^wed to do is to limber up a bit and free his mind from the n»ntal strain* A vigorous physical reaction should be avoided except ishen a bath can be obtained afterwards* The real competitive element in baseball must be developed In after- school time. This is to say that it is practically iinposaible to teach a group of boys to work to-gether with any degree of perfection in but ei^ity minutes per week. The various elements vihich go to make vcp team play in all its detail can be practiced during that time, but the boys cannot be woven into a smooth-working cond>ination with the hitting strength that is necessary to win ball games in ei^ty minutes per week. Practice in batting takes tine and is a tedious process at best. Then too, concgpetition is the strength of all successful teams and competition can only be secured in after-school time » I deal more fully with the subject of aftejv-school time later on. It is essential that the physical director in a hi^ school understand health supervision and that no boy be allowed to go into any form of athletics Tiho has not a clean bill of health, iriio has a weak heart or severe abnormal- ities of one type or smother* A thorou^ physical examination should be given every boy, blood pressures taken and specisd exercises pirescribed for all ififtio need postural attention. A thoroxi^ly trained physical educator can work won- ders in a hi^ school if he proceeds along up-to-date lines and is allowed time enon^ for his work. boa be s ~j ittf^ ' ^^.•f.'■ »'Xi< " *.r .'Lr-'^t yty' aoV J£A ,oe«Atf «;. 9 ia ^roe ^- -sr. d.-r# rstrft ftelw eief 4«'£^ tea iM a w -(wifeiLi :•? ci :>- .• jjc^/^^jf ' ' "a «»'lil;f9';,8 £sdn ^--^ ■ s rr^y** 10 ^•:>»^d ^ -^ o<^ o IIM tat^Lo a toe sitii oAr I " *'. "■■■* 113 BA3KRATJ. AS M IIJTHAMmAL ACTIVITT. From viha-t has gone "before we see that any boy in sohool ylho Is a normal boy will be allowed to compete In athletics and baseball in partionlart since that is our prime consideration here. IIow» if an intra- mnral sport system is to be established, shall this competition be elective, volimtary as it were, or shall it be reqtiired, compulsory so to speaic? I do not bellere that the qualities tdiich we wish to develop by means of the game can be developed as well if the syston is com- polsory as if it is elective, so we will assxcne that it is to be elective* The competition most be graded in such a manner, however, as to sat- is!^ all condemed. The love fbr the game of baseball will soon degenrate into passive recreation and sport rather than active unless some means is provided to talce care of the scores of boys urtio want to play the game but are not 8ld.lled to the point where ooDS>etition with the skilled player is inteiresting. In shoirt, each individual mast have a place made for him in the system. The weak player should find sympathy, encouragement, stimulus and skilled instruction. The skilled athlete should find all that he craves in clean, hi^-class con^etltion. Skill developed in some individuals and not in others creates unfairness for coispetition. Contests are hopeless between the skilled and the non-stilled. If one team alone is the goal to which all are striving, the unskilled boy becomes more and more outclassed and finally the law of competition eliminates him as unfit. There is no wonder that the weak, av*ward boy ^rapidly loses interest in trying for the team. T3!fO Bi // .9 4ii;_ : ■'^i^oel^ ennt» M - nolJ it^qpoo to vaI «ip 114 If he flndB practically rx> opportTmlty to practice or conpete at his fav- orite ffport. He will inefvitahly drop out of the activity, if he derivea no pleafltjre or opportunity to profit in unequal participation. But hoys may he eliminated from the interscholsistio team and still turn out for hasehall every day if scane team is provided dtor them. In a school of tvro hundred boys, there is no reason fthy one hundred and seventy-five of them should he eliminated from the values derived from hasehall hecause they are not skilled enou^ to make an Interscdiolastio team* The director of the sport by a little thought and planning, to- gether with the help of a few "live-wire" captains, can form a school league, various class leagoBS, wei^t-team leagues and the like in sufficient namber to take care of everyone. But the proposition must be organized and administered. The leader will have his hands full with the organization and cannot be expected to give mxcih individnal attention to the teams. This must be done by some other party. Faculty members should be interested in this sort of thing and their services enlisted. Stippoae, however, that there is only one leader. The boys will be in- terested and all ^o wish will be engaged in the sport, if the proper enthusiasm is put into the organization and administration. Team spirit is the essential thing. It does not matter so much what team a boy is on, so that he is on a team. Leagues and teams must be adapted to the conditions of the school. Y.hat will work splendidly in one co mmia ity will not do ftr another, and so on. Hence the inadvisability of my giving a definite program to follow. The advice I wish to give here is this, " Gi«t everybody in school ,m*io wants to play the game, on some team nt ''-tr bI ,*t\ ^ionrf^oii'O 10 wusoueelq off r.-i^r., -,-■> In* --t j-.*rr. A.r --,1. fv- '. ■ fv-r 5««W toft b«btr^»rfi mi mi9f oracrs 5i Tg«ft ^'wr* IXA ^o<£.> Aea&fidtf XLd^«eA(f ?JMM XI.-. '*'«n%,i •>■ stf-t 406. . .-a le »TDae »*i* «# t6tf;r33cr ?-v*arrlira rcwfeoora Tf#Itf£«s^ .n?Hb»o.*^r.iXTft 8,ooJ^««8 t£«f^ fciai acid* lo '>"Toa «i^ «1 b«*«»a<»*al a*.' MipO»;a -al otf XXiw r:orf e-?? t»*?>*«X wfo ^Xm« •! dta.?* *«K# ,-»iw«roil ,!>«oa fe,jj ,?i »»cr;^;*'.3 t»w jiL- '.«iw ttftr Xlis Aea l>«i'8«ie* #i-£l«a OSS*? ^^il^rrtBlcrliA^ fiiss no» i-M «tt* otel *SRI aJ5 BaaiamJ^rco •i -;«wf e a»a* -^A-fW .'.isa o« Tddter ♦'V r«.>& ?! .ijurlH^ Uim^f in «1 •t!# <>*■ tvihffiiut tt -i vi-. J^^i. u . ytirnraoa «o ai ^^^-f«X*l8 >::fcwr UJttr >i acW to »oc'lili^-«» a! oi»A oris a# ««f«f ,vn»B9*t'i <»* iieiw ol I «--,-. 51?'' .JVC" >v i .w' vr»n »« .'^•«rij»^»i o^ »i a»l<.- ^ifif "io tile a^ t- ,s«»e* -so^ •Xa'rliATTs «t« oi*^ ^om wd4 ire©* «2 ** B«b •/olijaoe 1» 8-: .0* acoiJ«>»Joa 6ji* tfl .t»tf erf* bk«^ *&«« MF a»o ifciifii' ifcao U6 Ing. The teams ocmld ho lettered A, B, C, 3), E, etc., called by the naoes of their captains, or dosignated by coianon names of baseball teams such as the Maroons, Blues, Golds, ViMte-Sox, Red-Sox, All-Stars, etc. On the following pages will be foiznd the point scoring system, to- gether with a sample of the record sheet which should be kept of the meet. A few explanations will be noted following the table and the score sheet* Such a field-day as the one suggested glres every boy an opporttmlty to etcter and do his bit in maJting his team a winner. It may be easily seen that the team vdiloh Is lacking a member is under a severe handicap and hence the necessity for getting every member of the team out on the day of the competition. The players, skilled and unskilled alike, being equally distributed, gives fair play to ^eryone, and adds an Incentive for the unskilled to increase his efficiency in the particular event or events in whi6h he is wealc. In case the points given for times and distances are too hi^Ji or too low in some paarfcicular scliool, they should be arranged to fit eon- ditions, the object being to allow the most skilled plajrer in the school to win the maadmam TEunber of points in his special event and the unskilled player to win at least one point in his weaJcest event. Having determined this maxlnnim or miniimgn time or distance, the scliedule can be dravm iq> accordingly. JXx cv- : "j^* £'*!»» 'Vrs . tTJtr:?"^* "»* T-f-t fi'^ »«*la :n-+H'' •.'^' i-©s2«B's«4ab "ijiiv^^ii. .>nav* -iaajis** ai*i j-1 i*t>«> »a*«i J^o i^i"- v. 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K - T^ i^^ r!> f ^H S 3 ^ M 1 *^ J ^ ,i"t o|c. § r IS' i"! c : -••1 1c ■ l-.^^ s- t f-1 0« f - ip w !^^' [■^^ ' *t fb »' - i ■ •' »-» 1 i ' -^ bJ S »» I e. V ■ t ^ S- 3 f O o ,-. c; J ■iT* « **■ 4* t ■» •> ,? 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•k CU (4 •b fl » 0) ^i m □ o rH o o T< Q> •H O ^ 4S o 1 ■p 1 1 t rH 1 rH O O ■3 ^1^ ^ ft o o 5 4» O CM to 1^ {i» i »-» j fn I »"» I Hr I <9 »1l t^: O ^ 4» O 'V s 1^ r i .1 . a >3 E <» *i^ ■-r +M cu t-trt-t- ♦ »^ ftt »" f . cvi ^^| Krt H «> • p- r» »4 J4 »-« O r «i^M « IMftj^ O ll^ i -• i* Is, 5 >' -a ^■ '-5 1^ 10 i^|- • w O -J % o ^ % Sj o *4 o ll tp.sa * • i^ c» -+ .n I a A L19 The After~3qhpol Problem* In reply to the quest ioimaire on Phyeloal Training and Athletics, statistics from vHxicih. have been previously quoted, one principal of a small hi^ school sent in a article written by hinself on the '^After- School'* problem in his school - a Union Hi{^ School. His plan is rather unique and I wish to quote the article here since the author has given his consent. I am indebted to Mr* L* P* Farris of the Sutter Union Hi£^ achool for this article« * One of the problems M<^idh confronts a small hi^ school is that of handling the yarious student aotivities ^thout conflict and In such a way that the marl mam benefit may be had by the participants, without injury to the remainder or by the remainder of the student body, and to secure as large a percentage to taice part in these activities as is 002>> sistent with a proper educational standard* In pursuance of such a pol- icy the Sutter Union Hi^ school has increased its schedule fi-om seven to eight periods, and in this ei^th period the various activities have their place. By careful arrangement of the schedule, the various forms of athletics - track, baseball, tennis, and volley ball, - student plays, orchestra, and glee club are enabled to proceed harmoniously and without conflict; and the students have a choice of two and sometimes three of th«se phases of school life." ** Those to idiom these activities do not appeal, or vbo beoaise of deficiencies prefer to spend the time in study, may go to the study hall ^ich is conducted as in ejvy other period diiriug the day. The teachers have various detention nights on lAiioh they are able to assist the .vi; ; ■■ '♦ •"^"t- '■■'-.■■'■''.I!! n . ^ ^otr Bin* ,siaaN^ ♦£! «a«M*'rJ . t. IV r ; 120 Btudent vSio is not doing satiarfactory •work and soo that for that period he is attidying hi a lesBon in an approved method." " The many advantages of the plan can not bat he evident, almost at first glance. The student ^o vdshes to study is undisturbed and can imrsuB his subject diligently for another forty minntes and not be har- rassed by the confaalon folloising the dismissal of school. VJien school is finally dismissed it is rmj^ab. nearer the time Mihein those idio cone by train niciat go hone and many of the other students in outside activities continue so that the confusion at the later dismissal is a negligible factor". " It has been the ejqperience here &a Y?ell as elseraiere that the hour or two after school is jiraotioally wasted in loitering about the building, corridors, or playgrounds by a great many students t*io thus gain nothing for themselves and prove to be an obstacle in the \ra.y of the diligent. These pupils nre by the new method led into scsne form of activity that will be of benefit to them, at tho same time the others are relieved of the unfavorable conditions for atudy. It is adnitted by all that the successful introduction of athletics into a hi^ school bespeaks as extensive participation as can be Indnoed without doing violence to the academic curriculum. The new metho !£(«» -•? '^-t i^'^;* v^-?i • »-• 51? i»- ■*--"' -■ =->!...- i mJ-*^««»« ■ #««t lot* c.". . := v»*v» vf tan «,^- 121 strengthen that faith." Waa.t an adnirahle plan! And ire na^ add that, if this oan be done in one hl{^ school* something similar oan be done in others* Ko better sxigEestion oan be offered than sotaethlag T*lch is actnally In force and bringing results. A Scheme for Grading in Baseball . It is cfolte probable that, since physical edttcatlon has been laade corapnlsory in the State of California, the game of baseball will be played for physical edncation credit in msxc^ of our sdhiools. In vi^w of this possibility, it TTOold be irell to Offer soiae snpgostions as to the method of grading boys in athletic work, especially in bc«eball. The grade a boy receives for this type of actirlty shotild ba based not ttpon the degree of proficiency n&ich he attains in bagebnll, btrt .the interest ttpoiy that he talces In his work and upon the iii5>rcve3nent i*.ich is shoim after a reasonable period of develoraient. Some feoys "Pill never 2.ttain a very raaorked digi^e of oxcellftnoe in their mechanical ability as baseball players because of the years of practice necessary to attain certain highly specialized nroscle co-ordinations and the like, but there Is no reason why every boy should not becor.'O fairly proficient In the mechanical (pl^Blcal) phase of the p^ame as ybII as markodly proficient in the mental side. A brief •written examination might even be given to test this Imo-wledgo of the garae, its Intraoacios in terms of thinking poMa** etc. A boy ttho has entered into baseball as a novice nnd had picked tip the game rapidly by hard ■work, practice snd concentration on the finer points, rthould be given tho hi,<]^est G^ado the name as one ■who waa very rg# ' -» oa el 'na^* ii.-^ .lioil ©^' hag- f ' • - ii^ „iisii; XaC i,*1.' *;•«*• r!»o)^ aunj*^ i!nr!s^j'fv; -5 122 sld.lled and had iepv vcrfeljag hayl trying to gain perfection. Those ^o sliffar only tJio ordinfary interest and nork along v/lth the av6ra£o anoimt of effort icaisr he either sldlled or uaakilled, but i^t would receive the gradB loxrer, -vflille those viho eadilhited tendenelds to TAJg^ttig «3h4 dis- interest \*othQr skilled or TtDskilled slvould be gz-aded merely passing. An entirely indifferent attitude tovard the vork HQuld trtng a grade of ftlltire tc aaj' boy. I do net believe that any percentage mark could be ^Iven ezoept in the case of a written exsminntion, but general averac^s ^^y woll be aijproxlmated by the above neana and vrill be flfond to be fairly aocurate. There are boys -Tftuo simply scrape along in the line of l«ast real stance aaad then there rire tliose vfho endoavor to gain as jaaelh infonaatior) and practloal kuovlertgc, both phypioal and siental, $m possible. There shrald bo quite a distinction in the grades of those. Again there are others Tiiio have to be told over and ovor about certain thlngf, and their orrnosites who nervier have to be told twice. The sans distiuction in grading n^st be made here. O'j^mPJd. AWICE TO CQACIIES 01!' BASKBALL IH HIGH SCE00L3 . In making baseball an integral part of hl(^ school activity, pract- ically everything depends -upon the coach or leader. H© must study human nature as exhibited in the abandon of the gsane and he mast ever bear In mind certain general principles in dealing; with boys. The Coach au a Teac'aer aiid a Leader . The coachiiig of any athletic sport should be conducted along i)oda- goglcal lines, the s&sio as an academic subject. The course most be or- ganized, the material most be gotten yiell in hand, and a definite pro- SSt lie tAi'^Ja xT ^?ftr — .^fv«i'5cr r.Mi U'ii "i;^ :: ■ r c «i»rT *?' !*? iv i. J. V-' i^ ■- >~ ftl nsetf te^ ^«ab «^ l»fts ;vc >o «0T 123 gram miat l>e arraaged for each day. This ia the only way In v^ioh Interest may he maintained in any erahjeot. There is a great deal of diffei^diiee het- '«een the aotaal playing of the game and the teaching of it to others. The coach must remanher this and he a !!SAGHEE. There should be teachers of hasehall the saise as there are teachers of science. Above all things, ••Do not let the boys come out simply to fool arotmd". Teachers do not allov fooling in history or mathematics, then y&ij in baseball? As has been pointed oat, baseball is an intensely scientific study and shOTild be studied in this li^t. If you do sot believe this, calculate the lengtJi of time it talces the pitcher to deliver the ball to the catcher and the catcher to throw to second base, and compare this with the time it takes a numer to go from first to second with an eight foot lead. Theoretically, a runner cannot steal second with perfect playing. 7et it is done several times every game. There are many such problems to be figured out theoretically* On the other hand, do not make the playing of baseball so scientific that there is no fan in it. Boys should come out for baseball because they eajoy playing, beoaose they love the export. Mix your fan with science; get in and play the game yourself; be a good sportsman. Teachers in others subjects allow no cheating, no unfair play of any kind. The same rule smiles to baseball. Allow absolutely no beat- ing of the game such as cutting bases, holding runners on bases, etc. ?ben the un5>ire is not looking. Some players have learned "dirty little tricks** and can use them so skilfolly that it is hard to detect them. I have known of catchers putting their mask directly in the path of the ioir oft -rstiifiOMjT ."Isuno^a Xocl oJ i;X;psd;8 too oaoo «v?^ •*Ij^ i*l #Ort oC" .//AoX ;rtiot *rf^i» »B £ftit a(W»« at ts-ril ata-rt t ^4 ^voec la x®''^^ tMnrirf »:t»ie sttffvwfitf otd^ *»ui4 i«i& i» ^Xq Mr r£ eted^ fit toe »«» t&xtiiJ' vsaifX .enc^f %aM sai^*y; Rwrrt lownrr ad.' K$^i^ o^ :»«iff qJ^ elif? .i!;a«£f eld no Klii ^alhoB* cntH i6 htimt hatf » ^^Iil& to wtirf ivrt ^Wrf a!*# .t'fcJ i^Jtoi-i^soiiiJ •ztrcv. lOiKcs; a^iV^rf «f# iMft-MVil •il* vs*^ 125 their strong ores. Try to nfLlce their ^seak points stronger and Irfcep thair strong ones fi-oin growing Tseak. You will find after a little ifcile that yni will have to treat every boy differently. The coach Tftio •ays, "I'm going to treat you all aliis". Is either oontradlcting him- self or is doing many hoys an injustice. No teacher can treat everybody alike and still remain a teacher. Consciously or tinconsciously you will lunr© to pat •Jiitf* on the ha(&, drive "Harry" , and give a few words of prat^ to "Bill", etc. Also tmconsoioualy you will like some hoys better than others. All teacher do \5hether tliey admit it or not. It is hioaan nature and something one cannot get away from. This does not mean that you will •♦l^lay favorites" and put "Bill" on the teara vjhen "Harry" should hare the job, and so on. Partiality cannot be ghown « A coach as a rule is too anxious to have the best possible chance to win to put anybody on his team "Mho does not rl^t folly belong there. Your Judgment raay be wrong in some cases but you cannot be a true teacher and "play favorites". If in doubt betT?een several men yxm should not be above talking things over with the captain or one of the older players. They also like to have the best team but are inclined to shot; partiality at tiuNis* Their Judgment, however. Is valuable. TTxen you knovr all your boys thorou^ly, there vrill not be mach cpaeation as to iiflio is the best man for tlie Job. Let xoe rejAte a story to lllxistrate hor/ coaches study human nature. A coatffi yms tmdecided aa to two players so he called them to- gether and told theE that he ^ras unable to decide between them and that the best way out of the difficulty would be to toss a coin. One play»r agrond, but the other said, '*TS '. itBMr «t*»d&f miJm ft* x^ .ecao 3ao-s*» t: J i*»*yT^ jwe tXBdtep* ^' . >»l^«stsKK c» ff^oe' ^ibeci &si<»i si i» W»« r;;?^ «^ flnoa tta'i-' "" 'io>^ -cf«oolo«0»iar oftlA. -»♦• r"XIlSP' vJ .»:: . icasaai si *5 •>tce! to »i .?*' •-'•>»« igettt ttti,tu.'U' ot tadtJi^ Iti .artoA+o r»xn #.:r!t rsLio-* ioa Bt^aCi efcr; *«frtS Tgwrs #f!»S }<3««tiie «a» SKOjiistaJK! .j. i2l «iA^ •• ea iibcioro , who q« £itw ,(lot s**^ '^^'ct'C a^ ' .o.ji asm 1««»v,v ... --7«*>orf ^^i-^'^^ ^» vi mt oaiiX ocXa \:w(T vet^v^iX^ ishlo «di '*o o«o 10 £rtaJrr.»a a«I^ d^jt* ia«*f .'"Ortii S.- rMisi^rs^- -^3^ r>* ««fiii<«t2 arcs #& f 9>f» -^ «ai:J &»XX«6 *f QC ^rtor,;;;!-^ Jt/r o«r oa *^5-f Aim ««»*» iSBwri'««r ^l-^-^A «# oXj>sar aa:^ o't ^-wf* nulir *Xtt Jadensnt and the coadUi realised it* Some gugKoetiona to Coaohee and G-eTieral Principles to Pollow . 1. B© kind Tmt firm. Inspire yorrp "boys to have confidence in yoa and put confidence in them. Don't maloe them feel that "*hen they have Eftde a micplay they -will have to cciae to the honch and listen to an amful "^allinc ont". Short thorn hy a series of logical srgnnents ^ere they have mado their mistalres and how they rary avoid them in the fntxire. Pttfc faith in yoor hoys. I call to rdnd an oz?wiple of one of the Freshman players ■who luid a had hattinc slurnp and had lost confidence in himself at the hat. I called him aside one day for a little talk, tried to (Steer him up and e:q)lalned that he was aa good ao aajyone else if he conld get hack th© old spirit. Ho made t-sro hits in the p:aa» that day and r«trl«ved his loot confidence, llany tiiaes a heart to heart talk ^th a hoy Trill do CTich good. 2. Toach your players to think for themselves. Don*t allow than to depend too mach on yosr advice* The tetss that is run entirely hy the eoach td.ll fall down in a pinch iBa.9n the players moat thiTik for themselves. Let me cive an example of quick thirifeins In major leagae hasehall iftiich «M so quick that the marngtr cotild not follow it. This example is taken from "Toudhini:: Second" hy Brers and 'Fttllerton. * Eagan was playlnf second hase, Dahlen third and Anson first. Chicago and !Ter York were flf^tin^ desperately for victory. The score was tied. A Uev; York mrnner we-s on second hase, one nan was oat and George Van Haltren at hat. Van Haltren hit a sharp ground hall five feet to the HfJ i.v-.,- i^j* f-Mj^ .-art J -aitf al aocdbiinod -.'j-j &r>T flt?wC«f ^JeTJfimt*'!" ' ' ■ ' '''" ' '"' -r-'" — i , . i ; ■ . ' -fKl? ;roi^ A?!a ea;'jft*«fcT. tlsil.' >Uiim 'fr 1i*-aF-iit ri: o^-ts&llisjo© ^ssaX had tea op^wl* sal^tarf fi!iJ itf» *^ -' - tTOv«I^ ».'f? a«^ Aati«l * »' ^»»a*^ ^^*^ -^^-^ '^^^^ ©l-ro^^) toa ixrd 3«» asr ©ma i«c«tf ttfao*** ro saw •»*Bun a**J u . - .^l. 127 rlgit of Egan. IHio ball struck his haado, he funiblod and the "bell jrollod five foet away. Llto a flr.sh Bsaai poimoed after the ball, ro- MMured It, atid i^lthout 3toii)lng or looklnE, hurled it torrard Dchlen. 55ie tMrd baeesoaz^ latent ok aaldne the ranr«r turs njtdd^ looked trp Juat ftNHlBi td d6dg9 as %)e sphere flashed hy hie head and T>dan6ed into the stands. Ciie rttr scored. Tan Kaltren raced arctmd to third, ocored on * fly , and Chicago vblb bestcn 4 to 5." "You're rotten", "Eelef^a hlnf' , "Get a second hascMm", yelled the cro\?d. V^thin a v«efc Anson released Egan. " Thacfc play sho^ra how little the mllliona of fans ^o vatrfi nsnes Imow ahout ■baseball. Also it ahowa the relntivo speed vdth ^ftdCh the brain sells of the I'layera Involved v'orlcBd. Egan thoa^t too rigidly for Bflxlen •^.hose nlnd. Intent on so.ietliing else , ctoved en ©l^tb of a second too late, and Anson , by releasing Egan for lUtilcinG a "brilliant play, Bhonied that he never grasped the situation at all." * The speed with Yblch Egan*s brain convulutiona moved B»y bo fudged from the faot thAt a batted bs.ll, hit tod a second baseman plaj ln£ 155 feot fran the plat* reaohsd his haadi ia from fonr- fifths of a second to thr»e seconds, deT^'jfiKng trpon thd force Mth t&lch it is Mt and the tis^ it bounds. The bp-11 hit to Egan viaa h?xd hit, bonnded four tiiass on solid turf, and probably stru6k his hands ono and cne-fifth seconds after 4t loft Tan Haltren'a bat. The entire play •was raads in less than three seconda, and this is the process through ^ich Egan's bjrain nvttt in that time. His first thought was direction; second, speed; third, hov*- the ball was bounding and v^ftiether to baok -op or oons in on it. He *f^' ' r .tf J ':^ -. '^■.•' '-nPHrrryt •f^n^^ TfW*«.r* <* ■.-.ffT- ,»-=?**i *0-.> r-.-~> ".art .'» *E5r?, 9|- ftp- mvf z^^^suf^ utf ??0 wflatiflii-c-Trjc**? :•?-* •'^ 0'* f iS«etf MW . .XT • ■•«fl*f ,*affiaa»d:i39a a .t(^3»» .•<«*« ••♦•X^K^ .PrPiX;?^! ©«*i.oy" ••.IX* ^ »->i>*3rti« ofvtsi ^iSr/iSs «tl tjjifif a«woa« vtefi /ififcawxf ,SM ftTKit »w R flAtf atf? .sfeawrf il \?»*f sd* Srrs alfi«^ i*a£!g£ i65i»*r i^',atJ*trf* acotoT-i w** »i «.fctt fta» ,ofl«c>a*a c-^ycSi rtsdi th-ast jA«eapi jB«Sefi«« ^hsltt^-if^ 2'?» ■J^'':'->rf^ t;rrTi> '♦ rt ♦ntw 126 "kniBPff Van Haltren oould reach first baae in three asad. tvro- fifths seoonds, and that to throw there he would hare to reooTer the hall, make a half- turn and then throw. The moment the ball bounded away from, his hands he knew Van Haltren could beat it to first. Then, Tftille springing after the ball he thou^tt "Clark, wh6 is going to third, will turn ten feet around the base, hesit- ate ai)d look to see itiether the ball has rolled to the outfield and. If I oaa get the "ball to Dahlen -nhlle Clark is hesitating, we will oatcsh hto". So he made the play and, if Dahlen* s brain had worked at the same rate of speed, Clark would have been out - and Chicago vTould hare won." 3. Do not be afraid to listen to your players when they think that a oert^n play will not y?ork or that a play should be made in a different manner. You may learn from the boys for they have the player's point of Tlew, a point of view ishich it is easy for you to get into the habit of isnoring. To any ^o h«ir« had experience in coaching,- you will find that tcnoojBiiciouBly you have picked up many points from the players. 4. The coach must watch every angle of the game. Pick out Individual men and watch their movements on certain plays. You will find that this Is not aa easy thing to do for the tendency is to watdh the ball and that alone. At the same time watch things in general. The coach most cultivate a habit for this. 5. PlflS. ottt the weak points in the opposing team and show them why they are vreak. Be logical in your reasoning. Boys like to have a reason for everything they do. Explain to them the "-vihys" and the "wherefores". 6. Don't try to change any natural tendency of your players if the tendency is accomplishing results. .tSetntida «Ef^ll>Oc^ Jttftt 9V*Ui at MMtf ^^'^1 tits'yx hlcijo i^>i . jfiwtee riik/ ow rUf^i^^t^Mf •! «*»!? »tlJlir fieloii- o?r ij-:'j' ?>.2s- 3^.3 i^ao i ".dJ^ cv^i MLa.i a%r.fcir»~' bt» - laro «*e(f sr^rf .':It-^i* ^i-jftXi? ,tooac lo oSsn t0^1l i(»a«> al ii iloXiik* ^vtdiw ao iaao^ «i tWirXv ^iftfjtf ^1> Xliv eo^ -^3(lUo«09 ai ft9^i»lico 00 ta^ ||M( &^ \br o9 .^tiiinoKi Xai4)lvlA£tl 4vg .^1% 'SmfQ ads to tJlssM is-a^^i tto^ - cL^(i* r(ri**-T »»fri ?«•» . __'^_^.-,. ■ B^,» 'i-5 •:!Vt5.- M' ;i3K:f a* irtal'TrS .db T-o-{,f ?.^l'f^*-:s>?^ lOl 4i xfifTobaitf 129 7* VLaxijf titles you -will hsre to make a catcher or a pitcher oat of a player -who haa never before played the position. Boys may want to play certain positions •^en they are really hest fitted for others and are needed most else»Siere» Do not "be afraid to shift your llne-ttp. Pick out the smoothest working combination. In order to get this smooth- worklng combination, it is often necessary to break t^ a clique op a certain group that hangs to-gether. Cliques on a team are often its ruination. Break them up. 8. If possible maintain your BcmM. in tact throu^out the season. Rtmember that there are years to come and that a second-string player gains a £?ood deal of Information about baseball by being out and vatoh- ing the play every day. P^ay your second stringers 'whenever possible. 9. Besides knowing the game, there are certain other features necessary to successful ooadhlng. The coach must be able to handle boys end impart his knowledge. I have knovra of expert players "rtio could not ooa6h because they could not handle boys, and •were not gooS at iinpart- Ing knowledge, They could not e:^ress their knowledge in accurate terms. They knew how things ought to be done but could give no logical reason for doing them properly. Also there sre others * one In partioAlar that I recall, who make good coaches simply on their ability to handle boys, without much technical knowledge of the gams. 10. Do not allow contintial * rabbing at the umpire. He cannot change his decisions and maintain his dignity, and continual crabbing pre- judices him against your team. If he has made a poor decision against your team» rwneoiber that he is doing his best and say nothing. He will respect your team more for such actions. ?*IS «v:o'-' '"of «I*B ftrf *«jri ifaci^ ariR? . T.-or^m «># •vrcBeajiOHfi rt:-!-.*;,-" ffVA ?-■'-,'' (V? r--??^ StfO". *r.f WnA Off -+ t '^'-0 r .r>5rr^ "->-.*^ 130 11. Keep your "boys fighting hard all the time 'w4iether winning or losing, Irat do not insist on too nnich loud talk or noise. "Pepper" doesn't consist in everybody yelling all the time. 12. You cannot expect to handle a hi^ school teaai as you would a grainnar sOhool team or on the other hazxd a college team. There is a difference in age and the boys Tdll have to be treated differently as veil as tao^t cez^ain plays in a different manner. Hi^ school boys are zu)t old enoti^ in baseball to naltB certain plays that college or pro- fessional teanffl work daily. 13. &et good tmiforma for your players. Don't have misfits or several types. Good uniforms add to the efficiency of the team. This Is a bit of psychology, for on the vfliole, the team with good uniforms all alike« vorks more as a unit* 14. On rainy days irtien you can't take your players on the field, call them to-gether for a blackboard talk. Eaqplain the fine points of play and ask questions as well as ask for thnn. Have your boys do some shadow throwing in the gymnasium to keep their arms in oonditiom 15. Some persons advise taking a holiday before an ioiportant gams, but I have found that a li^t infield and oxitfield workout plus some good batting practice improves the play of the next day. Baseball is unr- like football in this respect, as the football season is strenuous throu^- otxt and the plE^ers really need the rest before a big game. 16. Any great amount of fungo hitting spoils the batting eye of a player for he gets the wrong angle on the ball. Some of this of course most be done, but try to divide the burden eanong several players. .:,fi?r.fT ^ci -.T-i-t 'jrcr ■fder' ^•x" nn "rin-' 'vui i: :o: Kil m£ ' d« le^/.'^t i-ilV i»-vW «iri^ itlsA «S^i Ai c^&a<^-< loi ,\soloi'- ai ,jt: • Tjtf^Ti; »:-iJ i'i^i-s -j-^' i«:t:' i\i ^j v---'- • .ft«S 4i:- P v^ 9t 9^ " — '■'■'■— -■vv-.r^'-. ..ft" r,-.- Jrr-i 131 APPENDIX TO TEESIS- Tm OBSMIZASIQ^ OF HIGH SCHOOL ATHLETIC SYSITEMS . WITH 3SZPL4IEJ?OEy DIAQEAIB. *''',» rS' 81 I X : t^ A 132 APPEiroiX THE OBGAHIZATIOg OF HIGH SOHOOL ATHLETIC SYSTEMS . The qTiestlonnaire on Physical Tralnlne and Athletics (mentioned before) "brou^t oat certain defects in the organization of the athletic systeina in the high schools of California. Since the subject of athletics In general la rather closely connected with the subjedt of this thesis, I deera It advisable in the following pages to offer STiggestions in the natnre of methods of or- ganizing the athletic system In varions sized high schools. The suggestions ^Ich I offer are not radical changes from the present^scheme of things, hut rather they take conditions generally as we find them and attempt to make them conform to some standard. Large Hi^ Schools . At present the general method of organization of the athletic system in large high spools is about like this:- a physical director with assistance from a special coach for all athletics, or a faculty member who devotes after-achool time to this work. This system should work well providing the dijrector is in complete charge and the athletic coach is made a member of the faculty and held res- ponsible for the type of coaching MSilch takes place. There is a decided ad- vantage in having one man handle all the athlotic work and that alone, for he then has time to plau. for something more than the mei^ coaching of the team. The type of organization which will benefit the greatest number may then be considered and schedules drawn ttp accordingly. If the physical director in a large hi^ school mast coach all teams and look after the gymnastic work besides, he has more than he can do to get the results that should be ex- pected. Often it will require not one but two or three assistants to handle the altuatlon. Everything depends upon the number of boys in the school. ....:v.^. ... .V t-:-"'''-'" oHS "to- v..,*:r;»; *... -,,j^ ^^^ -^ '- " -•» *»<•.-.« a! ewftt«pi a^iatea® •btn^am^tt WHOM c<^ irto1:i» muli >j.4sn to«*' ft' oisU liar •.■ tMi «ro gnJv*-- t:i CB^'-fasv ^■sa* ;»»w 10 «*tfct wrOB J »« rOt J? leM nrcctf - ^ -^ ^^-«a *»»*a S3 •H o CD O Sh C Z/ •H Q i o o J.; O Ti +> c' Vi o o ri ■d •fi f'l Fl 11 tj « It o o fl •3 ■4^ n ^ f^ +> ^ ^ O P. & M « to CQ ^< -P ^1 ® 2 1 ^ •P 4^ n h n •H o w< n to m «D <) «4 o r'i-P o o i ft i 9 O fi o .05 O Fl fl $ S .? P •♦* *-* & Fi § n <> B • Co CD 43 03 - 5 a p M 1^ " © rfS^ ^ g, S +• +» Vl O rH O © n p O O O ;C] Tt P 43 .0 iH 4> It t— » >' O '-^ *3 <• »« V a ".■ % \ •■-' » r u. f } ft i . i 1' ., : - rrn tJ» 9 • n 1 \-~ ►? •^ o 1 j i »- • t ., 1 I 5:: \'i^ }--! ir4 I. A 134 >■*■■ ^n a 3 u ^-i I I* i 5 t. . ^r, H- V4 I ^ ■- o 135. I greatly fear from the narnher enrolled for intramnral sports In the majority of the large schools that the competition team alone Is the only one iflilch is given much consideration. Boys will simply not become interested la Intraraoral activity xmless there is some one to act as director and carry the hnrden of organization. The interest is hound to lag if hoys are left to shift for themselves after having heen given a start. Schedules mast he drawn up« roles and regulations laid down, taapires secured, score-keepers obtained, and details generally attended to before the proposition oa& be put on a firm basis. The preceding diagram illustrates my idea of how the athletic situation should be handled in a large hi^ school. The Iledium-Sized Hi;^ School . In medium-slaed hi|^ schools vre find that the physical director must do everything himself or obtain voluntary aid from some other faculty man. Some- times It happens that a faculty man teaching academic subjects several hours of the day is the only help given to the athletics of the school. It cannot be expected that su>i.*;i^«i sAt ailtoant oi 2,.-i.:^ii v^s tjow naif >i j ■ i^i ^j oifnoS. 156 o ix: o O n O p O O H S S r-1 Pi •r* ^^m m %' ^1 O 4 fit m S 4> ^ +> «H S S^l o ^ >» •^ r-( ti ^ ^ o TO U 3 iH « n TT o a> d C B H E o • ci o o e 4» ^ e o O 4» f« iH o O (4 O gpq II ;4 © CO 05 § 4> to o o as ^ n o o g ® 1-1 a ► 93 -fs i-i «H O 4> P. O II h -it § O 4* ^< P< ■P 01 S» o 4> -r» 4* «B 'd o go tA g 9 d g 8 >4 B .4 I .4 >K -^ "^-.^^ w -• t-i> '.^ --. • s 'j v.. 4 '• :' u 1- f' • J A K. ^ 5" 3 n ^ 1 1 i^ Si;; 1 I » o - St ■^ ^ ff< 1 E~~ ft' ■ 8 Lr.,.--.J ;l '<'*r'^l 1^1 n^ 3 I r, il 1 n hi % ' ^! r n » 1^ j a 4f» r - i H^ !Jl 12 137 scholar tpould "be glyen a mathBtnatlcs class to teaoh* Tfa vant men ^o laiow how to teach, know the odacatlonal principles Imrolved and ahore all have sound moral tt&tidArds** The Small Higflx School* In small schools one wsaa. may he able to handle the athletio situation and of course In a school of only twenty-five or thirty hoys we would not hop* to find a physical director. Some faculty man mast be paid extra to devote his tirae a;id energy to this irorfc, or a physical director, t*io can teach other stibjectsjroast he hired. But In a school of 75 to 125 boys it Is as essential th^t a jflj^Bloal director he on the faculty as that there he a mathenstlos instructor. ?ho averaip:e siEall school now pays an academic ran an addocl salary to take chare© of athletics and he apparent- ly finds neither time not opportunity to plsm systematic Intrantxral activities. This is unf crtrcnate , especially In view of the fast that the aaall school has n largo amount of play space and consequently the planning Is materially reduced. Ono school at loaat in the croup of fifteen small schools listed has seen tho llj^t. Tho principal and Board of Education are to he cojiGratulated vgton their foresight, atud^r and invostlgatlon of the situation. i ^i wwi ,'te > I/A. 1 'J} W;".'rf J 4 (^^ ^r: ufi s- .1 ,- A ., -u 138 Hm ^^ ^^^^ ^^"^ 1 o e o CB ■I' «> •J +> ^ o ^. o o 1 1 n i o n 4> g o 4» t1 O 9 '^ a «-* B • S "^ 11 S5 . - "I^ M r. ^- u <-: 't. a ««-l o Ui r iH +i I » ■ . t:! O T- a> »»• .M ^4 -P ^;- r, ^n%: ^(0 4} ij rS § >v * o cv 4-' j^ f - 1 o fk 1 1 r ■Tl o Vi « Vt fci •r 1 J — G O 4= , 1 § CJ o ^ o i-i iV ■I o u -H ^ ! -1 C •P W -t- P ^ .^ .o II 1 o E r: iH M i-g ., I Q ^ 4> <- ^-j S o _ ^ 1^^ T' u ^ u •P en 'jn «> ^ "d n O ^ "H ;.: «H o *~i ■>K 4^ 1 _ « o « m c^ OS '-":-■ f -! n-l E g '^ o > o }^< •H T^ -o* ••-2 o o &H e +a 4> _, +» if 1 ^ . "H ^ c © w -tJ o « 1 03 V r- r-» "H i-i « g c S 1 -'-f P^ fc o -^ O o ci i( ^4 5 t 1 _^ I o t^ .?'*• >j c >^ 5 1> fi Mi O 9 1 i 1 ■^''^'M J .-,! m« .--.■> ; I q-4§:^ J , i rfc tl 1^ V?. I t 130 «H k ffi o «> 4* •S Fi o S © •d "•PS ?* -p 4S •H O Ct> o ~ ^ c O o ^H C-; ■ .■ F O ^ ^. i? .-. >-; V* 4; -3! c6 ^ >» o s: •-t fl^ «r .<.i I—' ■<-■ r-! •r^ pi r- ce — 1 u 11 £ 1 .c a o o B _ o s 2 0- O O ft o o •H c C2 KJ fft < D _ o 1 r- u h 1 ;-■) t'^ L<' f-i Ij o o s •<> ',- •-1 3 ♦» ""^~ , "■ ^ o tt .etail. CrowBll, T. T. - How WPlay Baseball by the ttreatest Baseball Players. Overs, Johnnie - Baseball in the Big Leagues. How to Play Baseball - By Tarioas esperts on the game inoludlng !7y OobTj, 0. StannaGo, J. ^. Cooraba, P. M. Sohalti (2i£»oe, GolllM, Lord, Bush, T. Speaker, Billy McGraw, Jolm J.- Baseball Rules. l!c(Jra^'?, John J. - How to Piny Baseball. ;roGrav7, Jolni J. - Solent if ic Basobf 11. Patton (I'fe.) & lloSpadden (J. \". ) - Tho T^oolr of Basebnll from the Earliest Days to the Present Season. Spaulding, A. G, - Baseball Jtaorlca'a national Garae, PERIODICAL LITER&miRE . Baseball - H. S. Ourfcis - Journal of Education for April 27, 1916, Baseball and the National Life - Outlook, Vol. 104 - pp. 104-7. Baseball Technique - American Physical Education Review for Maroh and Juno 1907, Fob. and April 1908, Bernoulli'?. Principle and Its Applicsitloa to Esjaaln the Ounrlng of a Baseball - Popular Science, Vol. 83 - pp. 199-203 Brains in Baseball - Outing, Vol. 62 - pp. 653-63. Clean Living and Quick Thinking - C. 15ack - MeClure»s for May 1914. Generation that Plajrs the Game - H. Reed - Harper's V/eekly for August 7, 1915. Honesty In Baseball - literary Digest, Vol. 46 - pp. 1193. Physics of Baseball - Amsrioan Magazine, Vol. 74 - pp. 754-61. 4-3- J CO 50 :Lri'r:£^ BIBLIOGRAPHY (oontlmed) . PEBIODIOAL LITHIUgmm . Solentiflo Study of Baseball - Arthnr Macdonald - Amerloaii Physical Bdncation Review for Mapdh 1914. Speed of a Pitdied Ball - Literary Di^st, Vol. 47 - v. 626. Why la Basehall? - Literary DipjBst for May 27, 1916. Tffhy la a Baaeball Playery - Literary Digest for July 12, 1915. •r,A..., UNIVERSITY OF CALIFORNIA LIBRARY BERKELEY Return to desk from which borrowed. This book is DUE on the last .djite.at4PlI?£(I below. JUL 17 1951 DEC 1^ 1951, APR 3 1955 APR 1 RECD DEC 1 7 1956 DEC17REC0 LD 21-95m-ll,'50(2877sl6)476 LANCe LIBRARY OF EDUOATWWii UNIVERSITY OF CAUFOHn«A^ BERKELEY, CALIFORNIA.