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CALIFORNIA STATE DEPARTMENT OF EDUCATION
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BULLETIN No. 12-A
SPECIMEN PROG RAMS
OF
Physical Training Activities
FOR USE IN
.,""'{
Small Rural Schools
PREPARED BY
The State Department of Ph)Tsical Education
Submitted by the
Commissioner of Elementary Schools
of California
CALIFORNIA STATE PRINTING OFFICE
FR
NK J. S
UTH. S
lperintE'ndent
SACRAMENTO, 1923 .
:"-1136
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FOREWORD.
The specimen progran1s in this bulletin are intended to serve as nlodels
for the use of teachers in small rural schools ,yhere supervision in
physical education has not been afforded by the county or district. A
description of every activity on the specimen progranls is included in the
bulletin and references are given for finding additional material. It is
hoped that through the study and the use of these specimen programs
and by referring to Bulletin 3 I, teachers \"ill find it less difficult to organ-
ize programs themselves. TVithout pre-arranged progral1'ls in ph:ysi.cal
education the objectives 1n health training alld character trai1ling can
not be achieved.
l\IARGARET S.
IcNAUGHT,
Comlnissioner of Elementary Schoo1s.
HERBERT R. STOLZ, M.D.,
State Supervisor of Physical Education.
:- ') 9 ( '
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CONTENTS.
Y. THE IXSTRVCTIO
PERIOD: Page
(a) SPECIMEN PROGRAMS OF OUT-OF-DOORS ACTIYITIES FOR EIGHT "T EEKS
DüRIKG THE FALL AND EIGHT 'VEFKS DURING THE SPRING______ 7
(b) TWENTY SPECIMEN PROGRAMS FOR RAINY DAYS__________________ 9
(c) SUGGESTIOXS REGARDING ADDITIONAL
IATERIAL__________________ 10
II. THE RELIEF PERIOD:
(a) EIGHT SPECDIEN OUTDOOR PROGRAMS______--___________________ 10
(b) EIGHT SPECDIEN lKDOOR PROGRAMS_____________________________ 11
(c) SUGGESTIO
S REGARDING ADDITIONAL :\IATERIAL__________________ 11
III. THill SUPERVISED PLA.Y PERIOD:
(a) GE
ERAL STATEME
T _________________________________________ 12
(b) SUGGESTED ACTIVITIES __--____________________________________ 12
IV. DETAILED DESCRIPTIOX OF ACTIYITIES SHO'VN ON SPECI-
l\IEK PROG HA:\IS :
POSTURE _________________________________________________________ 13
Posture Tests ________________--_________________________________ 13
l\Ianagement and Leadership:
Instructions to teachers______--_________________________________ IG
Gymnastic Positions ____________________________________________ 23
Two Specimen Formal Drills for the Instruction Period______________ 24
Addition!!l Formal Exercises______________________________________ 26
HU.NTING GAMES _________________________________________________ 35
RYTH
nC
\L GAMES ______________
________________________________ 48
INDIVIDUAL SELF-TESTI
G ACTn'ITIES________________________________ G3
[)ecathlon events ________________________________________________ 6j
Stunts _________________________________________________________ 68
TEAM GA,1tIES _____________________________________________________ 72
V. I
DEX OF ACTIVITTES__________________________________________ 87
.2-24136
-7-
I. The Instruction Period.
(a) Specimen program for eight weeks of the FALL term.
Place: Outdoors.
Tinle required: Twenty minutes daily.
(NOTE A.-The small figures in parentheE'is refer to corresponding figures in the detailed descriptions of activities,
pages 13 to 85 of this bulletin.)
(NOTE B.-For list of activities especially valuable for the smaller cnildren, see III (b) on page 12).
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
How Do You Do Practice in elements Decathlon events:
My Partner (36) of baseball (61) or Sit up (49)
long ball (66) or Potato race (46
End ball (64)
Posture Instruction Darebase (13)
1st (1) 3 min.
week Stunts 17 min.
Wand and toe wres-
tie (60)
Forward roll (54)
PostureInst.(1)3 min. Duck en the rock(16) How Do You Do Practice in elements Pusn up (48)
2d Stunts 17 min. My Partner (36) 5 ef volley ball (68) Jump and reach (45)
week Dog collar (52) min. 20 min. Potato race (46)
Cart whecl (M) Carrousel (33)
Forward roll (54) 15 min.
PORture Inst. (1) 3 DarebasE'(13) 10 min. How Do Yeu Do Practice in elements Sit up (49)
3d min. Duck on the reck(I:;) My PartnE'r(36) 10 of basebaU (61) or Push up (48)
week Stunts 17 min 10 min. mill. long ball (61) Jump and reach (45)
Jack knife (M) Carrousel (33)
Knee dip (57) 10 min.
4th
week
3 Dodge ball (11) 10 Bicking t 32 )
min.
Oyster shell (22) 10
min.
Practice in elements Push up (48)
of volley ball (68) Jump and reach(45)
or End ball (64) Sit up (49)
Potato raCe (46)
Posture Inst. (1)
min.
Stunts 17 min.
Test: Wand and
toe wrestle (60)
Dog collar (52)
Cart wheel (5])
Jack knife (56)
Forward roll (M)
Knee dip (57)
Posture Inst. (1) 3 Pig-in-a-hole (23) 15 Bleking (32) 5 llÚn. Practice in clements Sit up (49)
5th min. min. Did You Evpr See of baseball (61) or Pusn up (48)
week Marching 10 min. Oyster shell (22) 5 a Lassie (36) 15 long ball (66) Potato race (411)
Duck on the rock min. min.
(15) 7 min.
Sitting and standing Dodge ball (14)
6th Pcstlre test (1) 15 Pig-in-3,-hoJe (23)
week min. 10 min. each
Darebase P3) 5 min.
7th
week
Marching POf'ture
te!'lt (1) 15 min.
Pig-in-a-hole (23) 5
min.
or Stunts
Choice of:
Darebase (13)
Duck on rock(16)
Dodge ban (]4)
Oyster shell (22)
Pig-in-a-hole (23)
Chcice of:
Darebase (13)
Duck on the rock
(15)
Dodge ball (14)
Oyster shell (22)
Pig-in-a-hole (23)
8th
week
Exercising Posture
test (1) 15 min.
Dodge bàll (11) 5
min.
or Stunts
Bleking (32) Practice in elements Push up (48)
Did You Ever See of volley ball (6
) Jump and rcach(45)
a Lasf'ie (35) 20 llÚn. or Petato race (46)
10 min. each End ball (64)
How Do You Do Match game of base- Test:
My Partner (36) ball (61) or long Sit up (49)
Carrousel (33) ball (66) Potato race (46)
10 min. each
Bleking (32)
Did You Ever See
a Lassie (35)
10 min. each
Match game of vol- Test:
ley ball (68) Push up (48)
or End ball (64) Jump and reach
(4
)
-8-
(a) Specimen program for eight weeks of the SPRING term.
Place: Outdoors.
Time required: T\venty minutes daily.
(NOTE A.-The small fgures in parenthesis refer to corresponding figures in the detailed descripiions of activities,
pages 13 to 85 of this bulletin.)
MONDAY TUESDAY WEDNESDAY THURSDAY FRiDAY
Decathlon events:
Posture lnst. (1) 3 Ball stand (5) Jolly Miller (37) Practice in elements pun Up(47)
1st min. of kick ba II (65) or Dm,h (44)
week Stunts 17 min. basket ball (62) Sit up (49)
Indian wrestle (56) or nine court Basket ball pass for
Cart wheel (61) basket ball (67) accuracy (43) ,
PostureJ nst.(1)3 min. Stealing sticks (27) Jolly Miller (37) 8 Practice in elements Soccer kick for dis-
2d Stunts 17 min. min. of bat ball (63) tance (50)
week Dog jump (53) Danish Dance of Baseball throw for
Forward roll (54) Greeting (34) 12 strike (42)
Pick me up (68) min.
Posturelnst.(1)3 min. Ball stand (5) Jolly Miller (37) Practice in elements Pull up (47)
3d Stunts 17 min. Stealing sticks (27) Danish Dance of of kick ball (65) Dash {44)
week Knee dip (57) 10 min. each Greeting (3-1) Push up (48)
Jack knife (56) 10 min. each Basket ball pass for
Pick me up (58) accuracy (43)
Tcst in stunts: Prisoner's base (24) Nixie Polka (39) Practice in elements Soccer kick for dis-
4th Indian wrestle (55) of bat ball (63) tance (fJO)
week Dog jump (53) or nine court Baseball throw for
Knee dip (57) basket ball (67) strike (42)
Posture Inst. (1) 3 Three deep (30) Nixie Polka (39) 8 Practice in elements Pull up (47)
5th min. min. of kick ball (65) Dash (44)
week Marching (-) 10 min. Bean Porridge Hot Jump and reach(45)
Prisoner's base(24) 7 (31) 12 min. Basket ball pass for
min. accuracy (43)
Sitting and standing Prisoner's base (24) Nixie Polka (3
) Practice in elements Soccer kick for dis-
6th Posture test (1) 15 Three deep (30) Bean Porridge Hot of bat ball (63) tan ce (fJO)
week min. 10 min. each (31) Baseball throw for
Three deep(30)5 min. 10 min. each strike (42)
Marching Posture Choice of: Jelly Miller (37) Match game: TC'st in:
7th test (J) 15 min. Ball stand (5) Danish Dance of Kick ball (66) Pull up (47)
week Stealing sticks (27) 5 Stealing sticks (27) Greeting (31) or Dash (44)
min. or test in Oyster shell (22) 10 min. each Basket ba II (62) Basket ball pass
Stunts: Pick up Prisoner's base(24) for accurae v (43)
(59) Pick me Up(58) Three deep (30)
Exercising Posture Choice of: Nixie Polka (39) Match game: Test in:
8th test (1) 15 min. Ball stand (5) Bean Porridge Hot Bat ball (63) or Soccer kick for
week Stealing sticks (27) 5 Stealing sticks (27) (31) nine court basket distance (
.o)
min. Oyster shell (22) 10 min. each ball (67) Baseball throw fer
Prisoner's base(24) strike (42)
Three deep (30)
-9-
(b) Twenty specimen rainy day programs. Place: Indoors.
Tilne required: T,venty minutes daily.
(NOT
A.-The small figures in parenthesis refer to corresponding figures in the detailed descriptions of activities
pages 13 to 85 of this bulletin.)
Po
ture inst. (1) 2 min.
Stunts 13 min.
Knee dip (57)
Cart wheel (M)
Oyster shell (22) 5 min.
Posture inst. (1) 2 min.
Formal drill (2) 8 min.
Catch the cane (8) 5
min.
Circle seat relay (ll) 5
min.
Posture in!'t. (1) 2 min.
Stunts 13 min.
Dog jump (53)
Wand and toe wrestlc(60)
I Say Stoop (19) 5 min.
Po
ture Inst. (1) 2 min.
Formal drill (2) 8 min.
The farmer is coming(I6)
10 min.
A. Decathlon events: 15
min.
1. Push up (48)
2. Pull up (47)
3. Sit up (49)
B. Crossing the Brook(I2) 5
min.
A. Decathlon events: 15
min.
1. Start of the dash (44)
. 2. Jump and reach (4&)
3. Baseball throw for
trike (42)
B. Jumping relay race (20) 5
mlD.
A. Decathlon events: 15
min.
1. Pota to race (46)
2. Basketball pass for
accuracy (43)
3. Sit up (19)
4. Push up (48)
B. CroEsing the Brook (12) 5
min.
A. Decathlon event!!; see
tha
e listed above 10
min.
Crossing the Brook (12)
Jumping relay race (20) 5
min. each
Circle seat relay (11) Volley ball (6
) or
10 min End ball (64)
Jumping relay race
(20) 10 miTJ..
Hand over head bean-
bag (18) 10 min.
Bird catcher (7) 10
min.
Ball puss (4) 10 min.
Hand over head bean-
bag (18) 5 min.
Circle seat relay (11)
Choice cf:
Circle seat relay(lI)
Ball puss (4)
Bird catcher (7)
Jllmpiflg relay (20)
Schocl loom dodge
ball (2f>) 15 min.
Volley ball (6'1) 5
min. or End ball
(64)
How Do You Do
My Partner (36)
BIcking (32)
Ba!lcon ball (3) 15 Seven jumps (41)
nún.
Schcol reom dodge
ball (2f>) 5 min.
Balloon ball (3)
School room dodge
ball (25)
10 min. each
Ilevicw:
Seven jumps (41)
Bleking (32)
Hew Do You Do
My Partner(36)
-10 -
(c) Suggestions regarding additional material:
List.s of activities suitable for use in small rural schools ,viTI be found
in California State Board of Education Bulletin No. 31. Other self-
testing activities are described on the Decathlon Charts for Elen1cntary
School Boys and Elcrnentary School Girls. In planning a progran1 the
teacher should select activities of the various types, such as hunting
gaInes, rhythlnical activities, self-testing activities, team games, so as
to give a well-balanced development. Activities which are new to the
children should be carefully explained by the teacher and frequently
practiced by the pupils until a satisfying skill is acquired. The Ùnpor
lance of mal. ing out progranzs in advance cannot be overemphasized.
For list of activities for boys and girls Incapacitated for the regular
Ylgorous progran1 see:
California State Board of Education, Bulletin No. 31, page 9.
For the description of additional material 'which Inay be used during
the Instructional Period, see:
California State Board of Education Bulletin No. 31.
State Manual of Physical Education, pages 141-168 or 151-177; 69-
77 or 75-83; 49-68 or 55-74.
K OTES:
(1) The Zephyr play ball in two sizes for indoor use may be purchased frOlI1 Rand
Bros., 341 Thirteenth Street, Oakland, or from the Gregory Rubber Company, Akron,
Ohio; price 50 cents or 75 cents each. Rates will be given for balls ordered in quan-
tities.
(2) For indoor use, inflate a volley or basket ball bladder and cover with the
knitted end of a stocking or other material to prevent it being punctured by the
finger nails. Slip the stem of the ball inside of the covering.
(3) 'Vhen the regulation volley or basket balls are not at hand, substitute balls
can be made by filling a bag with cotton, knotting or tying up a large piece of cloth
or by stuffing old leather casings. Some teachers have made their own covers or
ca:;ings by using carpet or canvas. Stuff the casings with excelsior, Red Cross snip-
pings, newspapers or cotton. These balls can be used very successfully for the fol-
lowing games: Relays, Takeaway, Center Catch (touch) ball (9), and team games su"ch
as Net ball (see Volley ball (68), Note 1), End ball (64), Captain ball, Bombardment,
Battle ball, Drive hall, Curtain ball and War. For rules. see Bancroft-" Games
for the Ply ground, Home, School and Gymnasium."
(4) The definite boundary lines required in the playing of games should be clearly
Inarked. Character discipline in learning obedience to law through obeying the rules
of the game can not be successfully taught without these lines.
(5) Regulation court sizes and play areas should be reduced in most cases when
the number of players is smaller than that stipulated in the rules.
II. The Relief Period.
Three ,relief periods, each of two minutes duration, are required daily.
(a) Eight specimen OUTDOOR programs:
1. Run to the fence and back, or around the schoolhouse, one or
n10re times. Deep breathing.
2. Hop to the fence on the right foot; hop back on the left foot.
De
p breathing.
-11-
3. Dran1atize elenlents of baseball. J lunp as high as possible with
hands in position for catching a ball over the head. Look up
while jUlnping. Land lightly on toes ,vith knees slightly bent.
Repeat at least six times. Deep breathing.
4. Dramatize chopping \vood. J unlp to stride position; clasp
hands at right shoulder as in grasping an axe; strike downwards
to the outer side of right ankle, using both trunk and arms vig-
orously; repeat eight times to the right; eight times to the left.
Deep breathing.
5. Play Carrousel (33) through twice. Deep breathing.
6. Play Dodgeball (1-1). Deep breathing.
7. Drall1atize elements of baseball; ,,-ind up and pitch in1aginary
ball five times \vith right arm, fiye tÏ1nes \vith left arm. Follo\v
the leader around the bases of the diall10nd at full speed. Dee
breathing.
8. Play Bean Porridge Hot (31) three tÏ1nes. Deep breathing.
(b) Eight specimen INDOOR programs:
1. Skip or run up and do\vn the aisles and around the rOOln. Deep
breathing.
2. Spring jump and arm flinging side\vard (2) 20 times. Deep
breathing.
3. Dramatize prancing of horses. Deep breathing.
4. Dramatize elements of basketball; jU1l1p for ball at center, shoot
for goal with imaginary ball starting from floor position, chest
position, and overhead position. Repeat vigorously several
times. Deep breathing.
5. Play Danish Dance of Greeting (34). Repeat three tin1es.
Deep breathing.
6. Dramatize elements of baseball; catch ball over head and tag
the runner sliding between your feet. Repeat eight times. Run
bases (in place). Deep breathing.
7. Play Bleking (32). Repeat three tÏ1nes.
Deep breathing.
8. Indoor adaptation of Nolley ball (68). Deep breathing.
(c) Suggestions regarding additional material:
Since th.e purpose of the relief period is to refresh the pupils by change
of position, by stimulating the action of the heart and lungs and by
joyous mental relaxation, the teachers should choose for this occasion
only such activities as give vigorous exercise and emotional satisfaction.
Postural instruction would be out of place and the period should not
be used for learning any new activities \vhich Inust be practiced before
they can be really enjoyed. The teacher should select simple activities
or dramatize elements of games with which the children are already
familiar. No relief period progra'm can be considered successful 1..chich
does not cause increased respiration and spontaneous laughter.
-12-
III. The Supervised Play Period.
(a) General statement. The supervised play period consists of tinle
before school, after school, during the noon recess and during the shorter
recesses. 'Vhat goes on about the schoolhouse during these times sho\vs
very clearly whether or not the teacher is taking pains ,vith the organiza-
tion of the physical training activities during the instruction period.
'Vhile there should be no atteInpt to use those supervised play periods
in place of the required instruction periods, experience has sho\vn that
children prefer to have their recesses sufficiently organized to insure
general participation in the gaines and stunts.
The supervised play period affords opportunity for practicing the
decathlon events and other stunts learned during the instruction period.
In many schools squads are definitely assigned the use of certain appa"7
ratus and equipment during the supervised play period for a week at a
tÏ1ne. The squad leader is held responsible for the care of the equipment
and the proper conduct of the activity.
For the children of the first four grades the personal leadership of the
teacher or of one of the older girls is essential in the organization of
simple hunting games, folk gaInes, and stunts.
(b) Suggested activities: For the children above the third grade no
special list of activities for the supervised play period is needed.
1any
of the activities taught and practiced during the instruction period will
carryover into the play at recess under the guidance of the older boys
and girls.
For the slnaUer children the following list of activities is suggested
and \vill be found useful, not only for the supervised play period, but also
for the instruction period \vhen the activities listed on the specimen pro-
graIns arc suitable only for the older boys and girls. In that case the
younger children may be placed in the charge of one of the older girls
who can conduct the sinlp]e activities listed below:
Hunting Games:
Ball stand (5)
Bean Bag Circle Toss (6)
Bird Catcher (7)
Center Catch (touch) Ball (9)
Chicken 1rlarket (10)
Cro')sing the Brook (12)
Flowers and the \Vind (17)
I Say "Stoop" (19)
l\lidnight (21)
Shadow Tag (26)
Step (28)
Rhvthmical:
Bean Porridge Hot (31)
Carrousel (33)
Danish Dance of Greeting (34)
Did You Ever See a Lassie? (35)
Oats, Peas, Beans (40)
How Do You Do My PRrtner? (36)
Looby Loo (38)
- 13
IV. Detailed Description of Activities Shown on
Specimen Programs.
POSTURE.
Postural instruction to train the child to develop the muscular sense
to feel and maintain good posture, should be given one day a week for
part of the t\venty 111inutes instructional period. At least once every
eight ,veeks the individual child should be tested and scored on his or her
ability to pass the T'riple Test for Posture. Insist on good posture in
and out of the class r00111.
Aids for gaining and Inaintaining good posture should be used
throughout each school day. . The lighting of the r00111, the height
and distance behveen the school desk and seat and the fact that a
child's legs dangle in the air or rest conlfortably on the floor are s
me
of the very vital factors in helping to pronlote or destroy good posture.
The poor posture of a child is often one of several sign posts, signify-
ing that the child is undernourished and lTIuscularly flabby. The mid-
1110rning meal or a hot dish served at luncheon, together \vith vigorous
play \vill often better the posture of the child provided he has been taught
ho\v to take and n1aintain a good sitting and a good standing position.
See: State J\'1anual of Physical Education, pp. 177- 18 1 or 185- 190.
(There have been Ì\vo editions of the State Manual of Physi-
cal Education, ,vith a slight difference in the paging of the
material. )
Supplement to State l\1anual, pp. 83-89.
Bancroft: The Posture of School Children.
(1) Posture Tests.*
The vertical line test. In good posture the long axis of the trunk
is a vertical line and the long axis of the neck and head taken together is
also a vertical line. An inlaginary line dropped from the front of the
ear to the for"ward part of the foot ,vill parallel the long axis of these
segments of the body. In poor posture these axes do not form one con-
tinuous vertical line but are broken into several zigzag lines.
Sitting posture. "There are three correct modes of sitting, two active and the
other resting. In the active positions the trunk is perfectly erect, or inclined
forward; in the resting position it is reclined backward. l\1any people make the
mistake of including in the act of sitting a relaxation or collapsing of the body
forward, with a crease at the waist. The interference which such an attitude
makes with the position and work of heart, lungs, and digestive organs is anything
but restfu1.
*Quoted from Syllabus for Physical Training in the Elementary and Secondary Schools of
the State of New York, which quotes "The Posture of School Children," by Jessie H. Bancroft.
3-24136
-14 -
"A fundamental direction for correct sitting is to push back in the chair as far
as possible before leaning backward. Sliding down in the scat tilts the pelvis
into its most harmful position, and should never he allowed. '
"All leaning forward in a
itting position, as in formal conversation or at the
dining table, should be frOtH the hips, not from the waist.
"When one wishes to rest the 11luscles that hold the trunk erect in the sitting
position, the entire trunk should be reclined backward against the back of the
chair or other support. This accomplishes the obj ect without any interference
with the broad, open chest if the chair back be of the right shape. This reclining
should be done without sliding downward and forward in the seat."
The TriPle Test for Posture.
I. Standing test. Inspect your class in profile and judge the posture
of each child rapidly. Fonn t\vo groups, group I 1nade up of those that
have good posture and group 2 made up of those that have not.
2. lJI arching test. Apply this test to the pupils in group I above.
Have thenl drill on n1arching tactics for a fe\v 111inutes. "It will be
found that as the n1arch proceeds old ll1uscle habits \vill reassert them-
selves and l11any pupils \vho could hold a correct position for a few
minutes of quiet standing \vill fall into habitually faulty attitudes as they
march." (Bancroft) Pupils sho\v.Ïng these faults should be taken from
the line.
3. Exercise test. Apply this test to the pupils that pass both the
standing and the l11arching tests. Observe these pupils for a few
minutes while they are going through the setting-up drill and using the
arms in upw'ard positions. As the nluscles of the neck, shoulders and
back weaken, faulty postures will appear. As such. faults of execution
appear, the pupils exhibiting then1 should be dropped from the line.
The pupils passing all three tests should be classed in group I; thos
that do not, should be recorded in group 2.
"The triple test standardizes posture so that it is possible to rate a pupil on
this subject. Every pupil \\ ho successfully passes the triple test for division 1
may be considered as passing on this subject, and therefore entitled to at least a
passing mark. As before stated, the posture of some of these pupils may fluctuate
slightly at times, but will be good in the main. There will be others in division 1
who have habitually good posture, no matter how they may be occupied. The
class teacher is the only one who can judge of this habitual posture. These pupils
should have the highest rating for the subject (A). Some teachers have preferred
to have two sections in division 1, one for A and one for B pupils, and this is
unquestionably an advantage. Each child should keep his individual rating on
this subject, and the teacher should have the names of the class listed with the
posture rating opposite each.
"Habitual sitting positions are, of course, of much importance in any rating of
pupils for posture. These should be considered in giving a pupil the rating of A.
Any pupil who can pass the triple test for standing posture could pass any test
for sitting, short of habitual positions. Therefore, it is the A rating that should
include these.
-15 -
UClass percentages. The triple test not only standardizes posture for the indi-
vidual, but furnishes a basis for standardizing the class as a whole, and this
form is a distinct and very important element in these efficiency n1ethods. This
class standardization is arrived at by figuring the percentage of pupils in division 1,
dividing the number who pass the test by the total attendance (not register) at
the time the test is made. For instance, with forty pupils present in a class, and
but ten passing the triple test, the class percentage on posture is but 25 per cent.
This does not mean that each pupil of those passing is rated at 25 per cent, but
that 25 per cent of the pupils passed the test. It is the class record on the subject.
N either pupils, teacher nor principal will rest content with so low a figure for this
or any other subj ect, and unquestionably an enormous amount of the zeal and
satisfaction which these efficiency tTIethods have aroused, has come from this
means of estimating class record and progress. It is a great satisfaction to a
teacher to have a concrete means of estimating the results of her work, and there
is a strong element of justice involved in such a method.
uClass record. The class percentage should be figured each n10nth when the
triple test is made, and a systematic record kept in each class, both on the black-
board and in some permanent form in some record book. This book may welI
be devoted exclusively to the posture record, or part of some other permanent
record book may be used. A separate book is preferable, as it gives room for the
names of pupils with their individual ratings (A, B or C) in addition to the class
schedule. ,When placed on the black board, this record rouses the pride and
interest of the class so that they work to raise the percentage from month to
month. Another form is a bulletin on which appears, in addition to the monthly
percentages, the names of pupils in division 1, who are classified as A or B: The
class should always know its percentage, and whether it is gaining or losing, or
marking time from month to tTIonth. To o11'lit this is to fail of using one of the
most potent psychological elements in the situation-the one that, coupled with
personal desire for promotion from division 2 to division 1, relieves the teacher
of the necessity for continual nagging about posture, and substitutes therefor a
motive in th e child himself.
"It is not at all unusual when these methods are first introduced to find classes
that are naught on the first test; that is, classes in which not a single child is able
to pass the test. The teacher should never hesitate to put down these figures, nor
should she ever strain a point to promote a child to division 1 before he has
actually achieved the posture that entitles him to be there. In other words, it is
not figures, but the facts they represent, that are essential, and it is unjust to a
child to lead him to think he has reached a passing mark on this subject when he
still needs the extra effort and attention for posture that comes from being in
division 2. Some teachers find it hard not to reward prolonged effort and marked
improvement by promotion to division 1 before the child has enough endurance
in a correct position to go through the test. Other means for encouragement for
such children may be found than allowing them to think they have arrived at the
desired standard.
"A systematic record of her class percentages may serve the further purpose
of helping a teacher to find the faults in her own judgment or teaching on this
subj ect. For instance, if the percentage be very high, a teacher should make sure
that her standard is not too lenient. On the other hand, if the percentage shows
scarcely any advances from month to month, the teacher may at once conclude
that she is not doing what she should to develop the posture of the pupils in
division 2; that she is failing in some way to get the corrective values from her
gymnastic lesson, or otherwise missing the poi
t necessary for improvement.
- 16-
"Reasonable standards. Just what is a reasonable class percentage on posture?
Experience has shown that in one year's use of these efficiency methods 85 per cent
is an average figure, the largest number of classes ranging from 80 to 89 per cent,
and a considerable number reaching 100 per cent, and this, although it is not at
all unusual for many classes to start at zero. T
le effect of the work is cumulative,
and each term sees an advance on the ratings of the previous term, as the develop-
ment of the children progresses from grade. to grade.
"The triple test, * * * is merely preliminary to the teacher's real work for
posture-the corrective teaching through which alone those pupils deficient in
posture may receive the development they need. This development lies in two
distinct lines: (1) training the muscular sense whereby the child knows whether
or not he is in the correct position and is able voluntarily to assume it;
(2) strengthening by exercise those muscles in which weakness allows lapsing into
poor posture. Nothing can be done for posture until the child knows how it
feels to stand correctly.
Elevatio1l cues for posture. The "elevation cues" now in use in the
schools of N e,v York City are of advantage in all drills.
"To get good posture it is necessary for the pupils to know from experience
the exact positions desired in response to elevation cues. These are always to be
used while the static contraction is held for the purpose of lifting and straighten-
ing the body. They should be given with meaning, vigor and discrimination.
"The following are the best:
Head-Up!
Chest-Up!
Waist-Flat!
Weight-Forward!
(if necessary)
Lift the head!
Lift the chest!
Stretch the knees!
Stretch the ankles!
Stand tall!
"The teacher should note with great care the posture of each pupil and deter-
mine what improvement is necessary.
"Each pupil should be informed of his defects and shown how to correct them.
This requires constant practice and much individual attention. Every formal
exercise should start and finish in the correct standing position.
"Good posture without rigidity should be constantly maintained."
Management and Leadership: Instructions to Teachers.
Place. Drills should be conducted out of doors 'whenever conditions
pern1it. \Vhen it is necessary to conduct a drill in doors, windows
should be opened wide, as a large part of the value of exercise is
lost without fresh air. The ten1perature of the room should also be
below the ordinary ten1perature, about sixty-eight degrees.
TÎ1ne. Drills shouhl be conducted during the instructional period
and ,vhere necessary the relief period,. never the play period. The
recess periods are necessary for the freer activities and must be organ-
ized systematically for such activities. Even the n1ininlum in drill
activities, the postural instruction and corrective exercises made neces-
sary by artificial school conditions should be organized in the instruc-
tional period.
-17 -
Preparat-ion. Children should be required to prepare for the exer-
cise by removing the outer garments, such as scarfs, sweaters, coats,
overcoats, etc., that interfere \vith freedonl or that may cause undue
perspiration. Encourage loose clothing in order to allo\v for freedom
and depth of respiration.
Arranging class. When conducting a drill in doors arrange the pupils
so that space for freedom of 1novelnent is assured before beginning the
exercises. Use the following method:
Class-Stand!
Arms for\vard- Place! Take distance.
Arms sideways-Place! Take distance.
In the upper grades \vhere an exercise calls for the side horizontal
position and the children's arms interfere, stand the class obliquely in
the aisles.
Have the children face the side of their o\vn desks for such trunk
exercises as for\vard bending, for lateral charging, for stride standing
positions and such other exercises as call for more space than is per-
tnitted \vhen the children face forward.
In classes of adolescent boys and girls it is advisable frequently to
giye the boys and girls each "Gynlnastic places" that is, ro\vs of boys
and ro\vs of girls to prevent self-consciousness or enlbarrassment for
the girls due to exercising in badly nlade clothing or tight skirts.
Arrange the pupils to guard against possible injury frolTI violent con-
tact ,vith desks, sharp corners or chalk trays, tables, etc.
Positions. The follo\ving positions should be observed:
Correct sitting position: Lower back resting against the back of seat;
feet resting on the floor. (See Posture Chart.)
Correct standing position: Feet parallel, head held high, chest high,
abdomen pulled in. (See Posture Chart.)
Use the parallel foot position for all exercises except for the knee
bending position (deep knee bending).
Commands. In teaching fornlal activities it is necessary to use conl-
mands. Give c01111nands to get a quick response and thus decrease the
reaction time, -i.e., the titne it takes the pupil to think and will action.
In the lower grades teach response to commands gradually; illustrate
the new exercise correctly, let the children inlitate and then give com-
mands.
No special nomenclature is insisted upon, so long as the commands
are understood by the children or made up of \-vords significant to them,
and are short, clear and concise.
A comn1and is made up of three parts-the description, the pause,
and \vord of execution. The description tells which part of the body is
-18 -
to 1nove and usually '[('here. 'then there is a pause, \vhich should be
long enough only to give the child tin1e to conlprehend the description.
This is ahvays indicated in the outline by a dash (-). The \vord of
execution COlnes last, and is a signal indicating 'when to start the n10ve-
tnent, \vhich the class is then ready to obey. It should be given in a
clear, distinct and positive tone. The response froln the pupils depends
upon the l11anner of giving cOlnmands. The conl111and should bc
anin1ated, and the voic
should indicate sOll1ewhat the quality of the
exercise, also the rhythnl, i.c., \vhen the movelnent is to be quick, as in
arm and foot positions, the con1mand is quick; if the n10velnent is to be
slo\v, as in trunk n10vements, the con1n1and expresses this. l(eep the
voice as pleasant as possible. Lo\ver the voice at the \vord of execu-
tion, and avoid monotony by using numerals as con1111ands vvhen th
exercise is familiar to the child. Do not, ho\vever, confuse "counts as
con1111ands" \vith 1'hythuzical counts \vhich are counted by the children
thenlselves in order to help rhyth1ll \vhen necessary.
The conlmand, Class-ATTENTION! is given to call the pupils to good
standing position ready for instruction..
The con1mand, In place-REsT! is given behveen exercises whenever
nec
ssary .
The command, POSITION! is used to bring the pupils back to funda-
nlental standing position fron1 any position in which they might be left
after an exercise.
Wherever the Left is indicated, the saIne exercise should be repeated
using the Right.
The nun1ber of times an exercise should be given depends upon its
type. Any exercise should be repeated a nun1ber of titncs to insure the
desired effect. It is intended that the point of nluscular fatigue, but
not exhaustion, should be approached in each drill. Short periods of
rest and deep breathing between the various exercises are given to avoid
the fatigue of strained positions, also to relieve the attention, but the
developll1ental and corrective values lie nlainly in the repetition of the
exerCIses.
\Vhen the exercise requires a starting position, different fro111 the
fundamental standing position, repeat the exercise itself as n1any titl1eS
as is necessary to get the effect 1esired, but do not repeat the process
of assul1Ûng the starting position.
1'he full benefit of formal gyn1nastics is not secured unless ther
is
accuracy and completeness of execution, and this should be insisted
upon fro1ll the very beginning. "Form" in the work gives the motor
training, i.e., the training of the nerves and tnuscIes to respond
accurately to the will.
-19 -
Leading drills. Upon the class teacher depends the results of drills.
In rural schools this is obvious. In city schools the supervisors can get
results only, by proxy, through the earnest efforts of the class teacher.
Drills are not naturally enjoyable. Children \vill get results from then1
only in proportion to the alertne
s and energy they put into thenl, and
these responses depend on the energetic leadership of the class teacher.
Observe the follo\ving suggestions in leading drills:
Be a good drill nlaster; put earnestness, alertness, energy and life
into the drill. IVrake it stimulating by the alertness and energy required.
Lift, drive and coach. Children like action and energy, if they do not
like the drill.
Avoid long pauses and do not hold the class in one position so long
that it becomes fatiguing. Be on the alert to give corrections to posi-
tions \y herever needed.
Teach by cot11mand (verbal instruction), explanation, and illustration
of the exercises. Help and stinutlate the class by doing the exercises
\vith then1 \vhen the class is unfatl1iliar \vith the exercise, but do not
n1ake the class dependent on t11ere in1itation. Make the class responsive
to con1n1ands as soon as possible.
Develop initiative in leadership by encouraging children to select drill
leaders and to evaluate the words of these leaders.
Secure the right attitude towards corrective results by example, by
a spirit of helpfulness, by words of encouragen1ent or \varning, and
by a respect inspiring correction of poor positions. Coach on "form."
Don't scold; it depresses and children despise a scold; they love a
coach.
- 20-
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- 21-
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-- 23 -
Gymnastic Positions.
Fig. 1. Neck grasp position.
Command: Hands on (back of) neck-PLACE!
Fig. 2. Bend position.
Command: Arms upward-BEND!
Fig. 3. Front horizontal position.
Command: Arms forward-PLACE!
Fig. 4. Chest position.
Command: Arms forward-BEND!
Fig. S. Side horizontal position.
Command: Arms sideward-PLACE!
Fig. 6. "Head pushed back" or Arch position
Command: Head backward-:rvrOVE!
Fig. 7. Half hook standing position.
Command: L. (R.) Knee upward-BE1\D!
Fig. 8. Vertical position.
Command: Arms up\yard-PLACE!
Fig. 9. Half A standing position.
Command: L. (R.) leg forward-RAISE!
Fig. 10. Forward bending of body.
Command: Body forward-BEND!
Fig. 11. Side bending of body.
Command: Body to L. (R.)-BEND!
Fig. 12. Half B standing position.
Command: L. (R.) leg sideward-RAISE!
Fig. 13. Lunge position.
Command: To L. (R.)-LUNGE!
Note: Body should be in a vertical position and there should be no
lateral bending.
Fig. 14. Forward lunge position.
Command: L. (R.) Forward-LUNGE!
- 24-
(2) Two Specimen Formal Drills for the Instruction Period.
Cues for use during execution of drills.
"Keep heads high."
"Waists flat."
"Chest high."
"Head and back one straight line."
"Balance on balls of the feet."
"Let me soee the chins" (use for the forward bend positions).
"Flat backs."
"Up with your chest."
In marching-"Listen to the rhythm."
"Look up."
I.
1. Warming-up Exercise.
Hopping 8 times on l'cft foot---:-Begin!
On right foot-Begin!
Deep breathing!
2. Stretching Exercise.
(1) Bend body forward, reaching finger tips toward floor-One!
(2) Rise on toes and raise arms to vertical-Two! (Look up-high chest.)
(3) Lower arms to side horizontal (palms up)-Three!
(4) Arms and feet position-Four! (Repeat three times.)
3. Shoulder Blade Exercise.
Foeet apart-Jump!
(Palms up) Arms sideward-Place!
Hand clapping over head eight times-Begin! Repeat. (Look up-keep
chest high.)
Arms and feet-Position!
4. Back Exercise.
Hands on hips-Place!
Feet apart-Jump!
Body forward-Bend! (Straight knees, straight back, chin visible.)
Body-Raise. (Roepeat.)
Hands and feet-Position!
S. Fundamental Positions.
Feet close.
Left foot forward-Place! Replace!
Right foot forward-Place! Replace!
Left foot forward-Place!
- 25-
(Changing feet) Right foot forward-Jump!
Repeat, alternating left and right.
Foeet-Position!
6. Abdominal Exercise- u Prancing Horses."
Hands on hips place and foeet-Close!
Left knee upward-Bend! (Chest high!)
Prancing in rhythm (lifting knees high) ten times-Begin'
Arms and feet-Position!
7. Breathing Exe'rcise.
(1) Inhale with ann raIsmg sideward and heel raising-One!
(2) Exhale as arms and heels return-Two! (Rep'eat.)
II.
1. Spring Jump and Arm Flinging Sideward.
(1) Arms sideward place and feet apart-Jump!
(2) Arms return and feet together-Jump!
In rhythm eight times-Begin!
Class halt! (1, 2) Deep breathing.
2. Stretching Exercise.
(1) Bend knees (deeply) reaching finger tips toward floor-One!
(Turn knees out 45 áegrees, keep back and head erect, fingers touch
at the side.)
(2) Stretch knees and bring arms to side horizontal (palms up)-Two!
(3) Raise arms to vertical and rise on toes-Three!
(4) Lower arms to side horizontal and lower heels-Four!
Roepeat three times.
Deep breathing.
3. Shoulder Blade and Back Exercise.
Arms upward bend and feet apart-Jump!
(1) Bend body forward reaching finger tips to floor (knees straight)-One!
(2) Raise body and bend arms upward (elbows in close to ribs, fists over
point 'Of shoulders)-Two!
(3) Stretch arms upward (palms in)-Three!
(4) Bend arms upward-Four!
Rep'eat three times.
Class-Halt! (1, 2.)
Arms and feet-PositioFl!
4. Breathing Exercise.
Arms sidewise (palms up )-Place !
(1) Inhale with arms raising upward and heels raising (look up)-One!.
(2) Exhale as arms are lowered to side, horizontal and heels sink-Two!
(Do not allow choest to collapse as arms are lowered and breath
exhaled. )
Repeat.
Arms-Position!
26 -
5. Lateral Exercise-uW cather Coc!?JJ
Feet apart-Jump!
Arms sideward (palms up )-Raise !
Body twisting left and right in rhythm (imitating weather cock, chest and
head high).
Eight times-Begin!
Trunk forward-Twist!
Arms and feet-Position!
Deep breathing.
(1) Inhale with arms raising sideward (palms up)-One!
(2) Exhal'e as arms return-Two!
Repeat.
6. Abdominal-uChopping T4' ood. JJ
Feet apart-Jump!
Hold an imaginary ax to right shoulder, holding it with both hands.
(1) Swing ax obliquely downward to the outside of the left ankle and twist
and bend body to the left and downward-One!
(2) Raise body and return "ax" to right shoulder-Two!
Also in rhythm four times-Begin!
Position!
Repeat exercise from left shoulder.
7. Deep Breathing.
(1) Inhale with arms raising sidewards. Upward (palms up) and heels
raising-One!
(Look up-chest high.)
(2) Exhale as arms and heels return-Two!
(Look up-chest .high.)
Additional Formal Exercises.
1. Lateral Trunk and Shoulder Blade Exercise.
Left (right) arm upward place and feet apart-Jump!
Change position of arms with a swing through side horizontal, bending
body to left (right)-One!
Swing arms and bend body to right (left)-Two!
In slow rhythm eight times-Begin!
Trunk-Raise!
Arm and feet........Position!.
2. Stretching and Jumping Exercise.
Arms upward-Bend!
(1) Jump feet apart, bend body forward (from hips) and stretch finger
tips toward floor-One!
(2) Jump feet together, raise body and bend arms upward-Two!
(3) Stretch arms upward (palms in)-Three!
(4) Bend arms upward-Four!
Repeat three times (twelve counts)-Begin!
Class-Halt! (1,2.)
Arms-Position!
-27 -
3. Shoulder Blade and Lateral Trunk Exercise.
Arms sideward (palms up) place and feet apart- Jump!
(1) Bend body to left (right)-One!
(2) Raise body-Two!
(3) Raise arms upward-Three!
(4) Lower arms sideward-Four!
Repeat in slow rhythm four times (sixteen counts)-Bcgin!
Class-Halt! (1, 2.)
Arms and feet-Position!
4. Back and Shoulder Blade Exercise.
Arms upward bend and feet apart- Jump!
(1) Bend body forward deeply fróm hips (keep back flat)-One!
(2) Raise body-Two!
(3) Stretch arms upward-Three!
(4) Bend arms upward-Four!
Repeat three times (twelve counts) in slo"w rhythm-Begin!
Class-Halt! (1,2.)
Arms and feet-Position!
5. Ba.ck and Shoulder Blade Exercise.
Hands on hips place and feet apart- Jump!
(1) Bend body forward deeply (flat back, head up) -One!
(2) Raise body-Two!
(3) Stretch arms sideward-Three!
(4) Replace hands on hips-Four! (Repeat.)
Hands and feet-Position!
6. Shouldcr Blade and Back Excrcise.
Feet apart-Jump!
Body forward (slightly)-Bend!
(1) Anns swinging forward, upward-One! (Look up-let chin be visible)
(2) Return-Two!
In rhythm eight times-Begin!
Body-Raise!
Feet-Position!
7. Shouldcr Blade and Back Exercise.
Arms forward-Bend! (Elbows back, palms down, head high.) Feet
apart-Jump!
(1) Bend body forward (back straight and head pushed back)-One!
(2) Raise body-Two!
(3) Fling arms sideward (palms up)-Three!
(4) Bend arms forward-Four!
Repeat entire exercise slowly four times (sixteen counts)-Begin!
Class-Halt! (1, 2.)
Arms and feet-Position!
- 28-
1. Balk Exercise.
Hands on neck place (elbows high and back, head high) and feet apart-
Jump!
(1) Bend body forward-One!
(2) Raise body-Two!
(3) Stretch arms (palms up) sideward-Three!
(4) Return arms to neck position-Four!
Repeat the exercise in slo'L(, rll,ytlzm-Begin!
Class-Halt! (1, 2.)
Arms and feet-Position!
2. Back Exerci.se.
Hands on hips place and feet apart- Jump!
(1) Bend body deeply forward (from hips, straight knees, flat back)-One!
(2) Raise body-Two!
(3) Bend body to left-Three!
(4) Raise body-Four!
Same exercise in four counts, bending to right on third count.
Repeat the exercise alternating left and right in slow rh),thm-Begin!
Class-Halt! (1,2.)
Hands and feet-Position!
3. Back Exercise.
Arms sideward and left (right) foot fonyard-Place!
Body slightly forward (from hips)-Bend!
Arm circling in rhythm (eight times)-Begin!
NOTE-The circling is done in the following directions: lower arms
slightly, n10ve them fonyard, upward, backward and downward. One
count for each complete circle. Elbows straight, all the movement is
done in the shoulder joints.
Body-Raise!
Hands and feet-Position!
4. Back Exercise.
Face class left or right.
Hands on hips place and to the left-Lunge!
(1) Twist body to left-One!
(2) Bend body deeply fonyard from hip!l!- Two!
(3) Raise body-Three!
(4) Twist body forward-Four!
Repeat the exercise ,two times (eight counts) in slow I'h.vthm-Begin!
Hands and feet-Position!
Hands on hips place and to the right-Lunge!
Repeat same exercise to right two times (eight counts) in slow 1 h:ythm
-Begin!
Hands and feet-Position!
5. Back Exercise.
Feet apart-Jump!
Body slightly forward (from hips; flat back; head pushed back)-Bend!
Arm flinging forward, upward and return in rhythm-Begin!
29 -
(Eight times-sixteen counts.)
Rody-Raise f
Feet-Position!
6. Bacll Exercise.
Arms upward bend and feet apart-Jump!
r\oTE-Elbows close to sides; clenched hands on outside of shoulders.
(1) Bend body forward (from hips with flat hack; head pushed back)-One!
(2) Raise body-Two!
( 3) Stretch arms upward-Three!
(4) Bend arms upward (palms in)-Four!
Repeat the exerci:-;'e in slo'i.v rhJ'tI1111-Uegill
Class-Halt f (1, 2.)
Arms and feet-Position!
7. Back Exercise.
Arms upward bend and feet apart-Jump!
(1) Bend body forward, reaching finger tips to floor (knees straight)-One!
(2) Raise body and bend arms upward (elbows in)-Two!
(3) Stretch arms upward (palms in)-Three.
(4) Bend arms upward-Four!
Repeat three times.
Class-Halt! (1, 2.)
Arms and feet-Position!
1. Abdominal Exercise.
Arms upward (elbows close to sides)-Bend!
Heels-Raise!
High knee upward bending alternating left and right in rhythm-Begin!
Class-Halt! (1,2, 3-lower heels to floor on third count.)
Arms-Position!
2. Abdominal Exercise.
Arms upward bend (elbows close to sides) and feet apart- J ttmp :
(1) Bend body forward (deeply from hips)-One!
(2) Raise body-Two!
(3) Stretch arms (vigorously) upward (palms in)-Three!
(4) Bend arms upward-Four!
Repeat the exercise in slow rh:vthm-Begin!
Class-Halt! (1, 2.)
Arms and feet-Position!
3. Abdominal Exercise.
Anns upward-Bend! (Elbows close to sides.)
High knee upward bending alternating left and right 111 rhythm-Begin!
Class-Halt! (1,2.)
Arms-Position!
5-
-t 1
(i
- 30-
4. Abdom-lnal E
-ercise-uPrallcing of I-Iorses."
Hands on hips place and feet-Close!
Left knee upward-Bend.
Prancing in rhythm (lifting knees high) ten times-Begin!
Arms and feet-Position!
5. Abdominal Bxercise.
Hands on neck-Place!
High knee upward bending alternating left and right 111 rhythm-Begin!
Class-Halt! ( 1, 2.)
Arms-Position!
1. Shoulder Blade Exercise and Balance.
(1) Raise arms forward (palms in) and place left (right) foot forward-
One!
(2) Move arms to side horizontal (palms up) and raise heels-Two!
(3) Raise arms to vertical (palms in) and bend knees-Three!
(4) Lower arms to side horizontal (palms up) and stretch knees-Four!
(5) Return arms to front horizontal (palms in) and lower heels-Five!
(6) Return arms and foot to position-Six!
Repeat the exercise alternating left and right in rhythm-Begin!
Class-Halt! (1,2.)
Deep breathing (not in rhythm).
2. Shoulder Blade ExerCIse and Balance.
Arms upward place (palms in) and heels-Raise!
(1) Arm parting to side horizontal (palms up) and knee bending (half-
way, knees turned out 90 degrees) -One!
(2) Raise arms to vertical and stretch knees-Two!
In rhythm-Begin!
Class-Halt! (1, 2.)
Arms and heels-Position!
3. Shoulder Blade Exercise and Balance.
(1) Bend arms upward and place left (right) foot forward-One!
(2) Stretch arms sideward (palms up) and raise heels-Two!
(3) Raise arms to vertical and bend knees-Three!
(4) Lower arms to side horizontal (palms up) and stretch knees-Four!
(5) Bend arms upward (elbows close to sides) and lower heels-Five!
(6) Return hands and foot to position-Six!
Repeat exercise alternating left and right in rhythm-Begin!
Class-Halt! (1,2.)
Deep breathing (not in rhythm).
4. Shoulder Blade Exercise.
Left foot forward-Place!
(1) Raise arms forward, up" arcl, and step with an the weight on forward
foot-One!
(2) Return-Two!
Also in rhythm eight times-Begin! Position!
- 31-
Repeat with right foot forward.
Class-Halt! (1, 2.)
Foot-Position!
5. Shouldc1' Blade Exercise-ltC/lOpping TVcod."
Feet apart-Jump!
(Place imaginary ax to right shoulder.)
(1) Swing ax obliquely downward and bend body forward-One!
(2) Raise body and return "ax" to right shoulder-Two!
Also in rhythm four times-Begin! Position!
Repeat exercise from left shoulder.
6. SllOllldt'Y Blade E:f:ercise.
( 1) Place hands back of neck (elbows well back and high; head high) and
left (right) foot forward-One!
(2) Stretch arms sideward (palms up) and raise heels-Two!
(3) Raise arms to vertical (palms in) and bend knees-Three!
(4) Lower arms to side horizontal and stretch knees-Four!
(5) Return arms to neck position and lower heels-Five!
(6) Return hands and foot to position-Six!
Repeat exercise alternating left and right in rhythm-Begin!
Class-Halt! (1, 2.)
Deep breathing (not in rhythm).
7. Rhythmical Balance and Shoulder Blade E:f:ercise.
(1) Place arms (palms up) sideward and left (right) foot forward-One!
(2) Raise arms upward (palms in) and bend knees-Two!
(3) Return arms to side horizontal (palms up) and stretch knees-Three!
(4) Return arms and foot to position-Four!
Repeat the exercise alternating left and right in rhythm-Begin!
Class-Halt! (1, 2.)
Deep breathing (not in rhythm).
1. Lateral Exercise.
Feet apart-Jump!
Clasp hands and at right shoulder-Place!
(1) Bend body deeply and swing clasped hands toward left foot-One!
NOTE-Knees straight; feet stationary.
(2) Raise body and return hands to right shoulder-Two!
Repeat exercise four times (eight counts) in rhythm-Begin!
Position!
(Change hands to left shoulder.)
Repeat exercise from left shoulder over right foot four times (eight
counts) in rhythm-Begin!
Position!
2. Lateral Exercise.
Feet apart-Jump! (Arms close to body.)
(1) Bend body to the left (right)-One!
(2) Raise body-Two!
.
- 32-
(3) Raise arms sideward (palms up)- Three!
(4) Return arms to position-Four!
Repeat exercise alternating left and right in SiD'Ll! rh}Itlzm-Begin!
Class-Halt! (1, 2.)
Feet-Position!
3. Body Bending Side'Wa'j's.
Feet apart-Jump!
Left (right) arm to vertical (palm in)-Place!
(1) Bend body to left and swing left arm down and right arm up (through
side-horizontal)-One!
(2) Raise body and bend body to right, swinging right arm down and left
arm up-Two!
Repeat exercise alternately left and right ill sloí.u rhythm cight timcs-
Begin!
Body-Raise!
Arms and feet-Position!
4. Lateral Exercise.
Feet apart-Jump!
Arms sideward-Raise!
Body twisting left and right in rhythm
Eight times-Begin!
Arms and feet-Position!
5. Side Bending and Ann Raising.
Arms sideward (palms up) place and feet apart- J U1l1p !
(1) Bend body to left-One!
(2) Raise body-Two!
(3) Raise arms to vertical-Three!
(4) Lower arms to side horizontal-Four!
Same exercise to right.
Repeat exercise alternating left and right 111 slow 1.lz)'lh11l-Degin!
Class-Halt! (1,2.)
Arms and feet-Position!
6. Lateral Exercise.
Right arm to vertical (palm in) place and feet-Close!
(1) Bend body to the left-One!
(2) Raise body-Two!
(3) Bend arms upward (elbows close to sides)-Three!
(4) Stretch left arm upward, right arm downward-Four!
(Same exercise bending to the right and reverse arm position on
fourth count.)
Repeat exercise alternating lcft and right in rhythm-Begin!
Class-Halt! (1,2.)
Arms-Position!
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7. Lateral Exercise.
Face class to left or right.
Hands on hips-Place!
(1) Lunge to the left (right) siùe-Onc!
(2) Twist body to left (right)-Two!
(3) Twist body forward-Three!
( 4) Return foot to position- F ou r !
Repeat the excrcisc alternating left and right in slow rh:ythm-Dcgin!
Class-Halt! (1, 2.)
Arms-Position!
1. Stretching Exercise.
(1) Bend body (deeply) from hips, reaching finger tips to floor (knees
straight)-One!
(2) Raise body and raise arms to side horizontal (palms up)-Two!
(3) Raise arms to vertical (palms in) and raise heels-Three!
(4) Lower arms to side horizontal and lower heels-Four!
(Repeat three times.)
Arms-Position!
2. Stretching Exercise.
(1) Bend knees (deeply), reaching finger tips toward floor-One!
(2) Stretch knees and bring arms to side horizontal (palms up)-Two!
(3) Raise arms to vertical and rise on toes-Three!
(4) Lower arms to side horizontal and lower hcels-Four!
(Repeat three times.) Position!
3. Stretching E:f:ercisc.
(1) Bend body forward, reaching finger tips toward floor-Onc!
(2) Raise body and raise arms to vertical-Two!
(3) Lower arms to side horizontal (palms up)-Three!
(4) Position-Four! (Repeat three times.)
4. Stretching Exercise.
(1) Bend knees (deeply) reaching finger tips toward floor-One!
(2) Stretch knees and bring arms to vertical (palms in)-Two!
(3) Lower arms to side horizontal (palms up)-Three!
(4) Return to position-Four!
Repeat three times (twelve counts) in rhythm-Begin!
Class-Halt! (1,2.)
5. Stretching E:f:ercise.
(1) Bend knees (deeply), reaching finger tips to floor-One!
(2) Stretch knees and raise arms to sidc horizontal (palms up)- Two!
(3) Raise heels and clap hands over head-Three!
(4) Position-Four! (Repeat three times.)
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6. Stretching E:f:erâse.
Quick arm flinging sideward (palms up) and knee bending (halfway)-One!
Return-Two!
In rhythm eight times-Begin!
Class-Halt! (1, 2.)
7. Stretching Exercise.
Arms sideward (palms up) place and feet apart- J l1111P !
(1) Bend body forward (knees straight), reaching finger tips toward
floor-One!
(2) Raise body and return arms to side horizontal-Two!
(3) Clap hands vigorously over head-Three!
(4) Return arms to side horizontal-Four!
Repeat in four counts-Begin!
Class-Halt! (1, 2.)
Arms and feet-Position!
1. Breathing E:f:ercise.
Arms sidewise (palms up)-Place!
(1) Inhale with arm raising upward and heel raising-One!
(2) Exhale as arms are lowered to side horizontal and heels sink-Two!
Repeat.
Arms-Position!
2. Breathing Exercise.
Arms sideways (palms up )-Place !
(1) Inhale with aijp'ls raising upward-One!
(2) Exhale returning arms to side horizontal-Two!
(Not in rhythm.)
Repeat.
Arms-Position!
3. Breathing Exercise.
(1) Inhale with arm raising sideward and heel raising-One!
(2) Exhale as arms and heels return-Two!
4. Breathing Exercise.
(1) Inhale and raise arms forward-upward-One!
(2) Exhale and lower arms to side horizontal-Two!
(3) Exhale and return arms to position-Three!
(Not in rhythm.)
Repeat.
5 Breathing Exercise.
(1) Inhale and raise arms forward, upward and raise heels-One!
(2) Exhale and lower arms to side horizontal (palms up)-Two!
(3) Exhale and return arms and heels to position-Three!
(Not in rhythm.)
Repeat.
- 35
6. Deep Breathing Exercise.
With palms up, arms sideward and left foot forward-Place!
(1) Inhale with arm raising upward and heel raising-One!
(2) Exhale and lower arms to side horizontal (palms up) and lower
heels-Two! (Repeat the exercise.)
Arms and foot-Position!
Repeat the exercise with right foot forward.
Take all breathing exercises in vcr)' slow rh:rthm.
HUNTING GAMES.
(5 ce State i\Ianual of Physical Education, pp. 78-83 or 71-77, for nlore
cOll1prehcnsive list. See Bulletin No. 31, Physical Training Activi-
ties for IT se in Sll1all Rural Schools, pp. 5-6.)
(3) Balloon Ball. B.
10 to 60 pla)'crs.
Sdzoolroom.
Inflated bladder J . ballool1" ::eplzJ'r play ball; gas ball.
There are two goals, each consisting of a string stretched on opposite sides of the
room from front to rear at, a height of six feet. There may be any number of
players who are divided into two teams.
The teams are s-eated in alternate rows. The ..A's represent the players on one
team, the B's the players on the opposing team. The balloon is thrown into the
air in the center by the teacher, and the players of both teams strike it with open
hand.
Object: The players of t-eam A try to bat the balloon oyer goal A; the players
of team B try to send it oyer goal B.
Fouls: Fouls are called for the following:
Standing more than half etect.
Leaving seat entirely.
Raising desk (if mo\"able).
Striking ball with clenched hand.
Score: Each goal made counts two points. One point is also awarded to the
opposing team for each foul.
This game may be varied by having a goal keeper for each team, whose duty
shall be to prevent the balloon from crossing his or her goal line. This goal keeper
should stand and should have a free use of the aisle in front of the goal.
(4) Ball Puss. B.
lYu11lber of playe.rs: 3 to 30 or more.
Playground J. gj'11lnasÏum; schoolroom.
Apparatus: Gas ball J' basket ball J. 'uolle:y ball; hand ball,- bean bag.
This is a form of ball tag. In it each player chooses a home or corner as in
Puss in the Corner, or home tag. \\Then played out of doors trees or chairs or
stones may be used for this pnrpose; in a gymnasium, pillars or different pieces of
apparatus; in the schoolroom, the corl1'ers of the room, the front and rear corner
desks, the teacher's desk, the radiator, or any other objective points.
- 36-
The players who are so stationed beckon to each other to
xchange places, and
as they run from one place to another the one who is "it" tries to hit them with
the ball. Anyone so hit changes places with the one who is "it."
If played in the schoolroom, a light gas ball is preferable; elsewhere, anything
from a light-w'eight handball to a basket ball would be suitable. Swift throws
should not be tolerated.
\Vhere there are many playing, it is advisable to have two or three who take the
part of throwcr or puss ("it"), in which case there will be two or three balls or
bean bags in play at the sam'c time and the game is made !,nore rapid.
. (5) Ball Stand. GG.
Grade: Grammm,. High.
1\"'u11lber of þla'jlers: 3 to 60 or more.
Appa,ratus: Free wall space J. limited play area J. 'l'olley ball J. soft indoor ball.. bean
bag J. gas ball.
Draw a line paraIlel and 3 or 4 feet from the wall. The players are numbered
and stand toeing the line. One of them throws the ball against the wall, calling at
the same time one of the numbers. Thereupon all the players except the one whose
number has been called run as far away from the ball as they can, but keeping
within the boundary lines at all times. The one whose number was called must run
immediately to the ball. As soon as he has it in his hands he n1ust stand still
where he picked up the ball, and call loudly "ball stand." Then each other player
must stop running immediately and, without turning his head to right or left,
stand with his bac/l to the one who has the ball. The latter from the spot where
he picked up the ball, after taking time to aim, throws the ball to hit someone on
the back. If he is successful the one who has been struck calls loudly "hit." Upon
that the other players run and scatter from the ball. The one who has been hit
picks up the ball and calls "ball stand." If no one has been struck the thrower
calls out "ball miss'ed" when all the players rcturn to the starting line and the
one who failed to hit anyone starts the game as bt;fore.
The great value of this game is the vigorous running and the discipline in s.elf
control that results from obeying the rule to stand without turning the head to
1'ight or left and with the back squarely turned to the person holding the ball.
(6) Bean Bag Circle Toss. B.
3 to 30 or lnore þla'j'cys.
Pla'j'ground J. schoolroom J' g'J'11l1laSiu111.
Bean bags J ' balls.
There should be a bean bag for each of the players except one. All of the
players form a circle, separated from each other by a small space. At a signal
from a leader, each player turns toward his right haml neighbor and tosses his
bean bag to him, turning at once to receive the bag which is coming to him from
the left. The game should move rapidly but of courSe this is a matter of skill and
may have to be acquired. With very little children it may be advisable to first
play the game with a fewer number of bean bags, till they grow accustomed to
tossing and turning quickly to catch. naIls may be used instead of bean bags if
desired.
-- 37 -
When the tossing has gone once or twice around the circle to the right, the direc-
tion should be changed to the left. It is well to have one of the bean bags of a
different color fronl the others, so as to know when the circle has been completeá.
Any player failing to catch a bag must pick it up and toss it regularly to his
neighbor.
(7) Bird Catcher. B.
4 to 60 players.
Playground; schoolroom.
Two opposite corners are marked off at one end of the ground or room, the one
to serve as a nest for the birds and the other as a cage. A mother bird is
chosen, who takes her place in the nest. Two other players take the part of bird
catchers and stand midway between nest and cage. If played in the schoolroom,
the remaining players sit in their seats; if in a playground, they stand beyond a
line at the farther end of the ground which is called the forest. All of these
players should be named for birds, several players taking the name of each bird.
The naming of the players will be facilitated by doing it in groups. If in the class-
room, each row may choose its name, after which the players should all change
places, so that all of the robins or orioles will not fly from the same locality.
The teacher calls the name of a bird, whereupon all of the players who bear
that name run from the forest to the nest, but the bird catchers try to intercept
them. Should a bird be caught by the bird catcher, it is put in the cage, but a
bird is safe from the bird catchers if it once reaches the nest and the mother bird.
The players should be taught to make the chase interesting by dodging iu. various
directions, instead of running in a simple, straight line for the nest.
The distance of the bird catchers from the nest may be determined with a little
experience, it being necessary to place a handicap upon them to avoid the too easy
capture of the birds.
, NOTE: The mother bird may call the name of the birds. For a small group of
children use only one bird catcher. When played indoors the bird catchers may
not start chasing the birds until all have reached the rear of the r00111.
(8) Catch the Cane. B.
3 to 30 or more players.
Playground: Gymnasiu11l
schoolroom.
The players, who should be numbered consecutively, stand in a circle or semi-
circle. One player stands in the center of the circle or in front of the semicircle,
with his ináex finger on the top of a cane, wand or closed umbrella, which stands
perpendicularly to the floor. Sudd-enly he lifts his finger from the cane, at the
same time calling the number of one of the players in the circle. The person whose
number is called must run forward and catch the cane before it lies on the floor. If
he fails, he must return to his place in the circle; if successful, he changes places
with the center player.
This game may have a great deal of sport in it if the action be kept lively and
the one who is calling the numbers gives them in unexpected order, sometimes
repeating a number that has recently been given, then giving a few in consecutive
order, and then skipping over a long series, etc.
For tJ
e Schoolroom: "\Then played in the schoolroom, the player with the cane
should stand in the center of the front of the room. All the players, or part of
the class at a time, may be lined up in front of the first row of áesks, or only the
players seated in the first row of seats may be called, according to the number of
(j-
-n;H)
- 38-
their row. At the discretion of the teacher this row may change to the rear row
of seats, each line moving up one seat to make room for them.
This is an admirable game for making alert and active children who are slow
or dull.
(9) Center Catch (Touch) Ball. B.
3 to 30 or more players.
Pla:vgrouJld,. gJ'mnasium: hal/way.
II andba/l,- bas!?et ball,- bean bag,- knotted towel.
1. SIMPLE FORM I:OR LITTLE CHILDREN.
AU of the players but one stand in a circle, with two or three feet between
players. The odd player stancís in the center of the cirde and tries to catch
the balI, which is tossed rapidly frOtH one circle player to another. Should
he be successful, the one who last touched the ball changes places with him.
II. ADVANCED FORM I:OR SKIJ..LFUL PL.A VERSo
This differs from the preceding in the greater distance between each two, and
with one player in the center. The circle players throw a ban from one to
another, the object of the game being for the center player to catch the ball or
knock it to the floor. The circle players may throw the ball over the heads of one
another or across the circle, or make sudden feints of throwing it in one direction,
turn suddenly and throw it in another, etc., to deceive the center player.
Any player in the circle who last touched the balI, changes places with the
center player whenever the latter touches or catches the ball.
NOTE: After the game is thoroughly understood add one, two or three additional
players to the center of the circle. The first one of this group to touch the ban
joins the circle, the circle man taking his place. The remaining men in the center
of the circle must remain until they are successful in being the first one to touch
the ball.
(10) Chicken Market. B.
5 to 20 or more plaJ'ers.
Outdoors,- indoors.
One player is chosen to be market man and another buyer; the rest of the
players are chickens; they stoop down in a row and clasp their hands under their
knees. The buyer approaches the market man
nd asks, "Have you any chickens
for sale?" The market man answers, "Yes, plenty; wilI you walk around and try
them?" \Vhereupon the buyer goes up to different chickens and tests them by
laying over the head his clasped hands, palms downward and pressing inward. 1.'he
buyer pretends to be dissatisfied with sO,me of the chickens, saying. "This one is
too tough," "This one is too old," "This one is too fat," etc., until at last he
finds one that suits him, the chickens being supposed to go through this ord'Cal
without smiling.
\\Then a chicken ,is found that appears to be satisfactory, the buyer and the
market man take him by the arms, one on either side, he stilI relnaining in his
first position with hands clapsed under the knees. and swing him forward and
backward three times. Should he stand this test \vithout loosening his own grasp,
he is supposed to be an right, and the buyer leads him off to the opposite side of
the playground, or homc. The game continues until all of the chickens are sold.
Any chicken that smilcs, or whose arms giV'e way in the swinging test, must pay
a forfeit, an of the forfeits being redeemed at the close of the game. \\There there
are more than ten players, there should be two or more buyers and sel1ers.
This is one ()f the traditional dramatic games. This game is played in various countries: in
England as a "Sale of Honey Pots," in China as a "Fruit Sale," etc. The version here giveu
is from Italy.
- 39-
(11) Circle Seat Relay. B.
6 to 60 pla}'ers.
S choolro011l.
This game starts with the players all seated, and with an even number for each
two rows. _
\t a signal, the last player in each row runs forward on the right-hand
side of his seat, around the front desk, and returns on the left-hand side of his
own row. As soon as he is seated, he touches the player next in front on the
shoulder, which is a signal for this one to start. He runs .in the same way. This
is continued until the last player, which in this case is the one sitting in the front
seat has circled his desk and seated himself with hamls upraised. The line wins
whose front player first does this. Have reach pupil change one seat ahead, the
front player going to the rear, before repeating the game.
This is one of the best running games for the schoolroom. 4\S in all such games,
seated pupils should strictly observe the rule of keeping their feet out of the aisles
and under the desks.
Players must observe strictly the rule of running forward on the right-hand side
and to the rear in the next aisle, else there will be collisions.
(12) Crossing the Brook. B.
3 to 60 or more playcrs.
P la:yground; g}' III 11 asiu m ; schoo I roo m.
This game is a great favorite with children. A place representing a brook is
marked off by two lines on the ground. For littl'e children in the primary grades
this may start with a width of two feet. The players run one at a time and try to
jump the brook. Those who succeed may turn around and jump back with a
standing jump instead of a running jump. On either of these jumps the player
who does not cross the line, representing the brook, gets into the water and must
get dry stockings, being thereafter out of the game. The successful jumpers are
led to wider and wider places in the brook to jump (a new line being drawn to
increase the distance) until the widest point is reached at which any player can
jump successfully. This player is considered the winner.
NOTE: For a group with varying ages represented have two brooks, one for
older chilóren-onc for the younger, the width of the brooks varying. May be
played in the front of the schoolroom, or in the hall.
(13) Dare Base. GG.
Grade: Grammar, High.
lYu11lbcr of pla)'crs: 6 to 60.
Two goals are marked off about 60 feet apart and midway between is drawn
a long line that forms the dare base. At each end of this line or dare base, are
placed two players who act as catchers. The other players or runners stand in the
goals. After the game has begun, they cross constantly from one goal to the other,
and the catchers try to tag them. While the runners are in the goals or on the
dare base, they are safe from the catchers, but they are not allowed to return from
the dare base to the goal they have just left. They must always continue to the
opposite goal. Those who are caught are out of the game. The player who is
last caught wins, becomes catcher in the next game, and chooses his assistant. By
modi
cation of distances this can be played indoors..
- 40-
(14) Dodgeball. B.
S to 60 pla:yrrs.
'!>laYRro1t1ld: Schoolroom.
n(1!ì/
et ball; 'volley ball; soccer ball; gas ball; soft indoor baseball; knotted towel.
'l.'he players are divided into two e\'en groups. One group forms a circle (this
need not be marked on the ground). A large circle adds more- sport to the game.
The other group stands within the circle, scattered promiscuously. The object of
the game is for the circle moen to hit the center men with a ball, the center men
dodging to 'evade this. They may jump, stoop, or resort to any means of dodging
except leaving the ring. Any player hit at once joins the circle men and works with
them to put the remaining centermen out. A strike on the head or legs below the
knees shall not put a centennan out. The last player to remaÌn in the center is
considereù the winner. The groups then change places and the game is repeated.
There is no retaliatory play of the ball by the center players; they merely dodge
it and ùo not touch it. The ball is returned to the circle by a circle man stepping
in for it and tossing it immediately to a circleman. He then returns to the circle.
'Vhen two center men are hit by one throw only the first one hit leaves the center.
The groups may be timed to see which group eliminates most rapidly the other
group from the center. If this is done it may be best to have the centermen who
are struck, leave the gam'e entirely and take no further part. If the ball rolls out
of bounds a circleman should run and get it and throw it to a circleman. It is
poor playing for a circleman to carry the ball back to the circle and continue to
play himself.
To play chain dodge ball, have the center players form into lines of 3, 4 or 5
in a line. The circlemen then try to hit the end or last man of each line. As they
are hit they leave the center.
(15) Duck on the Rock. GG.
Grade: Grammar.
Number of players: 6 to 20.
Appara-tus: Out-of-doors; large stone; block of 'It'ocd or a call. Stones the si:;e
of fist or bean bags} one for each player. Indoors-bean bag for each playe.r.
When the game is played out of doors one player places his stone or bean bag
which represents the duck on a fair sized stone, or other object selected, and
stands near to guard it.
A line is drawn 25 or 30 feet from the boulder. Back of this line all the other
players stand and throw their stones at the duck trying to knock it off the boulder.
Any player who has thrown and missed has the privilege of trying (1) to rescue
his duck and return home with it without being tagged by the guard; (2) or of
trying to run to his duck and place a foot on it, remaining so until it is safe for
him to return home or (3) remain with his foot on his own duck until some
other player knocks off the drake's or guard's duck, when he may pick up his duck
and return home, and all other throwers may try to rescue their ducks and return
home while the drake or guard stops trying to tag and runs to replace his duck
on the boulder. When a player has his foot on his duck he is safe and remains so
as long as his foot is on his duck. A player may not drop his duck after he has
once picked it up: He may not move his duck with his feet from the original spot
-41-
whcrc it stopped rolling. The guard or drake has tagging power only so long as
his duck is on the rock.
The one who is tagged by the drake must run and place his own (luck on the
boulder to hasten the time when he may have the power to tag. The former guarù
should snatch his duck and run back of the throwing line so that the new guarù
may not tag him. As soon as a player returns back of the line he may begin
throwing to dislodge the duck.
If stones are used it is advisable to have the guarù stand S0l11'e distance frolH
the duck. To determine the first guard: All stand behind the line and throw at
the stone. The one whose duck is farthest from the throwing line hecomes th
drake or guard.
The game can be played in a hall or classroom which has movable seats by using
a chalk circle about one foot in diameter. The objcct will be to knock the bean bag
out of the circle.
(16) Farmer Is Coming (The). B.
6 to 30 or more playe1's.
Pla:rgrolllld; g}'1ll1lasiu11l; schoolroo1Jl.
One player, chosen to be the farmer, is s'eated. The remaining players, stanùmg
at a distance, select a leader who taps some of them on the shoulder as an invitation
to go with him to the farmer's orchard for apples. Thereupon they leave their
home grounds, which has a determined boundary, and approach as near to the
farmer as they dare. The game is more interesting if they can do this from various
sides, practically surrounding him. Suddenly the farmer claps him hands and édi
players. must stand still while the leaùer calls out "the farmer is coming." The
players try to get safely back to their home ground, the farmer chasing them. H
may not start, how'ever, until the leader has given his warning. Any player caught
by the farmer changes places \\ ith him
For the parlor or class room. This game adapts itself wC
l to indoor nse, the
farmer sitting on a chair in the middle of the room if in a parlor, or at the teacher's
desk. The players are home when in their scats, and tIre farmer, to catch thcm,
must tag them before they are seated.
(17) Flowers and the Wind (The). B.
4 to 30 or more players.
I1ldoors,. out-of-doors.
This game is suitable for little children. The players arc divided into two
equal parties, each party having a home marked off at opposite enùs of the play-
ground, with a long neutral space betwcen. One party reprcsents a flower,
deciding among themselves which flower they shall represent, as daisies. lilies,
lilacs, 'etc. They then run over near the home line of the opposite party. The
opposite players (who represent the wincI) stand in a row on their line, ready
to run, and guess what thc flower chosen by their opponents may be. As soon
as the right flower is named, the entire party owning it must turn and run home,
the wind chasing them. Any players caught by the ,vind before reaching home
become his prisoners and join him. The remaining flowers repeat their play,
taking a different name each time. This continues until all of the flowers havc
been caught.
- 42-
(18) Hand Over Head Bean Bag (relay). B.
6 to 60 pla)Pcrs.
Schoolroom.
Bean bags,. knottcd towels,. gas balls.
This is a relay passing race, the different rows of pupils competing with each
other in passing bean bags backward over the head.
The players should all be seated, there being the same number in each row or in
every two rows. On each front desk a bean bag should be laid. At a signal the
first player in each row lifts the bean bag with both hands over his head and
drops it (it should not be thrown) toward the desk behind him, immediat-ely clasp-
ing his hands on his own desk. The next player catches or picks up the bean bag-
from his desk and passes it backward in the same manner. It is thus passed
quickly to the rear of the line. '\Then the last pupil receives it, he runs forward at
once to the front of the line. As soon as he reaches the front seat, the entire ro,w
of players move backward one seat and the player who ran forward takes the front
seat, immediately passing the bag backward over his head to the player next
behind him.
The play thus continu-es until the original occupant of the front seat has returned
to it. Immediately that he is seated, he should holó the bean bag high with
outstretched arm, as a signal that his row has finished. The row wins whosc
leader first does this.
(19) I Say "Stoop." B.
5 to 60 or more playcrs.
Playground,. g:Y11l1lasiu'1n" schoolroom.
This game is a variation of the old familiar gamc "Simon says," but calls for
much more activity than the latter game.
The players stand in a circle or beside their desk. In front of them stands the
leader or teacher. The leader says quickly, "I say, stoop!" and immediately stoops
himself and rises again somewhat as in deep-knee bend. The players imitate the
action; but when the leader says, "I say, stand" at the same time stooping himself,
the play-ers should remain standing. Any who make a mistake and stoop when
the leader says, "I say, stand!" are out of the game.
This may be made a very amusing and vigorous game. The leader should
speak and move very rapidly and make unexpected variations in the order in which
the two commands are given.
(20) Jumping Relay. B.
4 to 60 or morc pla)'crs.
Pla)'groulld,. g)'J1llwsiu 11l,' schoolroom.
The players are lined up in seyeral single files behind a starting line which is
drawn at from ten to fifty feet from a finishing line, which should be parallel to it.
At a signal the first players in each file, who have been standing with their toes
back of the starting line, jump forward with both feet at once and continue the
jumping to the finish line, when they turn and run back to the starting line. Each
jumper running, as he runs back beyond the starting line, should touch th-e hand of
the next player in his file who should be in position, toes behind the line, ready to
-43 -
start. This player should begin jumping as soon as his hand is touched by the
returned player. The first jumper goes at once to the foot of the line, which
moves up one place each time that a jump'er starts out, so that the next following
player will be in position on ,the line.
Thë file wins whose last player first gets back across the starting line.
(21) Midnight. B.
(Twch'e o'clock at night.)
3 to 30 or more players.
Pla:ygro1tlld
' gymnasium
' classro01ll.
One player is the fox and the others sheep. The fox may catch the sheep only
at midnight. The game starts with the fox standing in a den marked in one
corner of the playground, and the sheep in a sheepfold marked in the diagonally
opposite corner. The fox leaves his den and wanders about the meadow (play-
ground) \-vhereupon the sheep also come forth and scatter around, approaching
as close to the fox as they dare. They keep asking him "\Vhat time is it?" and
he answers with any hour he chooses. Should he say "Three o'clock" or "Eleven
o'clock," etc., they are safe; hut when he says ":\lidnight" they must run for the
sheepfold as fast as possible, the fox chasing them. Any sheep caught changes
places with the fox, and the game is repeated. \Yhen played in a classroom only
a few children should be selected for sheep.
. This game is enjoyed by children of almost any age. It affords an excellent opportunity
for daring and finesse. Timid children shoull} be encouraged. to take risks, approaching near
the fox, and surrounding him on all sides. All should be taught to l11ake the chase varied and
difficult for the fox, instead of running in a straight line for the goal. The fox has opportunity
for much stratagem in choosing the moment when he says "
Iid.night!" one in which the
players are standing w'h
re he could easily catch or corner them. He may also gain advantage
by appearin.g to start in one direction and suddenly changing to another. These elements add
zest to the game, cultivate prowess, and make the children brighte-r and more alert.
(22) Oyster Shell. B.
4 to 100 playcrs.
Pla)'grC1l11d,. gymnasium,. schoolroom,. halhva)'.
Equipmcnt: Bloc/? of 'l(.'ood about 4 inches square 'If.!ith faur sides chalked, or a
board 4 b:y 6 inchcs in s;:;c onc sidc challud or paintcd.
Two parallel lines are drawn across the center of the play area. with a space of
3 to 4 feet between them, which is neutral territory. At a considerable distance
beyond each line, 30 to 60 feet. and parallel to it a second or safety line is drawn, the
space beyond being a refuge for any players of the party belonging to that side.
Do not make the running distance to safety too short. ...\ vigorous run shoulci
result. Divide the players into two equal parties which take their places one on
either side of the neutral territory. Each player must toe his own line and should
be three or four feet from any other player on his side. Each party is given either
a light or dark color corresponding to the inside or outside of an oyster shell or to
the block of wood.
An odd player, who acts as leader, takes his place at one end or the other of the
neutral territory and tosses the "oyster shell" into the air. If there be no such
leader available, the parties may choose captains to toss the shell alternately.
The shdl is allowed to fall on the ground. If the light side, or .inside of the shell,
falls upward the light (inside of the shell) party must turn and run for their safety
-44 -
line, the other party chasing them. Anyon'e captured (tagged) joins the side of
the one who tagged him and works for that side.
The party securing all the players of the other party WIns the gamc; or the
winners may be determined by the side having the largest number of players at
the end of the playing time. \Vhen children of decideály different ages play
together, if possible have the small children chase each other, the larger ones
chasing those more ncarly their own size. This game is admirable to develop
quick responses and reactions.
(23) Pig In a Hole. B.
4 to 60 plaJ'crs.
Pla:yground; scashore; g}'l1l'1lasiu 1Il.
Bas/wi ball; indoor baseball; tin can.
Each player should be provided with a stick about three feet long. This may
be made by whittling branches, or a gymnasium wand or piece of broomstick maý
be used. A shallow hole is dug in the ground measuring twelve or fifteen inches in
diameter. All of the players but one join hands and form a circle around this hole
with several feet behveen each two players so that they may move freely. Each
player digs a small hole in the ground in frçmt of his place in the circle, the hole
to measure about four inches in diameter. The odd player does not dig a hole
The game is played with a basket ball, although a smaller ball may be used, in which
case the center hole need not be quite so large, though it should be somewhat
larger than the ball used.
The game consists in the odd player trying (1) to get the ball (the "Pig") into
the center hole with his stick, which all of the other players will try to prevent;
and (2) the odd player trying to be released f
om his position by p-Iacing the
end of his stick in one of the small holes belonging to one of the circle players,
which he can only do when the player in question has his own stick out of it.
The game starts by all the players putting their sticks in the center hole
under the ball. They count, "One, two, thrce," and on the last word all lift the
ball with the sticks and then rush for the small holes, each player placing the end
of his stick in a hole. As there is one less hole than the number of players, one
odd player will be left out. It thereupon becomes his duty to drive the pig into
the hole from whatever pobt it may have landed through the combined effort and
toss with which the game opened. The circle players try to prevent the pig get-
ting into the hole by blocking its passage with their sticks. They may not '?ick
it or play upon it in any other way. The odd player will try to ward off the
interference of the sticks by clearing a way in front of the ball with his own.
The other players may leave their places at any time to block the passage of the
hall; but this is a dangerous thing to do, for the odd player may at any moment
leave his work with the ball and place his stick in one of the vacant holes. It
therefore behooves the circle players to leave their holes unguarded only when
there is imminent danger of the ball entering the center hole from that side of
the ring, or when a good opportunity comes for aggressive play to drive the ball
out of the ring, which should also be one of their objects.*
It is not necessary for a player to return to his own hole after having removed
his stick from it. Any hole may be taken by any player, and much of the interest
*Care should be takf'n not to knock the pall too far from the players. The game wiII drag
if the ball has to be returned from a long distance.
- 43-
of the game lies in the freedom with which playcrs will move about anù takc
chances in this way.
If the driver succeeds in getting his pig in the center hole, he is considercd to
have won, and the game begins again. Should the drivcr succeed in placing his
stick in an unoccupied hole in the circle, the odd playcr thus left out must become
driver.
F or the classroom: This game may be adapted to the classroom with movable
seats by drawing chalk circles in place of those that would be dug in the ground
out of doors. The sam-e rules apply for the game, \vhich may be played with either
a basket ball or a bean bag.
(24) Prisoner's Base. GG.
Grade: GramH1ar
High.
ATumbcr of p/a'J'crs: 6 to 60.
Two goals, with small prisons adjoining the right-hand corner of each goal,
are marked off about 50 feet apart. The space between the goals is neutral
territory. The play"'Crs choose sides, and each side takes possession of a goal.
Then a player from one side starts out and tries to enter his opponents' goal without
being tagged. Immed.iately his opponents send out a player to pursue him. Another
player sallies out to protect the first player, and so on. If at any time a player
succeeds in entering his opponents' goal untaggcd, the game is won for his side.
Each man may tag only those players \vho left their goal before he left his. All
the players may be in the neutral ground at the same time, though it is best not
to leave the goal entirely unprotected. A player is at liberty to rcturn to his
home goal whenever he chooses.
A player who has been tagged must go to his opponents' prison and stay thcre
until he is rescued by some onc from his own side. The rescucr must succeed in
touching the prisoncr without being tagged himself. If he does, hoth may return
to their goal in safety; but, if he is tagged before he touchcs the prisoner, he
becomes a prisoner himself. A prisoner may aid in his own rescue by reaching
out from his goal as far as possible, providing that he keeps one foot within
bounds. If there are several prisoners, they may join hands and stretch out oyer
the neutral ground. The last player in the chain, howcver, must be in the prison,
and not more than one prisoner may be redeemed at a time.
(25) Schoolroom Dodge Ball. B.
6 to 60 pla'J'crs.
Gas ball,. zcpl1j'Y pIa)' ball,. knotted towels.
The players arc evenly divided into two teams. One team takcs its place around
the outer edge of the room; the players of the othcr team scattcr through thc aisles
or between the seats, which latter should be turncd up if possible. The outer team
tries to hit the inner team with the ball. any player so hit taking his place with
the outer team a1H1 joining in its play. The player \vho remains longest in the
center is consiriered to have won. Only a hit from a ball on the fly counts. A hit
from a bounce does not put a player out. If a ball touches any part of the clothing
or person it is considered a hit. If two players are hit by the same throw, only
the first one hit is considered out. Players may dodge the ball in any way, if
desired. The ball is returned to thc circle players by a toss from one of the
inner team should it be out of reach of any player of the circle team.
- 46-
If ùesireù, the hit pIa) ers may leave the game instead of joining the outer
circle. This leaves thc team intact and 'each then keeps a separate score.
If successive games be played the teams change places, the inner players forming
the circle, and vice versa. The game may then be played in innings, if dresired,
each team to be given three minutes in the circle. One point is then scored against
a team, while i t 1 the center for 'every player hit, and the team wins which has the
smallest score at the end. Another method is to time each team as to the length of
time to dispose of all center playcrs. The team accomplishing this in the shortest
time scores.
(26) Shadow Tag. B.
4 to 60 pla)
crs.
Out-of-doors.
The player who is It trics to stcp or jump on to thc shadow of some other player,
and if successful, announces the fact by calling the name of the player. Thát
player then becomes "it."
The teacher or leader will need to encourage the children to venture boldly into
the open spaces, where the shadows become apparent, rather than to huddle on one
side of the ground, where the chaser cannot reach the shadows.
This is a very pretty form of tag, suitable for little children, and they ùelig'tIt in playing it.
It hardly need be said that it requires a sunny day.
(27) Stealing Sticks. GG.
G1'ade: Grammar, High.
,x umber of þlG'j'ers: 6 to 60.
Apþaratus: 12 sticks, handkerchiefs for half the number of pla:ycrs.
\ line is drawn across the middle of the yard. About 30 f'eet from this linc on
either side of it a goal about 18 inches square is marked, and six sticks are placed in
each goal. Two captains are appointed and sides are chosen. Each player of one
side ties a handkerchief on his left arm. Then the two sides form in two rows facing
cach other, one on each side of the line. The captains may, if they wish, appoint
some of their men as runners and some as guards for the goal. These guards must
stand at least 12 feet from the goal, but, if an opponent passes them on his way to
their goal, they may, of course, chase him. The obj ect of the game is to carry a way
all the sticks from the goal of the opposing side. A player may be caught
as soon as he has both feet in the enemy's territory. If he reaches the goal with-
out being caught, he may take away one stick, with which he may go back to his
own sidc in safety. If he is caught h'c must stand in the goal as prisoncr
until rescued by some one of his own side. While he is prisoner, he may reach
out towards the one who is coming to release him, but 111ust keep both fcct
within the goal. After he has been rescued, he and his rescuer may return to
their own side in safety. So long as any member of one side is a prisoner, that
Ride may not take any sticks from its opponents' goal, but must try to rescue their
team mates who are prisoners. The gal11
is won by the side which first carries
ß.way all of its oppon
f1.ts' sicks.
- 47-
(28) Step. B.
3 to 30 or mort! players.
P la}'groU1zd J' g'j,' 11l1lasiu 11l; ha I h('aj' J' classro 0 m.
The ground is marked off by two parallel lines from SO to 200 feet apart. One
player, who is chosen to be counter, statHís on one of these lines with his back to
the other players, who line up on the opposite line.
The obj ect of the game is for the players who are lined up in the rear to advance
forward until they cross the line where the counter is stationed. They may
advance, however, by short stages, during which the player in front counts ten.
The game starts by this forward player counting ten loudly and rapidly, the
other players moving forward while he does this, but imm!édiately ,\-'hen he says
"Ten"! they must stand still, and he at once turns to look at them. He will call
the name of any player or players whom he sees moving, and any so caUed must
go back to the starting line and begin over again. This counting of ten by the one
player and moving forward of the others continues until all have crossed the lin'C
where the counter stands. The last one over changes places with him for the
next game.
This game is a great favorite. especially with girls, though the writer has known many boys
to play it persistently, The players \\ ill learn to use much caution in moving forward, often
stopping before the count of ten, to be sure that they shall not be caught in motion, The
progress thus made may seem slower than that of those who dash forwanl to the last moment,
but as with the famous hare and tortoise, this slo\\ er but continuous method often wins.
(29) Tag the Wall (relay). B.
6 to 60 pla'j'crs.
Schoolroom.
The same number of players should be seated in each row or arrange the children
so that the number in row one equals the numher in row two; the number in
rows three and four are equal; in rows five and six are equal. \Vith this latter
organization each two rows are competing only against each other instead of
against all other rows.
At a signal, the last player in each line runs fonvard and tags the front wall.
As soon as this player is out of the aisle, the others all move backward one seat.
This leaves the front seat vacant. and the runner having touched the wall returns
immediately and takes this vacant front scat. As the player sits he raises his hand,
which is a signal for the player who is now th'e last one in the line to run forward,
the line moving backward one place as soon as he is out of the aisle. He in turn,
having touched the wall, takes the vacant front seat. The play is continued in this
way until everyone in the row has run.
The line wins whose player, sitting at the start in the front scat, first returns to
his seat.
As in all schoolroom games whefe thcre is funning, the seated players shouId
be very careful to kecp thcir feet under the desk so there will be nothing in the
aisl'Cs over which the runner may trip.
- 48-
(30) Three Deep. GG.*
Grade: G1'mnmar, High.
]Çumbcr of þla
:ers: 6 to 60.
One player is chosen to be "It" and a second player to run. The other players
arrange themselves in two circles, one within the other, with the players not less
than six feet apart, and with each one in the outer circle exactly behind one in
the inner circle. The player who has been chosen as runner then runs, and is
pursued by the one who is "It." The runner may place himself in front of any
two players, thus making a file of three. He is then safe; but the outer, or third
one in the line, may be tagged, and to save himself must run to a place in front of
another file of two. . If a player is tagged, he immediately becomes "It" and
chases. The one who tagged him becomes runn-er. The runner and chaser may
not cut through the circle while running.
The game n1ay be made more interesting by having two or more couples run-
ning at the same time. It may also be varied by having the two circles face each'
other, leaving a space beh\-een for the running. \Vhen this is done, the runner
places himself between two players, and the one toward whom he turns his back
is the one who may be tagged. 1\Iake the running distances short and snappy with
resulting frequent changes in players.
*NOTE: A 'successful 'modification is known as t.wo decþ: Single circle with a
runner and a chaser. The second man runs instead of the third man.
RHYTHMICAL GAMES.
See Supplel11ent to State :
.Ianual of Physical Education, pp. 15-6I.
(See 1\Ianual of Physical Education, pp. 53-68 or 59-74, for 1110re
cOl11prehensive list.)
See State
Ianual of Physical Education for authors list of books, p. 53
or 59; recon1mendecl n1inin1tun list of books of rhythn1Ícal activities
for every school, p. 64 or 70.
See Bulletin NO.3 I, p. 7, for list of "\lictor Records \yith nU111bers which
can be usecl in teaching folk ganles.
- 49-
(31) BEAN (PEASE) PORRIDGE HOT.*
I ri
I I
-#I
:
" I ,.-
- ....
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.... ;tp .....
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Pease porridge hot, pease porridge cold,
Pease porridge in the pot nine days old;
SOI11e like it hot, SOI11e like it cold,
Some like it in the pot nine days old.
Chorus: Tra, la, la, la, tra, la, la, la, etc.
ForI11ation: Double circle, partners facing.
VERSE.
Line I. Clap both hands to thighs; clap O\Vl1 hands together; clap
partner's hands. Repeat.
Line 2. Clap thighs; clap own hands; clap right hands only; clap own
hands; clap left hands only; clap o\vn hands; clap partner's hands.
Lines 3 and 4. Repeat action froI11 the beginning. (Counts-I, 2, 3;
1,2,3; 1,2,3,4,5,6,7).
CHORUS.
All raise arnlS sideways (hands joineci), and take sixteen sliding step3
around the circle to the left; then sixteen in the opposite direction.
During the last measure all nlove to the right and take ne\v partners.
Repeat from the beginning with the ne\v partner.
From Crampton & Wallaston, "The Song Play Book."
Copyright, 1917, by The A. S. Barnes Company.
*NOTE1: \Vhcn used in a classroom containing seats permanently fastened to the floor, haye
the students form a single circle around a row of desks or around all of the desks. For a class
with a large membership form two circles with a row of desks separating the two circles.
NOTE 2: Partners in the single c!rcle face each other and clap hands, as described for the
verse.
NOTE 3: During the chorus have all face inward, join hands, forming a single circ1e or
circles; take 16 slides to the right, 16 slides to the left.
NO'l'E 4: To secure a new partner, have partners face, join right hands and passing to the
left side each move forward one place, meeting a new pal tner. (Grand right and left.)
- 50-
(32) BLEKING (SWEDISH).*
;>
J
:>
7
r
.I"
12
/
"
Formation: A single circle, partners facing each other with both hands
joined.
Description:
PART 1.
(.JI cas. I.) IIop, bringing the right heel and the right ann for\yarcl,
clbo\v straight, right hand in front of partner's shot1l(lcr, and left ann
well back with elbow bent (one, and). Hop, extending left heel and
left arn1 in same 1nanner (two) alld).
(M eas. 2.) The sanle changes made three times in quick succeSSion,
right, left, right.
(M eaSt 3-4.) Repeat, beginning \vith the left foot.
(ÁtJ eas. 5-8.) Repeat all.
From Crawford's "Folk Dances at1.d Games." Copyright, 1908, by A. S. Barnes & Co.
*NOTE: For use in a classroom form a single circle around one row of desks or arounù all
the desks. For a class with a large membership form two circles with a row of desks scparating
the two circles.
- 51-
PART II.
\Vith joined hands held straight out to the side, shoulder high, part-
ners dance around tbe circle. The one \vith the left side toward the
center starts forward 'with the right foot, her partner moves backward,
starting \vith the left foot.
(
1 eaSt 9.) Hop t\vice on each foot, at the same time s\vinging anns
up and do\vn, \vindlnill fashion, once in each 1neasure. Right ar111
do\vn \vhen hopping on right foot; left arn1 do,vn \vhen hopping on
left foot.
(M eaSt ID. ) Use Ì\vo of these steps to turn around.
(
1 eaSt I I.) Like measure 9, partners in reverse position.
(
.f eaSt I2- I6.) Repeat.
Repeat dance fron1 the beginning.
- 52-
(33) CARROUSEL (MERRY-GO-ROUND).
A Afvdcrato C Olt. moto (
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1'his dance represents the "lVlerry-go-round," or "Flying Horses."
The dancers form a double circle, standing in couples, both facing
toward center of circle. T'he front ones of all couples join hands in a
circle; the back ones place their hands on their partners' shoulders.
The music consists of Ì\vo parts. The first part contains seven
n1easures; the second part, eight.
In fitting the steps to the ll1usic, each ll1easure should be counted
thus: uO ne , two, three, four."
- 53-
A.*
During A dancers n10ve to\vard the left vvith a slo\v sliding stëp, as
follo\vs :
(lJI cas. I.) l\Iake a long slide to the left \vith the left foot (one),
close the right foot to the left (t'Lc)o). Repeat (three, four).
(lJ;f ease 2-7.) Continue through the seven n1easures of j\, but, dur-
ing the sixth and seventh 1neasures, 111ake stal11ps instead of slides.
During the sixth and seventh 111easures, the ti1ne is accelerated
slightly.
B.
(.L
1 cas. I -4.) Still n10ving to the left, ,vith the tilne slightly acceler-
ated, as in the two preceding 111easures, execute the satne step as
described in the first nleasure of A, but in double til1ze, that is Inaking
four slides to each measure instead of hvo.
(JI cas. 5-8.) Repeat, sliding to the right (repetition of B).
At the end of B, partners iUln1ediately change places, those \vho were
behind no\v standing in front with hands joined, the others behind \vith
hands on partners' shoulders.
The ,vhole dance is then repeated.
The \vords are sung by the dancers as they dance. The four stanlps
in the sixth and seventh l1
easures of A are 111ade on the \\fords, "up,
o1ate, surely, late."
In the chorus, "Ha ha ha!" should be shouted heartily ,,,ith heads
thro\vn back.
A.
Pretty 111aiùen, sweet and gay,
Carrousel is running,
It ,vill run till evening:
Little ones a nickel, big ones a dÏ1ne.
Hurry uP! get a 11late!
Or you'll surely be too late!
B.
I-Ia ha ha! I-Iappy are \ve,
Anderson, and Peterson, and Lündstrolll, and 111C!
Ha ha ha! I-Iappy are \ve,
Anderson, and Peterson, and Lünclstro111, and 111e!
During the first part of "Carrousel" the n1erry-go-roul1d is supposed
to be just starting, and 1110ves
lo", ly; in the second part it is in full
S\\t ing, and the fun is at its height.
From Burchenal's "Folk Dances and Singing Games." Copyright, 1909, by G. Schirmer.
. * A variation of .A that gives a particular training in contrasting rhythms: slide left, bring
rIght fo?t to left, rIse on toes, lower heels; repeat. It is recommended that the action during
the playmg of the chorus or B be done in only one direction.
- 54-
(34) DANISH DANCE OF GREETING.*
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The 111usic consists of hvo parts, each of \vhich contains eight
Ineasures.
In fitting the steps to the n1usic, each Ineasure should be countf'd
tInts :-((One, and, f7.("o, and."
The dancers fortn a single circle ,vith hands joined, partners standing-
side by side, ancl all facing to\vard the centre of the circlc.
A.
(1\1 cas. I.) All clap own hands togcther (one), clap again (and).
\Vith both hands lowered diagonally fonvard and outward lift the skirts
lightly and, \vith the foot farthe
t froln the partner, step to the side,
at the saInc tilne pointing the foot nearcst the partner and Inaking a
deep curtsey to partner (f'iCJo, alld).
- 55-
(AI ease 2.) S,,"ay the "reight on to the foot' nearest partner, at the
saIne tilne clapping the hands t\vice as before (one, and). With the
\veight on the foot nearest partner, turn a\vay frol11 partner, pointing the
foot farthest frol11 the partner and n1aking a deep curtsey to the dancer
on the other side (t'(uo, and).
(AI cas. 3.) \ \
ith the hands still lifting the skirts, all face to,vard the
centre of the circle and stal11p ,vith the foot farthest a\vay fronl partner
(onc, and) ; then stalnp the other foot (t'l.CTO, and).
(AI cas. 4.) \Yith three light running steps, turn a\vay fronl partner,
once around in place (o1le, alld, t'lt'o), pause (and).
(AI cas. 5-8.) Repeat all.
B.
(AI cas. I -4.) All join hands around the circle, facing to\vard the
left, and starting ,vith the left foot dance lightly around the circle, Inak-
ing four running steps to each l11easure.
(Ai cas. 5-8.) \Vithout pausing, all face the other way and dance
around the circle to the right.
It should be renlel11bered that the l11ovel11ents in .A. represent a happy
greeting to all the dancers, and the curtsies should be l11ade to express
that Ineaning.
B represents the pleasure of all being together, and should be rollick-
ing and full of fun.
From Uurchenal's '":folk Dances and Singing Games." Copyright. 1909, by G. Schirmer.
For use in a classroom, see Note 1, "Bean Porriòge If ot." (31)
To secure a new partner, see Notc 4, "Bean Porriòge Hot." (31)
- 56-
(35) DID YOU EVER SEE A LASSIE?
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Did you ever see a lassie, a lassie, a lassie,
Did you ever see a lassie do this \vay and thatf
Do this \vay and that ,yay, and this \yay and that way,
Did you ever see a lassie do this \vay and that?
Formation: Single circle, all facing left with hands joined. A leader
stands ,vi thin the ring.
Lines I and 2. Players walk forward around the circle. At the \vords
Hdo this \,yay and that," the one within the ring denlonstrates S0111e
1110vement which the others are to imitate.
Lines 3 and 4. Players stand in place facing center and perfonn with
the one in the center the InOVe111ent shown.
The leader chooses another child to succeed hinl in the ring and joins
the circle.
Suggestions: .L\ctivities of the hou
ehold, of the fanl1, gyn111astic exer-
cises, dance steps, i111itations of aniIl1als, street gaInes, athletics and
industrial activities.
From Crampton & Wollaston's "The Song Play Book."
Copyright, 1917, by The A. S. Barnes Company.
- 57-
(36) HOW D'YE DO, MY PARTNER.*
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I--IO\V d'ye do, 1ny partner,
I-Io\v d'ye do today,
\tVill you dance in the circle?
I will show you the \vay.
Chorus: Tra, la, la, la, la, la, etc.
Fortllation: Double circle, partners facing each other.
VERSE.
Line I. Children in the outside circle nlake a lo\v curtsey to partners.
Line 2. Children in the inside circle return the curtsey.
Lines 3 and 4. Partners join crossed hands and turn in order to skip
side by side.
CHORUS.
Couples skip in a circle.
At the close, children in the outside ring step forward and face a ne\V
partner, and the game is repeated.
From Crampton & Wollaston, "The Song Play Book."
Copyright, 1917, by The A. S. Barnes Company.
*NOTE: Class room organization. See Note 1, "Bean Porridge Hot" (31).
Single circle; partners facing. During singing of 3d line partners shake
right hancis-during 4th line form single circle-all hands. held high.
Chorus-slide to the right Or left as preferred. On the 7th and 8th
measure, cease sliding; turn and bow farewell to your partner. Look
ahead and note the third person. For securing this new partncr sce
Note 4, "Bean Porridge Hot" (31).
- 58-
(37) THE JOLLY MILLER.
c 1 :
Jolly is the n1Íller \"ho lives by the luill,
'The wheel goes round \vith a right good \vill;
One hand in the hopper and the other in the sack,
The right steps fonvarcl and the left steps back.
F01"1llation.
A double circle, partners facing in the saIne direction, ,vith left side
to the center and inner hands joined. Ol!e odd player stands in the
center of the circle.
Description.
Allinarch or skip for\vard around the circle \vhile singing the first three
lines.' At the last line, those in the outer circle step forward and those
in the inner circle step backward, thus changing partners. 'fhe ganle
is repeated as often as is desired.
When the children have learned this well, an extra player l11ay stand
in the center and when the change is Inade he endeavors to secure a
partner. If he is successful, the one left ,vithout a partner nlust take
his place.
F' ariat1"oll.
The hvo circles skip fonvard together until \yords "right steps for-
ward and the left steps bacl
." .J.. \t the \vord bacl
have the right or the
outside circle of players continue to skip forward and the left or inside
circle of players about face and skip in the opposite direction. 1\11
continue to skip until the l11usic stops or a signal is given, \vhen every-
one tries to get a partner, including the odd one in the nlÏddle.
- 59-
(38) LOOBY LOO.
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(Introduction and Chorus after cach 'vcrse.)
Here ,ve dance looby 100,
Here ,ve dance looby light,
Here ,ve dance looby 100,
All on a Saturday night.
I. Put your right hand in,
Put your right hand out,
Give your right hand a shake, shake, shake,
And turn yourself about.
2. 
