A/5£ CORNELL UNIVERSITY LIBRARY The original of this book is in the Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://archive.org/details/cu31924032419982 University of the State ol New York Bulletin Entered as second-class matter August 2, 1013, at the Post Office at Albany, If. Y-, under the act of August 24, 1012 Entered a No. 724 Published fortnightly ALBANY, N. Y. December 15, I9 20 GENERAL PLAN AND SYLLABUS FOR PHYSICAL TRAINING IN THE ELEMENTARY AND SECOND- ARY SCHOOLS OF THE STATE OF NEW YORK As Adopted by the Board of Regents of the University of the State of New York upon the Report and Recommendation of the Military Training Commission of the State of New York Book 4 COMPLETE SYLLABUS Dio8r-Ag2O-i7O0 (7-1454) ALBANY THE UNIVERSITY OF THE STATE OF NEW YORK 1921 7 IE UNIVERSITY OP THE STATE OF NEW YORK Regents of the University Willi years when terms expire (Revised to August is. I9«>) 1926 Puny T. Sexton LL.B. LL.D. Chancellor - - Palmyra 1927 Albert Vander Veer M.D. M.A. Ph.D. LL.D. Vice Chancellor Albany 1922 Chester S. Lord M.A. LL.D. Brooklyn 1930 William Nottingham M.A. Ph.D. LL.D. - - Syracuse 1924 Adelbert Moot LL.D. Buffalo 1925 Charles B. Alexander M.A. LL.B. LL.D. Litt.D. Tuxedo 1928 Walter Guest Kellogg B.A. LL.D. - - - Ogdensburg 1932 James Byrne B.A. LL.B. LL.D. New York 1929 Herbert L. Bridgman M.A. LL.D. - - - - Brooklyn 1931 Thomas J. Mangan M.A. Binghamton 1921 William J. WallinMA. - - - - - - Yonkers 1923 William Bondy M.A. LL.B. Ph.D. - - - New York President of toe University sad Commissioner of Education John H. Finley M.A. LL.D. L.H.D. Deputy Commissioner and Counsel Frank B. Gilbert B.A. LL.D. Assistant Commissioner and Director of Professional Education Augustus S. Downing M.A. Pd.D. L.H.D. LL.D. Assistant Commissioner for Secondary Education Charles F. Wheelock B.S. LL.D. Assistant Commissioner for Elementary Education George M. Wiley M.A. Pd.D. LL.D. Director of State library James I. Wyer, Jr. M.L.S. Pd.D. Director of Science and State Museum John M. Clarke D.Sc. LL.D. Chiefs and Directors of Divisions Administration, Hiram C. Case Agricultural and Industrial Education, Lewis A. Wilson Archives and History, James Sullivan M.A. Ph.D. Attendance, James D. Sullivan Educational Extension, William R. Watson B.S. Examinations and Inspections, Avery W. Skinner B.A. Law, Frank B. Gilbert B.A. LL.D., Counsel Library School, James I. Wyer, Jr, M.L.S. Pd.D. School Buildings and Grounds, Frank H. Wood M.A. School Libraries, Sherman Williams Pd.D. Visual Instruction, Alfred W. Abrams Ph.B. a- 5053511- -■& DniYersity ol the State ol Her York Bulletin Entered as second-class matter August 2, 1913, at the Post Office at Albany, N. Y., under the act of August 24, 1912 Published fortnightly No. 724 ALBANY, N. Y. December 15, 1920 GENERAL PLAN AND SYLLABUS FOR PHYSICAL TRAINING ORGANIZATION OF THE SYLLABUS Book 1 Syllabus for Rural and Ungraded Schools. Book 2 Syllabus for Elementary Schools. Book 3 Syllabus for Secondary Schools. Book 4 Complete Syllabus. ACKNOWLEDGMENT This, the second edition of the " General Plan and Syllabus for Physical Training in the Elementary and Secondary Schools of the State of New York," is the product of the painstaking collaboration of various individuals while serving at one time or another as members of the bureau of physical training of the Military Train- ing Commission of the State of New York. Valuable suggestions and contributions have been taken from the syllabuses on physical education issued by the states of California, Indiana, Michigan, New Jersey, Rhode Island and Virginia. In addition important suggestions and advice have been received from various members of the State Department of Education and from school superintendents, principals, teachers of physical training and other teachers in the school systems of the State of New York. It is not possible to mention all those who have had parts in the compilation of this syllabus, but special credit should be given to Dr Thomas A. Storey, inspector of physical training for the State Military Training Commission, Dr George J. Fisher, deputy chief scout executive of the Boy Scouts of America, and F. A. Woll, acting director, department of hygiene, College of the City of New York. f « R N F- 1 L ."'"'Jd'Ni.vfcKj.ir 4 THE UNIVERSITY OF THE STATE OF NEW YORK Acknowledgment is also made for the use of certain material to the following persons and organizations: Permission from the Macmillan Company, publishers, to use sections from "Games for the Playground, Home, School and Gymnasium " by Jessie H. Bancroft. Permission from G. Schirmer, Inc., to use five folk dances from Miss Elizabeth Burchenal's Folk Dance Collection. Permission from A. S. Barnes and Company to use seven selections from the " Folk Dance Book " by C. Ward Cramptori, and six selections from the " Song Play Book " by C. Ward Crampton and Mary A. Wollaston. LETTER OF THE PRESIDENT OF THE UNIVERSITY AND COMMISSIONER OF EDUCATION June 25, 1920 To The Honorable The Board of Regents: The Military Training Commission, in accordance with paragraph 695, article 26-0 of the Education Law, has transmitted to me for presentation to the Board of Regents, recommendations for a revision of the General Plan and Syllabus for Physical Training adopted by the Regents upon the report and recommendation of the Military Training Commission, to be substituted for the present syllabus The changes proposed in the revision are as follows: 1 Physical training D, recreation, games and play, and physical training E are merged. Both are covered in physical training D in the revision proposed. This arrangement equalizes the time requirement so that the school with no gymnasium equipment carries a minimum requirement of two hours a week of games and play as a part of the regular schedule, while the school with gymnasium facilities carries a minimum of one hour a week of games and play and one hour of gymnastic drills and marching, both hours being a part of the regular schedule. Under the original plan the unequipped school carried one hour a week of division D, while the equipped school carried in addition an hour of division E. Thus, the equipped school was compelled to cover an hour more than the unequipped school. 2 A syllabus for rural schools has been added. 3 Descriptions of indoor games, outdoor games and singing games have been added. PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS $ 4 There have been added a number of play stories and mimetic exercises. 5 The relief drills have been revised and reduced in number. 6 The text on posture has been omitted. 7 The bibliography on games and play has been reduced. 8 The descriptions of badge tests and mass athletics have been revised. 9 The text has been rearranged so that the several major divisions of the syllabus may be printed in separate form. I recommend that these revisions be approved and that author- ization be given for the immediate printing of the revised syllabus. John H. Finley Regents Action, June 25, 1920 On motion of Regent Bondy, it was Voted, That the Board of Regents approves the proposed revision of the Physical Training Syllabus, and refers the syllabus to the President of the University for further revision if found necessary and for immediate printing. GENERAL PLAN " • "" The following general plan for physical training for the elemen- tary and secondary schools of the State was prepared by the Mili- tary Training Commission and reported by the commission to the Board of Regents of the University of the State of New York. It was adopted by the Regents September 12, 1916. The plan as revised by joint action of the Military Training Commission and the Board of Regents and adopted in a revised form by the Regents, October 19, 1916, and as revised and adopted again 1920, contem- plates : First: That physical training as provided by these laws 1 be con- strued as covering: (1) individual health examination and personal health instruction (medical inspection); (2) instruction concerning the care of the body and concerning the important facts of hygiene (recitations in hygiene) ; and (3) physical exercise as a health habit, including gymnastics, elementary marching, and organized, super- vised play, recreation and athletics. Second: (1) That the class teacher assist in the individual health examination and personal health instruction of pupils through (a) rapid inspection of all pupils at the beginning of each day's ses- 1 Chapters 566 and 567 of the Laws of 1916, amended 1918. 6 THE UNIVERSITY OF THE STATE OF NEW YORK sion (after some experience the teacher will be able to note signs of abnormal health conditions at the expense of no more than a few seconds of time) ; (b) reference to the proper authority of all chil- dren showing need of personal examination and advice; (c) appro- priate exercise and recreational provision for all pupils reported by the medical inspector as organically unfitted for regular physical exercise; and (d) the following up of all health advice that can be followed up. This assistance from the regular class teacher is not to take the place of the work of the medical inspector or school nurse. (2) That plans for the individual health examination, personal hygienic instruction and the following up of advice be further organized by the division of medical inspection in the State Depart- ment of Education, emphasizing: (a) examination of all pupils each year, (b) careful personal advice to each child examined, (c) parental cooperation, (d) effective following up of advice, (e) recog- nition of severe organic weakness disqualifying children for vigorous exercise, (/) more frequent examinations for children with serious organic weaknesses, (g) cooperation with the organized medical and dental professions and with local or general organized health agencies, (h) the examination of all pupils before admission to school for the first time, and (t) the presentation of a health record from the school previously attended by a pupil on transferring to a new school. (Such health certificate must not be accepted as a substitute for the examination required in article h above.) (3) That concise annual reports on this phase of physical training be prepared by all school superintendents and transmitted to the University, with a copy for the State Military Training Commission. (4) That the Board of Regents cause to be prepared more detailed instructions for the teacher to follow in the above activities. Third: (1) That class instruction concerning the care of the body and the important facts of hygiene be given by the class teacher, except in schools in which special teachers are appointed; (2) that at least two periods of 10 or 15 minutes each be devoted weekly to this instruction during each and every term covered by these laws; (3) that this instruction be coordinated with or that it include the instruction already given in physiology or hygiene; (4) that appropriate tests and examinations be given the pupil covering this instruction and that the progress of the pupil from grade to grade depend upon the quality of the work accomplished; and (5) that the present syllabus on physiology be revised and become PHYSICAL TRAINING SYLLABUS : UNGRADED SCHOOLS 7 operative in September 1920, and include an appropriate presenta- tion of the important details of hygiene. 1 a The syllabus for elementary grades should include such central topics as cleanliness, posture (care of the bones and joints), cheer- 1 A special committee is now working on the outline for the hygiene syllabus, the first part of which, covering the first six elementary grades, is to be made available at an early date. The emphasis on the teaching of hygiene in these grades is to be based upon the importance of health habits. In the upper grades and in the high school, due attention will be given to the laws of individual, group and intergroup hygiene. The outline recommended by the Military Training Commission is as follows: I General hygiene 1 Agents that injure health 2 Carriers of pathogens 3 Contributory causes of poor health 4 Defenses of health. Protective hygiene, preventive hygiene, remediable hygiene, aggressive hygiene 5 Constructive and reconstructive hygiene (producers of health) II Individual hygiene 1 Informational or educational hygiene a Surveys, investigations, inspections, researches b Literature, reference books, reprints, reports, journals, vital statistics c Health examinations (medical, dental, visual etc.) 2 Care of the body and its organs a Elements of human physiology 6 Protective individual hygiene c Preventive individual hygiene d Remediable hygiene. Correction and repair, first aid and emer- gency, medical and surgical treatment e Constructive and reconstructive individual hygiene III Group hygiene 1 General group hygiene 2 Hygiene of the home and family 3 School hygiene 4 Occupational hygiene 5 Institutional hygiene IV Intergroup hygiene 1 General intergroup hygiene 2 Community hygiene; rural, village, city or municipal hygiene 3 Hygiene of the commonwealth; county hygiene, intercounty hygiene and state hygiene 4 National hygiene; interstate hygiene or federal hygiene 5 International hygiene 8 THE UNIVERSITY OF THE STATE OF NEW YORK fulness (care of the emotions), care of the skin, care of the digestion, care of the muscles, care of the eyes, care of the ears, nose and throat, care of the teeth, care of the heart and circulation, care of the lungs, care of the nervous system. b The syllabus for secondary schools should include such central topics as the laws of health, the causes of poor health and disease, the carriers of disease, the contributory causes of poor health, the defenses of health, personal hygiene, domestic hygiene, industrial hygiene and community hygiene. Fourth: (i) That the instruction of physical exercise include practice in such activities as gymnastics, marching, play, recrea- tional exercise, and athletics, and that reasonably and approximately equivalent activities in the home or community life of the child be accepted as substitutes for part of this requirement; (2) that, on the elementary schools, a minimum of 2 minutes at the beginning of or during each school period or a minimum of four such periods in every school day be devoted to relief drills and marching; and that a minimum of two hours a week be required, preferably in four periods of 30 minutes each in games, athletics, gymnastics, march- ing, tolk-dancing etc. Provided that (a) in school districts having less than ten regularly employed teachers and no adequate facilities for meeting the two-hour requirement (namely, suitable space, equipment and leadership), a minimum of one hour shall be required; (b) in school districts having at least ten teachers and not more than fifteen teachers, and no adequate facilities, a minimum of one and one- half hours shall be required; (c) all other school districts shall come under the regular two-hour requirement. After September 1, 1924, all school districts shall meet the same minimum time requirement of two hours. In those elementary schools in which there are no gymnasiums or other adequate space provisions, simple gymnastic drills and marching may be given in the classroom in short periods distributed through the week; or appropriate recreational activities may be selected for use in the classroom, school yard, or other available school space; (3) that in the secondary schools a minimum of 2 minutes at the beginning of or during each school hour, or at least four such periods a school day be devoted to relief drills; and that a minimum of 2 hours a week be required, preferably in four periods of 30 minutes each, in games, athletics, gymnastics, marching, folk-dancing etc. (Note: Exceptions provided above for elementary schools apply also for secondary schools.) In those secondary schools in which there are no gymnasiums or other ade- quate space provisions, gymnastic drills and marching may be PHYSICAL TRAINING SYLLABUS : UNGRADED SCHOOLS 9 given in the classroom in io-minute or 15-minute periods distributed through the week; or appropriate recreational activities may be selected for use in the classroom, school yard, or other available school space; (4) that 3 additional hours of supervised recre- ation be required each week in all classes and in all schools covered by this law, which requirement may be met either through provision in the school program or by equivalents accepted from sources outside the school as provided below; (5) that the Board of Regents be urged to emphasize the importance of meeting these needs for adequate space and adequate equipment in all schools with as much insistence as can be legitimately and reasonably exercised by that body. Program I In elementary schools 1 Physical training B (relief drills) a Drills of at least 2 minutes' duration to be given with each class hour, or a minimum of four times in each school day. Boys to be grouped in front of the room and girls in the rear. Capable pupils may be selected as leaders. b Variations to be introduced at intervals. c Emphasis on (1) posture, through postural exercises, (2) discipline, through orderly, alert and active response to command, (3) health, through exercise of larger muscle groups, breathing exercises and the habit of exercise. 2 Physical training D (games, athletics, gymnastics, group dances,, etc.) a Supervised requirement: a minimum of 2 hours a week under supervision or direction of school officials. May be covered in recess periods, in the regular schedule, or after the other work of the day is completed. (Note: See exceptions on page 16.) (1) Not to take the place of lunch period. (2) Active exercise should not be given within 1 hour after the lunch period. b Additional requirement: 3 hours a week. Supervised or unsupervised. (Note: see page 47.) May be wholly or partly under supervision of school, or wholly or partly under supervision of outside agencies acceptable to school officials, or met by other activities considered equivalent by the school authorities. 10 THE UNIVERSITY OF THE STATE OF NEW YORK II In secondary schools i Physical training B (relief drills). Exercise periods of at least 2 minutes' duration at the beginning of or during each class period or a minimum of four times each school day, emphasizing good posture and stimulating th& heart, lungs and circulation through the exercise of the larger muscle groups. Boys to be grouped in the aisles m front of the classroom and girls at the rear. Capable pupils may be selected as leaders. 2 Physical training D (games, athletics, gymnastics, group dances, folk dances, etc.) a Supervised requirement: a minimum of 2 hours a week under supervision or direction of school officials. May be covered in recess periods, in the regular schedule, or after the other work of the day is completed. ( . ate: See exceptions on page 16.) An equal distribution of time should be made with refeience to the different activities acceptable under a in all cases where conditions make such provision practicable. Note: Athletics should not be accepted for more than one-half of the time given toward meeting the requirements of section a, physical training D. Suggestions for Gymnasium Classes (1) Uniforms urged: sleeveless white shirt, white knee running-trousers, socks and soft-soled shoes (sneakers) for boys, and a simple bloomer out- fit for girls. (2) Drills should be followed by bath. (3) Pupils should take physical training appro- priate to their grade. The child should not work in one group one day and another group another day. Unless there are serious reasons to the contrary, classes should be scheduled intact. (4) No gymnasium class ought to meet within 1 hour after its lunch period. (5) Emphasis should be laid on (a) posture, (6) disci- pline, (c) health. (6) Marching tactics should conform to such parts of the United States Manual of Infantry Drill as are reasonably applicable. PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS II (7) Gymnastic drills for postural, hygienic and dis- ciplinary effects should be applied through the eight terms of the high school. (8) Boys and girls should be segregated for these exercises. b Additional requirement: 3 hours a week. Supervised or unsupervised. (Note: See page 47.) May be wholly or partly under supervision of school or wholly or partly under supervision of outside agencies acceptable to school officials, or met by other activities considered equivalent by the school authorities. Suggestions Relative to Organization of Athletics for Acceptance under Requirements of Physical Training D, Section b. Organized supervised athletics. 1 No athletic organization or enterprise may exist in the schools of the State without the approval of the local school authorities, but no school is under obligation to operate the rules presented below unless that school proposes to use its athletic activities for credited equivalents to some part of or all the state requirement in supervised recreation. In any case the school is responsible for the activities and standards of its athletic organizations. 2 The principal or teacher in charge of a given school may accept active participation in athletics as satisfying the state requirement in supervised recreation on recommendation of the teacher in charge of physical training in that school, provided the athletic activities of the school are organized and conducted in conformity with the following rules: a No athletic organization or enterprise shall be recognized as a source of acceptable recreational equivalents unless the school has first provided a competent teacher with such qualified assistants as may be needed to safeguard the pupils and to operate a type of athletic instruction that will develop good health, good character and sportsmanly conduct. Such teachers must know how to prepare their pupils and direct their activities; how to organize and operate athletic meets; and how to supervise the business enterprises connected with such activities. b Participation in athletic competitions must be limited to those children physically fit. c Athletics must be under the control of the school authorities. d Boys and girls ought to be organized into clubs or associations and given as much initiative and independence in their athletic 12 THE UNIVERSITY OF THE STATE OF NEW YOKK affairs as is consistent with good business management and safety of sportsmanly ideals. e An athletic committee may be formed for each union free schoi district and village or city school system; in those school systen in which the size of the system justifies it, there may be a centri athletic committee with subordinate committees for the vanot divisions of the whole school system. / The organization and regulation of competitive sports mui conform to the highest ideals of fair play, sportsmanly conduct an healthful recreation. g Medical examinations must be required of each pupil at th beginning of each athletic season and before the pupil is admitte to the team squad for training. These examinations should be mad by the school physician. h No pupil is permitted to try for a place on a team without firs receiving permission from (i) his parents, (2) a registered physiciar (3) the principal of the school, and (4) the supervisor or teacher i: charge of physical training for the school. The permission c the principal of the school and the supervisor or teacher of physics training will be based largely on the quality of class work done b; the applicant. No pupil who is not doing full work in school whose school work is unsatisfactory may participate in schoc athletics. i Training must not be excessive: (1) Must not consume more than six hours a week. (2) Athletics should be substituted for play only on the basi of pleasure and health and not primarily to win victories or mak records. (3) A pupil should not be admitted to membership on more thai one special athletic team at a time, if such teams are preparin; for or engaging in competitions with other teams outside the school Membership on several teams should be permitted only in school where a small number of pupils are enrolled or where the competi tions are between groups, classes or grades within the school, or wher the contests are general or all-around in character. j School authorities are urged to emphasize competitions be tween classes and grades as well as between schools of the district and to limit competitions outside their districts to one, or at mos two, such competitions a month for each team. As a rule com petitions involving overnight absence from home should not be oer mitted. (In villages and cities the word " district " has the meanin of school "system.") PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 13 k The teachers of athletics (" coaches," " trainers " etc.) must be teachers in the schools. No outside instruction may be employed. I The athletic organization in any school community to be recognized should if possible include provisions for the girls as well as for the boys. In school communities that are large enough these organizations should be separate, with separate athletic committees in charge of their administration. m In schools where " athletics " are instituted for girls, the instruction should if possible be in the hands of competent women teachers; the athletic instruction of boys should if possible come from men teachers. Suggestions Relative to Meeting Requirement of Section b, Physical Training D Such home and community substitutes as the following are sug- gested: 1 Active out-of-door clubs with such objects as the following in view: (a) Walking or "hiking"; (b) field work in botany, wood- craft, forestry, horticulture, zoology, biology, sanitation, surveying, health service, first aid, life saving, street cleaning, scouting, rifle practice, camping and camp construction, wall scaling, wall build- ing, fence making, bridge building, etc. Such clubs must be organ- ized under reliable mature direction, a teacher in the school or some competent public-spirited citizen. Clubs must meet regularly, give an equivalent physical activity, and supply regular reliable reports to the supervisor or teacher of physical training. Other equivalents may be added. 2 Well-established community, state or national organizations that offer equivalent recreational exercise from which regular and reliable records of pupils' activity may be easily secured by the supervisor or teacher of physical training or other school authority charged with this relationship. 3 Personal activities which may serve as equivalents: (a) on recommendation of the teacher in charge of physical training the principal of the school may excuse pupils from a part of the recrea- tional requirement when, in his judgment their activities outside the school include an approximate recreational equivalent; (b) such substitution should not be permitted for more than 3 hours each week in supervised recreation; (c) among the activities that may be so substituted are walking, skating, swimming, horseback riding, plowing, haying, gardening, woodchopping (out-of-doors), road work, surveying, and various home projects. 14 THE UNIVERSITY OF THE STATE OF NEW YORK Note: No substitute for or equivalent to the recreational require- ment may be accepted which would lead to the inactivity of pupils during periods scheduled within the regular session. A.s a rule, such substitutes or equivalents may be balanced only against periods scheduled at the end of the school day when the other work of the day's session has been finished. The recreational requirement may be included in the daily schedule with the regular recitation periods or it may be covered in morning or afternoon intermissions or both, or it may be covered in a period added as a continuation of the day's schedule. School people should be concerned not so much with a rigid de- tailed plan for checking up these activities as with ways and means of stimulating cooperation along these lines between the school and the home. Note: See " Plans for the School Recognition and Credit of Home and Community Activities." Fifth: (i) That in those schools in which but one teacher is employed, instruction of pupils in the several phases of physical training be a function of that teacher. (2) That in schools in which two or more teachers are employed: (a) each teacher will inspect the health conditions of the children in every class he meets, and the sanitary condition of every room in which he carries on school work; (6) each teacher will direct a relief drill at the beginning of or during each period in which he meets a class, or at least four times in each day's session; (c) if special teachers are not employed for the purpose, the principal shall designate one teacher, who must have had special training in such service, with such other teachers as may be needed to act as assistants to direct the gymnastic drills and elementary marching and take charge of the instruction in hygiene and the supervision of recreation. (3) That whenever it is reasonably possible to do so the more capable pupils be trained to lead squads or groups or classes in the relief drills, recreational activities and gymnastic periods. Such leadership must always remain under the close supervision of the teacher in charge and must not be used to relieve the teacher of direct and immediate command of any of these activities. (4) That the teacher in charge of physical training report the work done in physical training under his direction at the end of each year in conformity with blanks and directions furnished for the purpose. Such reports are to be made to the University of the PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 1 5 State of New York by the school superintendent and copies supplied to the Military Training Commission. (5) That in schools in which two or more teachers are employed, schedule adjustments should be made so that no one teacher shall be given a disproportionate amount of additional work. (6) That expertly trained teachers should be selected to direct the gymnastic drills and marching and to supervise and instruct in organized recreation and athletics. (7) That the class teacher shall report to the special teacher of physical training once each week, or at such intervals as may be determined by the school authorities, for instruction and advice concerning the work in physical training. (8) In those districts for which supervisors of physical training have been appointed all class teachers concerned and all special teachers of physical training shall report regularly to the supervisor for instruction and advice as directed by the authorities of the school. Sixth: The board of education or trustees of every school district in a city and every union free school district regularly employing ten or more teachers shall employ a teacher or teachers qualified and duly licensed under the regulations of the Regents to give such instruction; in every other district of the State, they shall require such instruction to be given by the teacher or teachers regularly employed to give instruction in other subjects or by a teacher or teachers qualified and duly licensed under the regulations of the Regents. The boards of education or trustees of two or more con- tiguous districts in the same supervisory district, however, may join in the employment of a teacher qualified and duly licensed under the regulations of the Regents to give such instruction. Seventh: That in applying the proposed course of study in physical training, the courses already in operation in the various schools of the State be examined with a view to their approval with as little disturbance as is reasonably possible. Summary of Schedule for Elementary and Secondary Schools 1 Physical training A: correlation with school medical inspec- tion, daily inspection of every class by the regular class teacher. 2 Physical training B : relief drills of at least 2 minutes' duration in connection with each class period, or at least four times every school day, under the direction of the regular class teacher. 3 Physical training C: talks on hygiene, two 10-minute or 15-minute periods a week, under the regular class teacher or a teacher appointed for this special work. l6 THE UNIVERSITY OF THE STATE OF NEW YORK 4 Physical training D (games, athletics, gymnastics, group dances, etc.) : a Supervised requirement: a minimum of 2 hours a week under supervision or direction of school officials. May be covered in recess periods, in the regular schedule or after the other work of the day is completed. Exception: Provided that (a) in these school districts having less than ten regularly employed teachers and no adequate facilities for meeting the two hour equipment (viz., suitable space, equipment and leadership), a minimum of one hour shall be required; (b) in those school districts having at least ten teachers and not more than fifteen teachers and no adequate facilities (viz., suitable space, equipment and leadership), a minimum of one and one-half hours shall be required; (c) all other school districts shall come under the regular two hour requirement. After September 1, 1924, all school districts shall meet the same minimum time requirement of two hours. b Additional requirement: 3 hours a week. Supervised or unsupervised. (Note: See page 47.) May be wholly or partly under supervision of school or wholly or partly under supervision of outside agencies acceptable to school officials, or met by other activities considered equivalent. Suggestions to School Officials (Concerning the Introduction or Operation of the State Program of Physica Training) 1 Familiarize yourself with the requirements contained in the " General Plan " and the options outlined above. 2 To meet the requirements in. physical training A: a Each school must have medical inspection. b Each school must develop its own plans for meeting those requirements in detail. (1) Arrange that every teacher in the school will be constantly on the alert as an " inspector " of classroom sanitation, class hygiene and class health. (2) Children showing signs of disordered health should be wisely and tactfully helped and an effective correlation established between the teacher, the school and the medical inspector. Sick children should be sent home. Physical defects and health abnormalities should be referred to the proper authority. In so far as it is reason- ably possible, the teacher should assist in following up the health advice given to the pupils. (3) Pupil " health officers " to be appointed, instructed and supervised by the class teacher for each elass or classroom wher evcr the school organization permits. PHYSICAL TRAINING SYLLABUS : UNGRADED SCHOOLS 17 (4) Each teacher should secure a list of the names of the pupils in his or her classroom whose physical exercise under her supervision is to be modified because of organic weakness. (This list should come from the regular medical authority for the school and in such manner as may be arranged by the authorities of the school.) (5) Secure for each such pupil specific directions from the medical authority of the school stating the limitations within which that pupil may be given exercise. (These limitations are usually based on the effect of the exercise on heart rate, pulse rate and blood pres- sure. It is usually not practical to watch blood pressure effects in the ordinary school, but it is not difficult for the teacher of physical training to limit exercise in a given case, if necessary, to those activi- ties that do not increase the heart rate or respiratory rhythm beyond a stated limit, e. g., an increase of eight, ten, twenty beats, etc., to the minute.) Do not attempt to give special corrective exercises for these types of abnormality. The object here is to give such pupils all the exercise and recreation they can carry — light, mild exercise, quiet games — within the limits set by the physician in charge. Every child that is able to' go to school must be able to take some sort of recreation — play some kinds of games. These children need play and recreation even more than normal children. (6) See that such children receive frequent medical examinations. Some heart cases may need such care as often as once a month. Act on the advice of the physician. (7) Be insistent that all pupils going into athletics receive care- ful medical examination at the beginning of each season. It would be well to repeat those examinations during seasons of active' training. 3 To meet the requirements in physical training B : a Each school must select the relief drills it will use. Care must be taken to organize these drills so there will be change and variety at reasonably short intervals. This principle of " progression " is important. School authorities desiring to plan and use their own drills may submit their proposals to the State Department of Education for approval. b Each school must see that all its teachers are taught how to lead relief drills or that they are taught how to direct such drills effectively through specially trained pupil leaders. But the regular teacher may not delegate responsibility to the pupil leader. The teacher must remain in direct responsible charge. c Arrange for teachers' meetings with the supervisor of physical training or with the special teacher of physical training at regular intervals for this instruction. l8 THE UNIVERSITY OF THE STATE OF NEW YORK 4 Note that there is no change for the present (June 192°) in fi th ® state requirement for " physiology and hygiene " which in the final development of this health educational program will be known as " physical training C," instruction in hygiene. 5 To meet the requirement in physical training D : a Each school must plan its own recreational program. The syllabus offers a number of suggestions, and supplies descriptions and references, on the basis of which such programs may be developed. b The regular class teacher should be taught how best to lead children in play activities and how to get the most important educa- tional as well as health values out of play. The teaching of teachers is essential to the best success of this program. Books describing play, games, group dances, athletic organization and so on, are important helps for teachers. Every school should provide its teacher or teachers with such references. c Physical training D can not be fully and satisfactorily applied without the services of an expertly trained teacher. d Each school should make a special effort to encourage and utilize already existing home and community recreational activities that are worth while in the neighborhood. The school may accom- plish a powerful community influence if it stimulates the organi- zation or growth of useful and permanent clubs, associations or societies that will reach into the home of the parents of its pupils. e Each school must work out its own plan for accepting and checking up outside recreational activities. / The school must use the exercises for division D contained in the syllabus or submit exercises selected by its own experts to the State Department of Education for approval, provided that such exercises are offered toward meeting the requirements of division D. 6 General: a The classroom teacher (elementary and secondary) must apply physical training A and B and may apply C and assist in the opera- tion of D. The classroom teacher will need help. The start should be ri 1 ( I} mn.isi ic positions (N bers refer to explanations on pages 30-32) 12 14 „ Gymnastic positions (Numbers refer to explanations on pages 30-32) IS In 17 17 l t\ uliust 1C DOSltll \ 1m rv L'ofcr to explanations <>m i>;i".rx 30 Gymnastic positions (Numbers refer to explanations on pag Portable, adjustable chinning bar PHYSICAL TRAINING SYLLABUS : UNGRADED SCHOOLS 33 Available forms of recreation. The forms of recreation available for use in the schools or by children outside the schools will vary in different communities. It may be said in general, however, that all schools will be able to use games, group dancing, athletics and various types of home or community projects, in which the child will find profitable recreational activity. It will be necessary for the school authorities in any given community to decide upon the type or types of recreational activity that they may emphasize to the greatest benefit of their children. The State Department of Education may be consulted in case advice is needed. Space and equipment. The space and equipment necessary in any given school will depend somewhat upon the program devised for that particular school. As a rule, schools have far too little space for physical exercise indoors and outdoors. Every school ought to have adequate exercising halls and playgrounds. The minimum school field or playground should contain, roughly, 4 acres. It is suggested that the selection of recreational equipment in each school be left to the teacher in charge of that activity. The minimum need of such a teacher may include part or all of the follow- ing: basketballs, volley balls, soccer footballs, gas balls, play- ground balls, playground bats (indoor baseball and bats), tennis balls and net, hand balls, bean bags and quoits or horseshoes. Naturally the number and variety of these play pieces used will depend on the size of the school and the diversity of the play program adopted by the teacher in charge. An enterprising group of school children will easily construct additional apparatus and other equipment for recreational and athletic use, provided the teacher supplies the initiative and direction. General Instructions to the Teacher The uses of play. This division of the physical training require- ment is emphasized because wisely directed play has a powerful influence on the physical, mental and moral : health of the school child. Furthermore, the character of the instruction and direction of our children in their play today will have much to do with their physical, mental and moral standards as citizens in the community tomorrow. Our present obligation is therefore obvious. Play that is wisely organized and effectively supervised will pro- duce and conserve health, counteract fatigue, make children (and adults) happy, arouse interest, sharpen the wits, overcome awkward- ness, develop strength, endurance and bodily control, and secure 34 THE UNIVERSITY OF THE STATE OF NEW YORK obedience, ready response, respect for rules and regulations, orderly conduct, courtesy, self-restraint, self-control, love of fair play and the habit of playing fair, loyalty, honesty, sense of justice and a sociable spirit. Health habits — physical, mental and moral are formed through play. The first games selected should be games already known to the children. New games should be added from time to time. Con- tinue using a game as long as it proves interesting. Return to it now and then during the term. Permit the children to decide for themselves what games they will play, ordinarily. If your class is large enough, group your children so that all will be occupied with some play actively. Select certain children to act as leaders of groups. Try out the most promising children for leaders. Stimulate competition for the honor of being " a leader." Form your play groups with reference to the age, sex and physical condition of the players and the demands of the game to be played. Some games may be played by persons of all ages and both sexes. Other games have age limitations; some, sex limitations; and others may be played only by young adults in good physical condition. Assign children with weak hearts, or who are otherwise organically disqualified, to quiet games, that is, to games in which there is at most only moderate muscular activity or mental excitement. With the advice of the physician, games may be found which are safe for any child able to go to school. Weak children are more frequently hurt by too little exercise than by too much. Do your best to achieve in your school the highly important results which are possible with the right kind of play. The success of the plan depends on you. Get some play yourself. It will be just as good for you as it will be for the children. Play with them. They will like you better for it. Your dignity will not suffer and your influence will grow. See that all your children play and that they are happy in their play. Learn their moods and motives so that you may be more sympathetic and helpful. The better you understand, the greater will be the possibility of your success. The teacher of the one-room school and the teacher in larger schools with mixed grades, will select recreational exercises from the various divisions of this syllabus that more nearly fit the pupils in the school concerned. In many such schools it will be possible to divide the class into two or more groups for relief drills and various forms of supervised recreation. Each group should be made up of three or four or more individuals somewhat alike in age and strength PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 35 The teacher should then select one pupil in each group who with some special instruction may serve as a leader for his group in setting-up drills, games, competitions and so on. In case such a division of the class is not practical, the teacher may select drills and games that may be used by the whole class. The more elementary recreational drills should be used first. Games may be played that have been found interesting to the particular school community concerned. The list in this syllabus contains the names of games " for players from kindergarten age to adult and for both large and small numbers." The rural school teacher will find it both interesting and profitable to search for games and recreational activities that fit into local con- ditions of agricultural life. The use of objects, terms and methods familiar to country life may be appropriately emphasized in rural districts. Such games as " The farmer in the dell," " The potato race " and " Corn stringing " contests, have a special appeal. The teacher will know others and may have occasion to invent new recreational activities with play values specially applicable to rural life. " The best method of teaching a game is to make a full explana- tion of it before the pupils take their places to play. If this be in a schoolroom, illustrative diagrams may often be drawn on the blackboard, and it is sometimes helpful, there or elsewhere, to have a few pupils go slowly (not running) through the general form of the game, to illustrate it to the others. In a playground the same method may be used by having the players sit, if that be feasible, or by halting them in a march or after gymnastic exercises, to listen to the explanation. Never try to teach and play a game at the same time. The only exception to this rule should be where there is a large and disorderly crowd with which to deal. Then it may occasionally be best to start a game to gain interest and attention, and then halt for further explanation. " It often becomes necessary for the sake of discipline and unity to unite all the players in a playground in one game. Comparatively few games, however, are successful when played by very large num- bers. Classes may often be brought into order and attention by the simple device of marching, the march to end in one game for all the players, or several games in groups. " An indication that too many players are taking part in a game is almost invariably to be found in a lack of interest on the part of the players, arising usually from the infrequency with which each player gets an opportunity to participate. The ultimate test of any a 36 THE UNIVERSITY OF THE STATE OF NEW YORK game, however, from the recreative standpoint must be one o interest, and this is often found among players who are not .par- ticipating in the action if competition be close. A teacher should watch closely for waning interest, and may often save the situation by dividing the players into two or more groups. " A resourceful teacher will find many ways of adapting games to large numbers. Among such devices may be mentioned (i) increasing the number of runners and chasers; for 'instance, in the game of cat and rat, there may be several cats and several rats; (2) in the circle games of simple character, especially the singing games, the circle may be duplicated, thus having two concentric circles, one within the other; (3) in many ball games it will be found possible to put more than one ball in play, as in bombardment >• or circle club bowls. " Group play, by which is meant the division of a large number of players into smaller squads or groups, is undoubtedly the best method for getting the best sport and the greatest playing values out of most games. Such a division of players is not always an easy matter to inaugurate, untrained players being inclined to follow the teacher from point to point in the playground. This may be obviated by appointing group leaders, each of whom should under- stand the game to be played and be appointed to take charge of it. Older children, and almost invariably the children who are disorderly or inclined to disturb the general harmony and discipline of the playground, are the best ones to charge with such responsibility, i This method serves the double purpose of quelling their disorderly propensities by occupying them in a position of responsibility, and takes care of a group of players at the same time. When the group method is used in schools, it is advisable to appoint the leaders of the groups, or allow the children to elect them, before leaving the classroom for the playground. " The choice of games to be played should be left to a vote or suggestion of the players. The teacher's function in this regard is to suggest, not to dictate. In schools, this choice may generally best be made in the classroom, before a class goes to the playground. " A teacher should be ready with suggestions for new games or occupation of some sort when interest wanes in a game that is being played; but a new game should not be suggested until there is evidence that players are tired of the old one. " Each playground leader or teacher should be provided with a whistle. This saves a great deal of strain on the voice, and should be understood from the outset to command instant quiet, all play PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 37 to be suspended when it is heard. The most joyous play goes always with the best discipline. Both children and adult players like strength and decision in a teacher or leader. Indeed, they instinct- ively place themselves under the leadership of the decided and dominant characters among themselves. It has been the experience of the author that discipline in schools is greatly helped by the playing of games, partly because the privilege of play or its loss is one of the strongest incentives to order at other times, but also because of the happy outlet afforded for normal tendencies and the disciplinary training of the games themselves. " Get the playing values out of games. By this is meant, see that every child gets as much opportunity as possible for participation in the actual physical exercise of the game and in all the phases of play that make him a successful, alert, resourceful player. The result of this and the test of it will be the amount of interest and sport in the games. Do not make the games too serious. Get laughter and frolic out of them. " Encourage timid pupils to give dares and to take risks. No class of players needs more sympathetic or tactful understanding and help from a teacher than the timid. Such children often suffer greatly through their shyness. They should first be brought into play in some form of game that does not make them conspicuous; one, for instance, in which they do what all the other players do, or merely take turns (such as " call ball," object-passing games and relays). Such children should be encouraged by praise of their successful efforts, and especial care should be taken not to call attention to their failures. " See that the selfish or most capable children do not have the lion's share of the play; the opportunities should be equally dis- tributed. It is often necessary for a teacher to distinguish between self-assertiveness, which is a natural phase of the development of the sense of individuality, or selfishness and " bullying," which are exaggerated forms of the same tendency. Both may need repression and guidance, but only the latter are reprehensible. " Encourage each pupil to be alert to see when it is his turn and to be quick in play. Every game should be a sense-training game, developing power for quick perception of external stimuli and quick and expert reaction to such stimuli. " In chasing games, encourage interesting chases, the runner to take unexpected turns and dodges, making capture difficult. The shortest distance between two points for a chase often makes a dull game, devoid of sport. 38 THE UNIVERSITY OF THE STATE OF NEW YORK " Young players will need to be helped to use reason and judgment in games, as to when to run risks of capture, how to attack the opponent's weakest point, etc. " Do not treat children as though they were made of glass and fear to see them tumble down. Every child, boy or girl, ought to be able to bear a few falls, knocks and bruises. This is nature's way of training a child to be more observant or agile. Besides, physical hardihood is one of the best possible results from the playing of games. Do not coddle a child who has received an injury. Cultivate a stoic spirit. If it be a slight injury, have the child go on with his play and he will soon forget it. If it require treatment of any sort, take the player at once away from the playground or vicinity of the other players and apply first-aid remedies until medical assistance can be obtained. " Team play is one of the highest forms of play. The teacher should look for the beginning of the tendency toward it as shown in a fondness for the play of opposing groups, manifest from ten to twelve years of age. This tendency should be encouraged and developed into more closely organized types of team games. The greatest value of team play lies in the cooperation of the players, all working together for a common end, a player's thought and effort being to do what is best for his team rather than to use his skill for individual glory. " The number and difficulty of rules and regulations governing a game go through a steady increase as children grow older. The games for very little children have practically no rules except the following of turns in rotation. Later come such games as those in which a player's turn comes only on a given signal, and it is a foul to start before this signal, as in relay races. Many other types of rules appear as the games progress. These reach their culmina- tion in ball games where, amid the excitement of a game, a player must exercise needfulness and restraint in the method of playing upon a ball, the range of movement allowed from a given base, and many other points. " A teacher should understand clearly that the inhibitive power of the will necessary for the observation of rules is a slow and late development, and that its training by means of rules is one of the most important educational features in the use of games. Players should therefore not be expected to take part in a game that is much beyond their power in this regard. A teacher should not announce a rule unless sure that it is reasonable to expect the players to observe it. Having announced a rule, however, enforce' PHYSICAL TRAINING SYLLABUS : UNGRADED SCHOOLS 39 it to the full extent. To condone the infringement of a rule is equivalent to a lie in its injury to the moral nature of a player. It is a weak-willed teacher who does not enforce rules. Players will respect far more a strict disciplinarian than a weak one. Every player who infringes a rule should suffer the full penalty therefor. Only by such means can there be trained the strength of will to avoid such infringement in the future, for it should be repeated that such infringements are not always the result of intentional cheating. They indicate very often an undeveloped power of will, and the teacher should be able to discriminate between the sneaking cowardice that would win unfairly and mere lack of power. Both causes, however, should lead to the same result of suffering the full penalty for any infringement of rules. " Teach players to play to win — with all their might. But with this cultivate a sense of honor. Have them realize that any victory not earned strictly by their own merits or those of their team is a disgrace rather than a cause for congratulation. No better oppor- tunity can ever be found for inculcating the knowledge that to be trusted is far greater than to be praised. A player should scorn rewards not based on merit, and should be led to feel that a defeat resulting from an honest trial of strength is an honorable defeat; that the real issue is as much concerned with the amount of effort put forth as with the comparative results of it measured with some other player. A defeated player should be led to recognize and do honor to the prowess of his adversary, and so to congratulate him honestly. A sense of superior power should never degenerate into gloating over a defeated adversary or into contempt for his weaker ability. Many thrilling examples of honest mutual admiration between victor and vanquished may be gleaned from the history of warfare, as when Grant handed back the sword of surrender to Lee. " In athletic games players should learn that to question or dis- pute the decision of judges or other officials presiding over games is thoroughly unsportsmanlike and a species of dishonor. Having once placed themselves under officials, decisions must be accepted without cavil at the time. The natural desire to learn how a decision was reached in an athletic event must be held in check until the judges have opportunity to announce fouls or other features of scoring that determine the result. It should always be borne in mind, by both players and coaches, that the officials, who are each concentrating on some one feature of the play, know what happens far more accurately than the general observer. It is also thoroughly unsportsmanlike, and counts as a foul, disqualifying a 40 THE UNIVERSITY OF THE STATE OF NEW YORK player, if he receive directions or coaching of any sort from an instructor during a contest. " Floor formation. The terms ' formation ' and ' floor forma- tion ' are commonly used to designate the placing of players in the playground and gymnasium in the lines, circles, groups or opposing sides, necessary for the starting of a game. To accomplish this dis- position of the players quickly and without confusion requires a clear knowledge of methods on the part of the teacher. Some methods are here offered, but before giving them in detail a word should be said of the differing psychological effects of the various formations. " The circle or ring formation has a pronounced tendenq toward a spirit of unity among players. Each player may see and become somewhat acquainted with all other players in a group, in a way not practicable in any other formation. Any one who has met strangers at a dinner party or committee meeting gathered at a round table will comprehend the significance of this. In the kinder- garten this principle is used largely, each day's exercise opening with the pupils in a circle. A game in circle formation is therefore often one of the best means of making acquainted players who are strangers to one another, and of giving a sense of united interest to a heterogeneous group. " The sense of being united in a common interest, or esprit ie corps, may be gained to some extent in some general forms of play- ground activities such as marching. As children grow into the tendency to enjoy group or team play, the competitive spirit becomes very strong, and games in which the players work in competitive teams, as in relay races, or in opposing sides, as in bombardment, may serve the purpose of continuous mutual interest As a rule, the competitive spirit is strong in games in the line and group forma- tions and, indeed, is usually the basis of such formations " For all formations pupils should be trained to move quickly. Formations made from marching order may often be done on the double-quick. " Ring formation For small numbers of players no formal procedure Is needed to get the players into a ring formation Foi very little children the teacher should simply stretch his or her own hands sideways, taking a child by either hand to show what i« wanted, and telling the others to form a circle. All will n turall" clasp hands in the same way. Children should be ur^edT quickly for such formations. For some games the hands ° ""^ clasped. For others the hands are dropped (unclasped) afteTth s c bo a 3 bo bo c U PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 4I ring is formed. The distance between players may be gauged by the stretch of the arms when the hands are clasped, making the ring larger or smaller. With older players the teacher's participa- tion in the formation of the circle is not necessary, the mere com- mand to ' Form circle! ' being adequate. " For large numbers the ring formation is best achieved from a line standing in single file. The players should march or run, the leader of the file describing a circle and joining hands with the rear player of the file, all the others joining hands similarly with their neighbors. " Concentric circles. Where players are to be placed in two circles, one within the other, as in three deep, zigzag ball, or some of the singing games for large numbers, players should march in a column of twos (two by two), and the leaders should describe a circle until the ends meet. All then face inward. " Another method of forming concentric circles is to form a single circle, and have every alternate player step inward. Or the players may number off by twos, and those bearing the odd (or even) num- bers take one or two steps toward the center of the circle. All numbering-off methods, however, are comparatively slow. " Opposing teams or lines. For assigning large numbers of players quickly in opposing teams or lines, the following methods are among the most orderly : " a The players ' fall in ' for a march in single file. They march up the center of the room or ground; the first player turns to the right and the next to the left, and so on alternately, taking stations at the sides of the ground; they are thus separated into two opposing groups, those which turn to the right forming one group or team, and those to the left another. " This method is even quicker if players march in columns of twos or fours, alternate ranks turning to alternate sides. " b Players may be required to march in columns of twos (two abreast), halt, and those in one file of the column step to one side of the playground instead of marching to the front and separating, as in a, and those in the other file to the opposite side. "Where an even division of running ability, or height for catching balls, is necessary, players should be sized when lining up for either of the above methods. " c When players in a gymnasium, play room or playground have already been numbered for gymnastic purposes, the odd numbers may be directed to one end of the playground to form one team and the even numbers to the opposite end for the other team. 42 THE UNIVERSITY OF THE STATE OF NEW YORK "Group formations. To get players into many small groups,? a division may often best be made from the marching formations^ Players may be brought for this purpose into columns of four or more (marching four abreast), halted, and each file in turn directed to some particular location in the playground. " Where time is not a consideration, or the number of players is smaller, more deliberate methods of counting out, choosing sides, etc., may be used." (The paragraphs quoted above are from Jessie H. Bancroft, " Games for the Playground, Home, School and Gymnasium.") Suggestions Specially Emphasized for the Playing of Games i The only game that is worth while is the game that is interesting. 2 Teach one game at a time and teach it thoroughly. 3 Know the rules yourself and teach them to the children. 4 Play one game until it begins to lose its interest or has accom- plished its purpose. 5 Too many new games at a time may mean that none of them will be learned thoroughly or played well. 6 Ordinarily, let the children decide on what games they will play. 7 Teach games for the good there is in them. On your method of instruction depends the quality and the quantity of physical, mental, moral and social education your pupils achieve. Keep your ideals in mind while you are teaching! 8 All children should play. The teacher should know each child's limitations and possibilities and should place him where he will play best. 9 Be sympathetic, kind, firm and resourceful — and play yourself, io Segregate boys and girls in the secondary" schools and in the seventh and eighth grades in the elementary school. Folk Dancing as Recreation Folk dancing is quite definitely a thing apart from other kinds of dancing, and serves an entirely different purpose if used in its traditional form and spirit. The form of a folk dance is as definite as the words of a folk song, while the manner in which it is danced and the spirit, feeling and attitude of mind of the dancers are as definitely part of the dance as are the actual steps and figures. The " folk manner " is of utter simplicity and straightforwardness with no attempt at " grace " or " daintiness." The feeling and attitude of mind is of simple pleasure in the dance itself. It i s this unstudied simplicity and naivete, together with the compelling PHYSICAL TRAINING SYLLABUS : UNGRADED SCHOOLS 43 rhythm and vigor, that make folk dancing so appealing to and appropriate for children. Its usefulness as a means of recreation, however, is by no means limited to children, tor it presents large opportunities for recreation and social enjoyment for adults. The folk dances that lend themselves best to a recreation and health drive are those which may be classed in the same category with active games most desirable for the same purpose; that is, those in which large groups take part, which are easy to learn and to pass on to others, and which provide vigorous action, forgetfulness of self, keen interest and pleasure, team work and the social element. A large number of such game-dances selected from among the folk dances of many countries are available for immediate and practical use by leaders who have not necessarily had previous training. For these leaders the following suggestions are given: Hints on Folk Dancing (for Leaders) i Let the teaching of folk dances be done as informally as possible, and with a 'minimum amount of explanation. In the main, they can best be learned by doing them. 2 Use dances which are full of action, simple and easy to under- stand and to pass on to others, and which are good fun. Choose those which have the simplest steps (such as running, skipping etc.) and simple and easily understood figures. Difficult steps and elaborate "figures mean too much time spent in teaching, and not enough in recreation. 3 Have good and spirited music; this is an important factor in the successful use of folk dancing. Have a musician who is familiar with the dance and plays with inviting rhythm and en- thusiasm; or use a phonograph. These have been widely used throughout public school systems and elsewhere and have been found extremely helpful in developing the use of folk dancing as play. 4 When a dance has been learned it should be used as a form of play for play's sake, on exactly the same basis as games are played. The leader can get best results by dropping the attitude of teacher and joining in the dance with her group. 5 The test of success in a folk dance is: Is it interesting, in the game sense? Is everyone taking part, or are some standing idle? Do the children enjoy doing it by themselves when the leader is not with them? Is it full of vigorous action? Do the children pass it on to others? 44 THE UNIVERSITY OF THE STATE OF NEW YORK 6 The choice offdances should|be left to the players, the leader merely suggesting, and the same dance may be used as long as it retains its interest. The leader should be ready with a new dance when interest in the old ones wanes. 7 Avoid any suggestion to children that what they are doing is " cunning " or attractive or pleasing to spectators. Nothing is more interesting and beautiful than children dancing or playing, but once the " showing off " spirit is engendered the pleasure taken in it becomes that of appeal to the onlooker and self-exploitation rather than that of a healthy game spirit. Bear in mind always the end in view, that is, health and recreation 'for the children, rather than pleasure and amusement for spectators! To this end, avoid solo dancing (or dancing in small groups), fancy costumes, exhibitions — especially on platform, or stage, or under conditions suggestive of anything but the playground atmosphere. 8 When a demonstration of folk dancing by children becomes necessary or advisable, care should be exercised to arrange it in such a form as to make the children as little conscious of themselves as possible. The following form is suggested: A big outdoor " play day " of folk dances and games given on a beautiful large grassy space which is kept clear for only those taking part, and with a great number of children divided into groups dotted all over the field, taking part at the same time in every event. In this form of demonstration there is no " grand stand," the spectators being scattered in a thin line around the edge of the field. The space is so large and the numbers taking part so great that each group may have a happy informal play time and yet unconsciously contribute toward a wonderfully beautiful and moving spectacle. It is the size of the field, the numbers taking part and the atmosphere of happiness created, that makes this kind of an occasion the most appealing and effective of all demonstrations. The simplest folk dances and singing games such as those listed below are the most successful and effective for such an occasion. Folk Dances Especially Suitable for Recreation The folk dances listed here are from many different countries and have been selected for their health and recreation values. The numbers in parentheses after the dances refer to publications in which the music and description may be found. These are listed numerically immediately following the dances. Phonograph records of all the dances named are also available. PHYSICAL TRAINING SYLLABUS : UNGRADED SCHOOLS 45 Singing Games (extremely simple) The Bridge of Avignon (12) (Sur le pont d'Avignon) Carrousel (7), (14) Gusraf's Skoal (2), (9), (14) I See You (7), (i 4 ) Nigarepolska (4), (14) (" Brownie " polska) Our Little Girls ' (2) Seven Pretty Girls (2), (io), (14) Dances (simple and vigorous) Come Let Us Be Joyful (2) Crested Hen, The (2), (5) Farandole (3) Gathering Peascods (8) Gotlands Quadrille (2), (13) Hatter, The (5), (10) Gossiping Ulla (4), (6) Little Man in a Fix (5) Oxdans (7), (14) Reap the Flax (7), (14) Sappo r (4), (6) Sellingers Round (11 ) Seven Jumps (2), (5) Stick Dance (5) Tarantella (7) Tinkers Dance (5) Dances (especially suitable }or patriotic and social use) Arkansas Traveler (1) Circle, The (1) Lady of the Lake (1) Money Musk (1) Old Dan Tucker (1) Virginia Reel (1) Folk Dances of the Allies, for Patriotic Pageants and Plays As an integral part of a patriotic pageant of play, the real folk dances of the various countries represented would have a logical place if given in their traditional form. Folk dances familiar to many through use as play and recreation might thus be fitted into a patriotic community celebration. The dances listed here are actual folk dances from the allied countries and would be recognized with emotion by natives of these countries. 46 THE UNIVERSITY OF THE STATE OF NEW YORK The numbers in parentheses refer to the publications containing the music and description, which are listed numerically in the accompanying bibliography. Phonograph records of the dances are available. United States of America The Circle y' , Old Dan Tucker y> \ Arkansas Traveler * J ' Money Musk • ' Virginia Reel "' France Farandole w The Bridge of Avignon '"> (Sur le pont d'Avignon) Belgium Seven Jumps ( 2 )> w) j Ladita («). (M) | (It is not generally known that these are Belgian dances. The latter is known in Belgium as " Streep," but the music and dance is the same as that known in Sweden as " Ladita.") England Sellingers Round (") Gathering Peascods (8) Italy Tarantella (7) Portugal Vira (15) For the national anthems of all the allies, see no. 16 of the bibliography. Bibliography of Publications Containing Music and Descriptions of Dances (Giving number, titls, author, publisher and price.) 1 "American Country Dances '' (Burchenal), G. Schirmer $1 .50 2 " Dances of the People " (Burchenal), G. Schirmer 1 .50 3 " Farandole " (sheet form) (Burchenal), G. Schirmer : 20 4. " Folk Dances and Games " (Crawford), A. S. Barnes 1 , 80 5 " Folk Dances of Denmark " (Burchenal), G. Schirmer 1 .50 6 " Folk Dances of Finland " (Burchenal), G. Schirmer 1 .50 7 " Folk Dances and Singing Games " (Burchenal), G. Schirmer 1 .50 8 " Gathering Peascods " (sheet form) (Sharp), Novello. H. W. Gray . . .10 9 " Gustaf's Skoal " (sheet form) (Burchenal), G. Schirmer 20 10 " The Hatter " (sheet form) (Burchenal), G. Schirmer 8 o PHYSICAL TRAINING SYLLABUS : UNGRADED SCHOOLS 47 11 " Sellingers Round " (sheet form) (Sharp), Novello. H. W. Gray $ . 10 12 " Sur le pont d'Avignon (sheet form) (Burchenal), G. Schirmer 20 13 " Swedish Folk Dances " (Bergquist), A. S. Barnes . . . .' 1 . 60 14 " Swedish Song Dances " (Kastman and Kohler), Ginn 1 .50 15 " Vira " (sheet form) (Burchenal), G. Schirmer 20 16 " The National Anthems of the Allies," G. Schirmer 25 Equivalents That May be Accepted as Meeting the Requirements in Supervised Recreation (See physical training D, section b) 1 Must be approximately equivalent, qualitatively and quantita- tively. 2 May be substituted for as many as three of the four hours of supervised recreation that may be required each week, but not for periods scheduled in regular school time. 3 No substitute or equivalent to the recreational requirement may be accepted which would lead to the inactivity of pupils during regular periods scheduled during school hours. As a rule, such substitutes or equivalents may be balanced when the other work of the day's session has been finished. 4 The following plans are suggested for the school recognition and credit of home and community recreational activities . a List of activities that may be credited by the school in part satisfaction of the requirements in supervised recreation . (1) Athletics (2) Club activities (Boy Scouts, Girl Scouts, Camp Fire Girls, Y. M. C. A., Y. W. C. A., etc.) (3) Military drill (4) Manual training or agricultural class work out of doors (s) Chores and special home work (6) Individual sports, as skating, skeeing, swimming, coasting, bicycling, horseback riding, canoeing, tennis, walking (7) Acquisitional sports, as hunting and fishing, bug hunting, geology, botany trips, trapping (8) Regular paid work (9) Junior home projects b General policy: school people should be concerned not so much with a rigid detailed plan for checking up these recreational equivalents as with ways and means of stimulating cooperation along these lines between the school and the home. Every reasonable effort should be made to influence the life of the child, foster the right sort of play, and encourage the health habit of cheerful recreation. There 48 THE UNIVERSITY OF THE STATE OF NEW YORK must be.no "invasion of the home" but rather a recognition of the value of activities carried on by the child in the home and outside the school. The method of reporting and checking up recreational equivalents in a given school must be worked out by the officials of that school — the superintendent, principal (or teacher) and the supervisor of physical training. (i) The plan must be organized and presented tactfully. The home people must not misunderstand or be given real reason to feel annoyed. (2) The plan must be simple enough not to burden parent?, teachers and other school officials unduly with its execution. (3) Reports and records must be frequent enough to give informa- tion while it is fresh and the memory of the activity is clear and reasonably accurate. (4) Reports must include amount of time spent weekly and the general character of activities. c Suggestions to superintendents and other school officials for their assistance in formulating their local plans for reporting and checking recreational equivalents. These are only suggestions; each school must work out its own plan devised to fit its own peculiar needs. No other school plan is likely to be the very best plan for a given school community. In most of the plans that have been submitted, too much emphasis has been placed on the rigid checking of equivalents. A general survey of the recreational activities of children will provide information as to what boys and girls are doing during their after-school hours. It should also supply data relative to existing recreational agencies in the community. With such information available greater emphasis should be given to the stimulation. Among plans that have been used or that have been suggested are the following: (1) Reports by pupils. Some schools have arranged to receive written reports from the pupils at intervals of one week; other schools, two weeks; and other schools, monthly. In some places the children report to the class or classroom teacher; others, to the special teacher of physical training; others, to children who have been appointed as officers of room clubs or health clubs in the school or recreation club. (2) Reports by parents covering recreational activities of their children and the amount of time spent in those activities. In a number of schools, reports are requested of parents covering the nature of the activities and the amount of time spent on them. PHYSICAL TRAINING SYLLABUS : UNGRADED SCHOOLS 49 In some cases these reports are asked weekly; others, biweekly; and others, monthly. A lack of tact and an insistence on too frequent reporting are the dangers present in this plan. It succeeds only where it is very wisely operated and really understood. (3) Successful plans are reported in which the pupils are asked to write letters to their regular teachers or physical training supervisors, describing their recreational activities carried on outside the school for the preceding week or other period. These letters serve as bases for work in composition, English, spelling etc., after which they are used as records of, and reports on, the satisfaction of the recreational requirement. (4) This plan suggests the possibility of success through written reports from pupils covering their field work in nature study, biology, woodcraft, first aid, and so on, in schools in which such outdoor activities are accepted as recreational equivalents. Such reports could in addition serve as exercises in English, in composition, as well as records of recreational activity. A summary or brief of the pupil's presentation could be used, too, as a basis for work in oral English. A summary or brief of the pupil's presentation, could be prepared by him for record as to his recreational program. (5) Some district superintendents are making successful use of the following plan: Each pupil in their rural schools has a physical training note book in which the child records recreational activities that are carried on outside the school. The teacher inspects these notebooks frequently as does the physical training supervisor. At the close of the year one district superintendent plans to give a prize to the child who has the neatest and the most satisfactory book. d Suggested routine: With the above suggestions and memoranda in mind, it is recommended that school people concerned with the formulation of a plan for operating division D of the Regents require- ment in physical training, utilize a routine somewhat as follows: (1) Make a survey of the recreational possibilities (a) within the school, (b) in the homes of the pupils, and (c) in the community. Tactful letters to parents and simple written questions to pupils will furnish evidence upon the recreational activities of the children. Letters to various organizations (see (6) below) will secure informa- tion concerning community recreational possibilities. (2) Work out your plan and program to fit your local needs and resources. It is recommended (but not required) that not all the recreational credit be allowed weekly for particular individual activity; that is, walking to and from school ordinarily should not 50 THE UNIVERSITY OF THE STATE OF NEW YORK satisfy the whole requirement, especially, if there is no social factor present in the recreational life of the child concerned. Not all the outside recreational requirement should be covered by home duties that contain little or no recreational element; that is, home duties ought to be accepted and credit given on the basis of recreational content as well as the amount of physical work done; for example, sawing wood three hours each week should not meet the full requirement, but, sawing wood and piling it as a member of some group or in friendly competition with some other pupil, or member of the family, might meet the full requirement. Club activities in which the recreational, social and physical elements are the main features, should be encouraged and full three hours' credit allowed, provided satisfactory regular reports are submitted by the club authorities. (3) Inform pupils and parents concerning your plan. Outline activities that will be credited by the school. Indicate your method of securing reports. Make every reasonable effort to secure coopera- tion through an intelligent sympathy on the part of the parents concerned. Get report blanks to pupils or to parents, or to club organizations (Boy Scouts, Girl Scouts, Y. M. C. A., etc.) for record of attendance. (4) Arrange for receipt of reports through children or classroom beachers, or special teachers of physical training, and for a simple permanent record either in card file or in a ledger record book. (5) School officials who develop satisfactory plans for the recog- nition and credit of activities carried on by children while out of school, should send a description of those plans to the State Depart- ment of Education, Albany, N. Y., so that they may be placed it the disposal of other school people. (6) List of organizations concerned with recreation, from which local schools may receive help. A number of well-organized national associations are available to the schools of the State through which this three-hour recreational requirement may be very satis- factorily met. Information concerning these organizations may be secured through conference with their local representatives, or by writing to the following addresses : Boy Scouts of America, 200 Fifth av., New York, N. Y.; Camp Fire Girls, 527 Fifth av., New Yore, N. Y.; Girl Scouts, 527 Fifth av., New York, N. Y.; Knights of Columbus, 105 W. 40th st., New York, N. Y.; Playground and Recreation Association of America, 1 Madison av., New York, N. Y." Y. M. C. A., 124 E. 28th St., New York, N. Y.; Y. M. H. A.,' Lexington av. and Q2d St., New York, N. Y.; Y. W. C. A., 600 PHYSICAL TRAINING SYLLABUS : UNGRADED SCHOOLS SI Lexington av., New York, N. Y.; Y. W. H. A., 31 W. 110th St., New York, N. Y. e The following publications may be of use to superintendents and others concerned with the recreational activities of children: Bibliography, Bureau of Education, Washington-, D. C. Bibliography, published by Playground and Recreation Association of America Bibliography, published by Physical Education Review, Springfield, Mass. Garden Clubs in the Schools of Englewood, New Jersey. Department of the Interior, Bureau of Education, Bulletin 1917, No. 26 Journal of the Outdoor Life, 289 Fourth av., New York, N. Y. Physical Education Review, published by American Physical Education Associa- tion, Springfield, Mass. Playground, published by Playground and Recreation Association of America Adult Recreation as a Social Problem, by E. A. Ross. American Journal of Sociology, 23: 516-28. Jan. 1918 Education by Plays and Games, by G. E. Johnson. Ginn & Co., New York, N. Y. Education Through Play, by Henry S. Curtis. Macmillan Co., New York, N. Y. Education Through Play, by G. E. Johnson. Russell Sage Foundation, 191 6. Education Through Recreation, by G. E. Johnson. Survey Com., Cleveland Foundation, 191 6. 160 p. 25 cents Games for the Playground, Home, School and Gymnasium, by Jessie H. Ban- croft. Macmillan Co., New York, N. Y. Health and Recreation, by P. N. Moore. American Academy of Political and Social Science Annals, 79: 245-52. Sept. 1918 Physical Education from Recreative Viewpoint, by G. E. Johnson. Mind and Body, 24: 447-53. Feb. 1918 Play and Education, by H. S. Curtis. Teaching, 2: 6-17, Sept. 15, 1916 Play and Its Place in Education, by H. W. Nutt. Teachers Journal, 15:241-46, 279-85. Dec. 1915, Jan. 1916 Play as a Preventive of Crime, by J. F. Hylan. Am. City, 19:307, Oct. 1918 Play in Education, by Joseph Lee. Macmillan Co., New York, N. Y. Play in Modern Education, by T. S. Settle. Public Health, Michigan State Board Health Bulletin. 5:197-202, May 1917 Play Life in the First Eight Years, by L. A. Palmer. Ginn & Co., 1916 Play Movement and Its Significance, by H. S. Curtis. Macmillan Co., New York, N. Y. Play Supervision in Public Schools, by J. R. Hawkins. Educ, 39:84-89, Oct. 1918 Play of To-day Makes the Man of To-morrow, by W. Adler. Mother's Mag., 12:222, March 1917 Play Way, by H. C. Cook. Stokes, 191 7.. 80. $3 Practical Conduct of Play, by H. S. Curtis, Macmillan Co., New York, N. Y. Recreation Values and Analysis, by J. L. Mason. Am. Phy. Ed. Rev., 22:89-94. Feb. 1917. Proc. Am. Assn. for Promoting Hygiene and Public Baths, 1916 P- 43-48 52 THE UNIVERSITY OF THE STATE OF NEW YORK Gymnastic Drills and Marching i Under the direction of a special teacher of physical training. a In schools meeting the full requirements of the Regents program of physical training it is desirable that one of the two hours given under physical training D be devoted to gymnastics (see section 9 below) and the time distributed equally in two half-hour periods (or more) of actual floor work. It should not include time spent in preparation for exercise or for return to a subsequent recitation. 3 Uniform urged: a sleeveless white shirt, white knee running trousers, socks and soft-soled shoes (sneakers) for boys and a simple bloomer outfit for girls. Uniforms must be kept clean. It is a good plan for each pupil, particularly for boys whose uniforms are white, to have two outfits. Pupils should be dressed as lightly and as comfortably as possible during their exercise periods. If uniforms can not be provided, outer coats and collars may be removed and regular shoes exchanged for tennis, gymnasium or other soft-soled shoes. 4 Exercise period should be followed, if possible, by a bath and careful drying with a clean towel. * 5 Pupils should take physical training appropriate to their grade. The child should not work in one group one day and in another group another day. Unless there are serious reasons to the contrary, classes should be scheduled intact. 6 No class ought to meet for exercise within an hour after its lunch period. 7 The teacher is expected to emphasize (a) posture, (6) discipline, (c) health through the development of habits of posture, (d) habits of obedience to command, (e) habits of healthfui exercise, (/) agility, (g) control, (h) alertness, (i) quick response, (/) unity of action, (fe) the spirit of pleasure. These drill periods can be useful only as they produce habits. 8 The marching tactics taught are to conform with such parts of the United States Infantry Drill regulations as are reasonably applicable to school equipment and conditions. 9 Each period should be divided into three parts: (a) elementary marching, (b) mass gymnastic drills with or without hand apparatus, (c) gymnastic games, group dancing or squad work on apparatus. 1 o All exercises in the drills presented here (see succeeding division of this syllabus) from grade 6 on have been written as " two-count " or " four-count " movements. In leading drills it is better not to PHYSICAL TRAINING SYLLABUS : UNGRADED SCHOOLS 53 count from i to 8 or from i to 16, but ratheri-2 and repeat, or 1-2- 3-4 and repeat. 1 1 The teacher of physical training will provide his own program for the third division of the gymnastic period (see 9 c above). 12 Schools may submit drills of their own for the approval of the State Department of Education. Unless such drills are sub- mitted to, and approved by, the State Department of Education, the drills in this syllabus must be used. 13 More advanced classes that have had no experience will have to begin their work with the drills laid down for the more elementary classes and progress as rapidly as they reasonably can to the work laid out for the grade or term to which they belong. Note: Schools unable to provide the suggested balanced weekly program of gymnastics, marching and recreation should try to plan their programs for a full utilization of the fall and spring seasons in organized recreation, using gymnastics and marching more during the winter when the opportunities for recreation out of doors may be somewhat limited. Outdoor recreation in winter should be employed when the weather permits. Mass Athletics The usual school athletic plan emphasizes special team training and individual athletic performance. It is desirable to organize athletic activities in the school on a basis that will bring all the pupils into activity. While team and individual excellence are well worth developing within reasonable limitations, it is even more important to provide opportunities for each child to engage in inter- esting athletic competitions that not only give him healthful exercise but also enable him to contribute something toward the final score. The following classification of athletic events for grammar and high school boys has been used successfully. Some good points about the plan are: 1 It can be carried out by each school on its own grounds and results compared by mail, and thus does not involve travel. 2 It is a fair basis for contest between small and large schools, as total score made is divided by total number in school. Highest average wins. 3 Every boy in school must take part in every event (exempting only those physically unfit). 4 The events are adapted to the weight divisions and do net require expensive equipment. 5 The records are kept and furnish an incentive for individual effort to improve. 54 THE UNIVERSITY OF THE STATE OF NEW YORK 6 Honor emblems are awarded on the basis of an all-round ability. 7 Championships may be awarded in each weight division as well is in total school score, and individual champions also selected md honored. Scoring Table for the All-round Athletic Test As a basis for interschool or intergroup competition WEIGHT CLASSES 60-80 POUND CLASS ;o yard dash Standing broad jump Running broad jump Baseball throw 81-95 POUND CLASS '5 yard dash Standing broad jump tunning broad jump Baseball throw , 96-110 POUND CLASS 00 yard dash Standing broad jump tunning broad jump tunning high jump Baseball throw 111-125 POUND CLASS :oo yard dash Standing broad jump tunning broad jump tunning high jump Baseball throw 'utting 8-pound shot UNLIMITED CLASS ;oo yard dash Standing broad jump tunning broad jump tunning high jump Baseball throw 'utting 8-pound shot No points 10 sec. 3 ft. 5 in. 5 ft. 10 in. 70 ft. 13 sec. 3 ft. 11 6 ft. 10 100 ft. Honor standard 8 sec. 5 ft. 6 in. 10 ft. 120 ft. 11 sec. 6 ft. 11 ft. 150 ft. 100 pouits scoring 6 sec. 7 ft. 7 in. 14 ft. 2 in. 170 ft. 9 sec. S ft. 1 in. 15 ft. 2 in. 200 ft. 16 sec. 4 ft. 5 in. 7 ft. 10 in. 2 ft. 8} in. 130 ft. 14 sec. 6 ft. 6 in. 12 ft. 3 ft. 9 in. 180 ft. 12 sec. 8 ft. 7 in. 16 ft. 2 in. 4 ft. 9} in. 230 ft. 15 sec. 4 ft. 11 in. 8 ft. 10 in. 2 ft. n| in. 145 ft. 15 ft. 6 in. 13 sec. 7 ft. 13 ft. 4 ft. 195 ft. 28 ft. 9 ft. 1 in. 17 ft. 2 in. 5ft Jin. 24s ft. 40 ft. 6 in. 14 sec. 5 ft. 5 in. 9 ft. 10 in. 3 ft. 3i in. 160 ft. 22 ft. 6 in. 12 sec. 7 ft. 6 in. 14 ft. 4 ft. 4 in. 210 ft. 3Sft. 10. sec. 9 ft. 7 in. 18 ft. 2 in. 5 ft. 4i in. 260 ft. 47 ft. 6 in. Points shall be scored on the following basis: Vll dashes, for every 1-5 second better than the minimum 5 points standing broad jump, for every inch better than the minimum , 2 points Running broad jump, for every inch better than the minimum T point Running high jump, for every inch better than the minimum 4 po i n ts 3aseball throw, for every 1 foot better than the mini- mum 1 point Putting 8-pound shot, for every 3 inches better than the m i n i m um 1 point PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 55 Not more than ioo points may be scored in any one event. To get score of grade, add pupil averages and divide by total boys enrolled in grade. Deduct from this total only those physician declares unfit. To get school score, add pupil averages and divide by total boys enrolled. Only those who equal or exceed the honor standard in all events in their weight class are entitled to the individual honor emblem. Illustration Boy weighing 76 pounds falls in 80-pound class Event Time or Dist. Points 50 yard dash 9 sec 25 Standing broad jump 5 ft. 2 in 42 Running broad jump 10 ft. 4 in 54 Baseball throw 122 ft 52 Total points — 173 To get average, divide by number of events, 4 Boy's score equals 43.25. The Athletic Badge Test 1 Explanation. The athletic badge test is competition, not against individual rivals, but against standards. It is a test of development and physical efficiency. Any list of individual athletic events might be selected and stand- ardized as a developmental test, but the athletic badge test represents a very simple list of important events selected and standardized by experts. The badge test has the following advantages: a It is so simple that it may be conducted anywhere. b It represents three levels of achievement which every boy or girl ought to be able to reach between 11 and 15 years of age. c It sets standards which stimulate ambition. d It gives boys and girls in small isolated schools the oppor- tunities to compete against the standards of their class. e It gives adults a simple standard for comparing pupils, hence it is sometimes referred to as an efficiency test. 2 Tests. The tests are arranged in three degrees of difficulty, as, first test, second test, third test, which pupils should be able to equal at approximately 12, 13 and 14 or 15 years of age; however, the tests are not arbitrarily limited to these ages. 56 THE UNIVERSITY OF THE STATE OF NEW YORK Athletic Badge Contest for Boys First test Pull-up (chinning) 4 times Standing broad jump 5 ft., 9 m. 60 yards dash 8 3/'s seconds Second test Pull-up (chinning) 6 times Standing broad jump 6 ft., 6 in. 60 yards dash 8 seconds or 100 yards dash M seconds Third test Pull-up (chinning) 9 times Running high jump 4 ft., 4 m. 220 yards run 28 seconds Directions for Events 1 Pull-up (chinning) A portable chinning bar in a doorway, a horizontal bar in the gymnasium or the rungs of a ladder set at an angle against a building may serve the purpose. Each contestant begins with his hands on the bar. Then with his arms straightened at full length he pulls himself up without a kick, snap, jerk or swing, until his chin is above the bar. Lowering himself again until his arms are straight, he repeats the " pull-up." (For the New York State physical ability test in 192 1 the " ordinary " jrasp is required.) 2 Standing Broad Jump Whenever possible it is best to prepare a jumping pit by digging up a piece of ground about 4 feet by 25 feet and have a wooden or metal strip 2 inches by 8 inches imbedded in the ground at one 2nd of the pit flush with the surface, to serve as a " take off." It is also well to mark off 5 feet 9 inches, and 6 feet 6 inches from the " take off." Each competitor is allowed three jumps, his best jump being taken as his record. The feet of the competitor may be placed in any position, but shall leave the ground once only in making an attempt to jump. When bhe feet are lifted from the ground twice, or two springs are made in making the attempt, it shall count as a trial jump without result. A competitor may rock back and forward, lifting heels and toes alternately from the ground, but may not lift either foot clear of PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS S7 the ground, nor slide either foot along the ground in any direction. Toes must not project over front edge of the board. 3 60 Yards Dash, 100 Yards Dash and 220 Yards Run A stop watch is necessary for timing the boys in this event. Under the direction of a starter each individual competitor takes his posi- tion on the starting mark. The starter gives the signal by saying: " On the mark," " Get set," " Go." At the word " go " the time- keeper starts his watch. As the runner crosses the finish line (60 yards, 100 yards or 220 yards from the starting line), the time- keeper stops his watch. The time indicated on the stop watch is the runner's time. A false start is one where any part of the person of a competitor touches the ground in front of his mark before the starter purposely gives his signal. The third false start shall disqualify the offender. The competitor shall keep his hands behind the mark assigned to him. . 4 Running High Jump The bar shall be a thin stick and shall rest on pins which shall project not more than three inches from the uprights. When this bar is removed, it shall constitute a trial jump without results. The height shall be measured from the middle of the bar to the ground on a direct line. Each boy shall be allowed three trial jumps at each height. Running under the bar in making an attempt to jump shall be counted as a balk and three successive balks shall constitute a trial jump. The Athletic Badge Tests for Girls l The following are standards which every normal girl ought to be able to attain: First test All-up Indian club race 30 seconds or Potato race 42 seconds Basketball goal throwing 2 goals, 6 trials Balancing 24 ft., 2 trials 1 The revision of the badge tests for girls, with the addition of the third badge test, has been largely the work of Les F. Hanrasr, chairman of a special com- mittee appointed to work out the tests, for the Playground and Recreation Association of America. 58 THE UNIVERSITY OF THE STATE OF NEW YORK Second test All-up Indian club race z8 seconds or Potato race. 39 seconds Basketball goal throwing 3 goals, 6 trials Balancing (bean bag or book on head) 24 ft., 2 trials Third test Running and catching 20 seconds Throwing for distance, basketball 42 ft., or volley ball 44 ft. Volley ball serving 3 in., 5 trials Rules for Tests There are no height, weight or age limits in the athletic badge tests for girls. The following general rules shall govern the final tests: Unless otherwise stated in these rules, there shall be but one trial in each event. It is necessary to qualify in all three events in any class in order to win a badge. No girl is permitted to receive more than one badge in any one year. No girl is entitled to more than one first, second or third test badge even though a full year has elapsed since she last qualified for a badge. If a girl has already qualified for a third test or a second test badge, she may qualify for and receive a badge for the lower test provided a full year has elapsed. Directions for Events All-up Indian Club Race Draw two tangent circles, each three feet in diameter. In one of the circles place three one-pound model BS Indian clubs. At a point 30 feet distant from a line passed through the center of the circles, and parallel to it, draw a line to be used as a starting line. On the signal the girl runs from the starting line, transfers the three clubs, one after the other, to the vacant circ'e so that they remain standing, and runs back to the starting line. The girl makes three such trips finishing at the starting line. The girl is permitted to use but one hand in transferring the clubs. The surface within the circles should be smooth and level. A wide board may be used when the test is made out of doors. To qualify in this event for a first test badge, a girl must make the three trips to the circles in 30 seconds. PHYSICAL TRAINING SYLLABUS : UNGRADED SCHOOLS 59 To qualify in this event for a second test badge, a girl must make the three trips to the circles in 28 seconds. Potato Race On a direct line draw four circles, each 12 inches in diameter and 5 yards apart from center to center. Five yards back of the center of the first circle and at right angles to the direct line, draw a line to be used as a starting line. This is also the finish line. On the first circle place a basket or other receptacle not over 2 feet in height and with an opening not exceeding 1 foot in diameter. On the signal the girl runs from the starting line, takes one potato from the basket and places it in the first vacant circle (the one nearest the basket), runs back to the basket, passes between it and the starting line, takes the second potato from the basket, places it in the second circle, returns to the basket, passes between it and the starting line, takes the third potato from the basket, places it in the third circle and runs back to the starting line. From the starting line she runs to the first circle, picks up the potato and replaces it in the basket, passes between the basket and the starting line, runs to the second circle, picks up the potato, replaces it in the basket, passes between the basket and the starting line, runs to the third circle, picks up the potato, replaces it in the basket, and runs across the finish line. If a potato is dropped anywhere but in the circle where it should be placed or in the basket it must be picked up and properly placed before another is touched. To qualify in the event for a first test badge, a girl must cross the finish line within 42 seconds from the time the signal to start is given. To qualify in this event for a second test badge, a girl must cross the finish line within 39 seconds from the time the signal to start is given. Wooden blocks may be substituted for potatoes. Basketball Goal Throwing The regular basketball goal may be used or a ring 18 inches in diameter (inside). It should be placed 10 feet above the ground and the inside rim should extend 6 inches from the surface to which it is attached. From a point directly under the center of the goal draw a semi- circle with a radius of 15 feet, for a throwing line. The girl may stand at any point outside of but touching the throw- ing line. The basketball used shall be of standard size and weight. 60 THE UNIVERSITY OF THE STATE OF NEW YORK The goal may be made either by a clear throw or by bouncing against the backboard. To qualify in this event for a first test badge, a girl must make two goals in six trials. To qualify in this event for a second test badge, a girl must make three goals in six trials. Balancing A standard balance beam, 12 feet long and 2 inches wide, may be used, or a 2 by 4-inch plank, set on the 2-inch side. The length shall be 12 feet. There is no time limit in this event but there should be an endeavor to meet the requirements promptly, without haste, and with perfect poise. In the first test the girl starts from the center of beam, walks for- ward to the end, without turning, walks backward to center; turns and walks forward to other end; turns and walks forward to starting point. In the second test the girl starts from center of beam with a bean bag or book balanced on her head and walks forward to the end; turns and walks forward the entire length of the balance beam; without turning, walks backward to starting point. Two trials are allowed in each test. Running and Catching At a distance of 30 feet from the starting line and parallel to it, stretch a cord 10 feet from the ground. On the signal the girl runs from the starting line, tosses a basket- ball or a volley ball over the cord, catches it, and runs back to the starting line. Three such trips are made, finishing at the starting line. In case of failure to catch the ball, it must be secured, tossed over the cord (either direction) and caught before continuing the run. The starting line and the cord should both be well away from any wall, backstop, or other object, so that neither the contestant nor the ball shall touch any obstruction during the run. To qualify for a badge in this event, the three trips must be made in 20 seconds. (In New York State physical ability test, a basketball must be used.) Throwing for Distance A circle 6 feet in diameter shall be marked on the floor or ground. In throwing, contestants shall not touch outside the circle with any part of the body until after the ball has struck the ground. If any PHYSICAL TRAINING SYLLABUS I UNGRADED SCHOOLS 6l part of the body touches outside the circle, the distance made shall not be recorded but the throw shall count as one trial. Three trials are allowed and the best throw shall be taken as the record. The throw is to be made with one hand, and the distance required to qualify is 42 feet with a basketball or 44 feet with a volley ball. If this test is made out of doors, it should be done on a day when the wind does not blow. Volley Ball Serving A volley ball net or piece of cord shall be stretched at a center height 8 feet across the playing space. Twenty-four feet distant a line shall be drawn on the floor or ground parallel to the net. The contestant with volley ball in hand shall stand facing the net and toeing the line with either foot. She tosses the ball with one hand as in tennis and strikes it with the other hand over the net so that it shall fall within a square 10 by 10 feet. This square shall be marked on the floor or ground 10 feet from the net and at right angles to it. Five trials are allowed to make three aces. If the contestant steps forward over the line before the ball strikes the ground, no score is allowed, but it counts as one trial. Grade Classification and Scoring Table for Girls' Athletics For use in " every pupil " contest. Based on Playground and Recreation Association of America, girls' events. Divisions Senior high grades 10, 11, 12 = " Senior " division. Junior high grades 7, 8, 9 = " Junior " division. Elementary grades 4, 5, 6 = " Elementary " division. Events Points scored 1 All-up Indian club race 1 point for every y h sec. better than min. 2 Potato race (Same as above) 3 Basketball distance throw 2 points for every ft. better than min. 4 Running and catching, race 2 points for every K sec. better than min. 5 Basketball goal throwing 25 points for each goal above min. 6 Volley ball serving 25 points for each good serve above min. 7 Balancing 50 points for succeeding in test All events are open to all three divisions. For the elementary division, however, the rules are modified to make events easier and the scoring standards differ for each division. The badge standard is used as the 50 point score or honor standard. The higher standard for senior division, the lower for juniors, the modified for grades. THE UNIVERSITY OF THE STATE OF NEW YORK Scoring Limits Seniob Division Junior Division Elementary Division Events o Hon. ioo Hon. 100 Hon. xoo All-up Indian club .... Time in seconds 38 28 18 Time in seconds 49 39 29 Distance in feet 17 42 67 Time in seconds 23 18 13 Out of six trials 13 5 Out of five trials 135 50 pts. to those who make 24 ft. with bag on head Time in seconds 40 30 20 Time in seconds 52 42 32 Distance in feet 13 38 63 Time in seconds 25 20 is No. of baskets made 024 No. good serves made 13 5 Reduce distance to 15 ft. 50 pts. to all who make 24 feet Time in seconds 40 30 20 Reduce distance to 20 ft. Time in seconds 52 42 32 Basketball throw; for distance Running and catching basketball Basketball goal throw- ing Balancing; no min. or max. standards Reduce distance to 3 yd*, between circles Distance in feet 11 36 61 Use volley ball Time in seconds 25 20 15 Use volley ball or bean bag; make distance 20 ft. No. of baskets made 024 Use volley ball; make dis- tance 10 ft. No. good serves made 024 Reduce distance to 15 ft. and lower net to 6 ft. height Same as juniors Statewide Physical Ability Test In the spring of 1920, the physical education staff of the State epartment of Education inaugurated a statewide physical ability st which was highly satisfactory, as evidenced by the number of hools conducting it (over half the number in the State) and also r the interest and enthusiasm manifested by the pupils. The st is to be continued in 1921, on practically the same lines. Details of Test The contest will be open to all secondary schools and seventh id eighth grades in the State. Conditions. Eighty per cent of the active enrolment must be sted. Awards. The State will be divided into five sections and the inning city, high school class and grade scores announced in each Section 1 includes all cities of the first and second class. Section 2 includes all cities of the third class. Section 3 includes all villages having a superintendent of schools. Section 4 includes all villages under district superintendents hav- g ten or more teachers or that employ their own director of physical iucation. PHYSICAL TRAINING SYLLABUS : UNGRADED SCHOOLS 63 Section 5 includes all villages having secondary schools under sole supervision of state teachers of physical education. Any school, class, or grade in section 1 (cities of first and second class) may compete for sectional and state honors, provided it meets the requirements of the test, even if the city as a unit does not compete for grand championships. Events and Scoring Standards JUNIOR STANDARDS SENIOR STANDARDS BOYS Min. Honor Max. Min. Honor Max. (0) (SO) (100) (0) (SO) (100) la 60 yard dash, juniors — 5 10 3/5 sec. 8 3/5 sec. 6 3/5 sec. points for every 1/5 second better than the minimum lb xoo yard dash, seniors — s IS sec. 13 sec. 11 sec. points for every 1/5 second better than minimum 2 Standing broad jump (2 trials; 4' 5* 6' 6' 8' 7' 4' 11' 7' o'l' use better jump) 2 points for every inch better than mini- mum 3 Pull-ups (chinning the bar) — 10 times S times 10 times 2 times 7 times 12 times points for every pull-up bet- ter than minimum JUNIOR STANDARDS SENIOR STANDARDS GIBLS Min. Honor Max. Min. Honor (0) (SO) (100) (0) (SO) (100) I jo yard dash — 5 points for 10 i/5' 81/5' 6i/S' 9 4/S' 7 4/5' S4/S' every 1/5 second better than minimum 2 Running and catching — 2 27' 22' 17' 2S' 20' IS' points every 1/5 second better than minimum Basketball, far throw (2 throws; 13' 38' 63' 17' 42' 67' use better record) — 2 points for every foot better than minimum Rules for the Events 1 Junior division comprises the seventh and eighth grades and first year high school; senior division three upper years of high school. 2 Test to be conducted between the third Saturday in April and the third Saturday in May. Final report to be sent to State Department of Education on or before the following Thursday. 3 Only one official test for each pupil to be given. 64 THE UNIVERSITY OF THE STATE OF NEW YORK 4 Timing in running events to be by stop wateh, the watch to be started at downward flash of handkerchief or the flash of the gun, if one be used. Timer to stand at finish line. 5 Course for running events to be level. If the ground is uneven, run half the contestants one way, and half the other. 6 In the pull-up, the " ordinary grasp " must be used; that is, thumbs toward each other and knuckles toward the body. 7 In the broad jump, if a toe board is used, this board must be flush with the ground and the landing pit must be on a level with the toe board. Toes must not project over front of board. 8 In the running and catching, a basketball must be used; for junior division rope to be 8 feet high; for senior division rope to be io feet high. If a girl slips and falls, or if she drops the ball, a second trial may be given. 9 In the basketball throw for distance, one-half the contestants should throw from one side of the field, and one-half from the opposite side, to overcome any advantage due to wind or slope. Scoring i A pupil getting 50 or more points in each and all events scores honors: 75 or more points in each and all events scores high honors: a pupil may not score more than 100 points in any event. The pupil's final score is the sum of the points won in the three events, divided by 3. If only two events are tried, divide by 3 just the same 2 To find class average or division average, take the records of all pupils physically fit and then strike out all low scores down to 80 per cent of the active registration. In computing 80 per cent of the register, discard fractions less than .5, but add 1 where fraction is .5 or over; for example, 39 enrolled, 80 per cent is 31.2 or 31 pupils. 41 enrolled, 80 per cent is 32.8 or 33 pupils. Add total points of each individual to get the aggregate score. Then divide this aggregate by the 80 per cent as found above to get the average number of points won. Divide the last quotient by 3 in order to get the average class or division score. All final scores for pupils, classes, divisions, schools, and entire system will be thus on scale of 100. 3 All final computations should be checked up by pupils as a class exercise correlated with mathematics work before being sent to the State Department of Education. Start of girls' 50-yard dash Measuring the standing broad jump Syllabus for Rural and Ungraded Schools General Problem The problem of arranging the right kind of a program for a rural school is largely one of selection and adaptation. The individual teacher guided by her district superintendent and physical training supervisor should select from the material given for the different grades such of the action stories, games and exercises as will best suit the needs of the local situation. All the suggestions and articles given in the fore part of this syllabus will be found helpful to the rural teacher but a few of the special things to be considered are discussed here and some of the principles that govern this selection and adjustment are given. Things to Consider i Children. How many and what ages are they? How far do they walk in getting to school? What work do they have to do before and after school? What ■ instruction have they previously had in exercises, marching, games etc.? How many are new and had nothing last year? How many are abnormal and require special care or modified work? Who are the natural leaders? 2 Recitation program. Best time for " B " work. Eest time for play periods (D work). Possibilities for correlation with other subjects, as nature study, project work, etc. What use can be made of the noon hour? In general, consider how to lighten and brighten the other school work for the teacher and the children by careful planning of the recreation time. (See page 92 for suggested daily program.) 3 Space available, indoors and outdoors. Arrangement of seats, desks, stove etc. to make largest possible use of building. Size, slope, soil etc. of playground and possibilities of improving it. What other grounds nearby may be used when school has inadequate space? 4 Equipment. What balls, bean bags, etc. are owned by the school for playing games indoors and out? What is available for athletics, jumping pit, etc.? What does the school budget allow for these [65] 66 THE UNIVERSITY OF THE STATE OF NEW YORK articles? (See page 95 for suggested list and homemade articles ) Plan to secure things most needed a few, at a time Have pupils and parents unite to erect homemade apparatus and provide play equipment. 5 Attitude of community. Are certain parts of the program objected to by trustees or parents (folk dances, etc.)? Are field days and exhibitions popular'? How often do parents visit the schools? . . 6 Cooperative agencies. Is there a parent-teacher association? Are there local church clubs or societies, or national organizations conducting play or recreation work ? Are Y. M. C. A., Y. W. C. A, Boy Scouts, Red Cross or other paid social or athletic workers avail- able ? Are there any recent college graduates or students now in town, who may be made useful? 7 Grouping In most schools of this type all children must take the " B " work together and most of the time must have their " D ' work in one group. Two groups should be formed, however, in al' but the smaller schools, and games and exercises adapted for oldel pupils taught to the older children, part of the time, while the younger ones have their work separately. In larger schools three groups will be found best. The divisions should not be made by grades, but on the basis of age, size and strength. Group i should include pupils approximately 5 to 7 years of age; group 2, those 8 to 10 years; group 3, those 10 to 13 or 14 years of age. 8 Leadership. Older pupils should be trained to direct the group plays and games of the younger group and used as leaders while the teacher is busy with other children. This should be a definite part of the training of the older pupils, who should also be given experience in taking charge of the " B " work. Make it an honor at first, using those who have made best progress, but give all a chance sooner or later. PHYSICAL TRAINING A Many teachers have correlated the morning health inspection with the pupil health club organization. This plan works very well for at least a part of the year. (See page 23 for more description.) The rural teacher can find many opportunities to be of help in teach- ing health habits to an entire family by tactful use of this daily in- spection. As much personal follow-up work as possible should be done and the aid of the district nurse invoked in reaching the more needy cases. PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 67 PHYSICAL TRAINING B Principles governing the selection of the relief drills and gymnastics (formal and informal) are as follows: For rural children, teachers should select and use mainly the exercises that refresh and relieve the tired muscles, that -bring about increased agility, improve posture, and train in quick and accurate response to a spoken command. Muscle-building is of secondary imporl^nce. These exercises should therefore be: 1 Simple; not too hard for the younger children. 2 Definite and exact; not liable to be done incorrectly. 3 Suited to girls and boys at same time. 4 Corrective ; 4 to counteract effect of poor seating. 5 Vigorous; to quicken circulation, refresh the brain, and create a demand for more air in the lungs. 6 Interesting; changed before becoming monotonous. 7 Joyous at times. 8 Movements related to normal activities of daily life. 9 Exercises that tend to overcome awkwardness. 10 Exercises that develop ideal of habitual good posture. 1 1 Exercises that teach correct habits of walking and marching. 12 Exercises that develop sense of rhythm. A set of exercises is herewith given for the relief drills for one year. Other exercises may be selected from the drills in the graded syllabus and from outlines presented by state instructors and from other sources. Suggestions as to Response and Rhythmic Commands: Explanation and Description Response Commands Power to command. The teacher's power of command is deter- mined by her personality. If she can bring to her task an enthusi- astic, joyous spirit that combines patience with firmness and is pervaded by a wholesome spirit of fair play the lesson will become a pleasurable event in the school day and establish a most valuable bond of good fellowship between teacher and child. Commands. The method of giving commands is one of the most important features of successful gymnastic teaching. There must be force and decision in the voice or interest will lag. Every gym- 3 68 THE UNIVERSITY OF THE STATE OF NEW YORK nastic command is made up of two parts, preparatory and executive; the pause between the two parts is of vital importance. Examples: Preparatory part Pause Executive part i Thrusting arms sideways One! 2 Hands on hips Place! i Preparatory part a The preparatory part of the command contains a brief descrip- tion of the exercise. Its purpose is to tell the pupils exactly what is to be done. b If necessary, the teacher should fully describe and demonstrate a new exercise before giving the command. When the pupils know what is to be done there should be no further demonstration: the command should be sufficient. c The teacher's voice should be clear and stimulating and her manner interested and alert. d When the exercise is well known the preparatory part is omitted and the commands, One ! Two ! Three ! Four !, etc., are sufficient. If numbers are used for response exercises, be careful not to swing into rhythm. (Some prefer to use numbers only for rhythmic work.) 2 Pause a After the preparatory part, the teacher should pause for one or two seconds before giving the executive command. A breath taken at the time will prevent the neglect of the pause and will add force to the executive command. b The pause must be varied in each successive command. The pupils should never know when the executive command will be given. A neglect of this rule destroys alertness and inhibition. The only exception to this rule is in facing when the pauses may be equal, to establish rhythm of the movement. 3 Executive part This is the signal to move. It should be clear, decisive and stimulating. Response commands are used in the introductory part of the lesson and for educational exercises. They should train for alert- ness, accuracy and inhibition. The teacher should see that these results are obtained whenever response commands are used. PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 69 Rhythmic Commands 1 Preparatory part a The preparatory part of the command contains a brief descrip- tion of the exercise. -Its purpose is to tell the pupils exactly what is to be done. b If necessary, the teacher should fully describe and demonstrate a new exercise before giving the command. When the pupils know what is to be done, the command should be sufficient. c The teacher's voice should be clear and stimulating and her manner interested and alert. 2 Setting the rhythm This is used when teaching the rhythm and is necessary when the exercise is new or the class lacks the ability to begin and execute the exercise in unison. The counts should be given once or twice while the pupils mentally enact the exercise and the teacher marks the rhythm, indicating the movement or beating the time as in music. For the last count the command, " Begin! " is substituted and the exercise and counting begin simultaneously. Alert attack should be practised until obtained. 3 Pause When the pupils can begin the exercise simultaneously and con- tinue in unison, the teacher should omit the preliminary counting and proceed to practise the exercise, using the second form of command. The pupils should then be alert to start at the command, " Begin! " If the exercise is not begun in unison, the pupils should be recalled to position and the exercise begun anew. 4 Executive part The command," Begin! " should be clear, decisive and stimulating. 5 Counting Counting begins with the initial movement and proceeds through- out the exercise for the purpose of keeping the proper rhythm and stimulating vigorous performance. Counts for movements of extension, that is, thrusting and charging, and particularly those for thrusting arms upward, should be emphasized. Counting may be in groups of two (1-2, 1-2, 1-2), or of four (1-2-3-4, 1-2-3-4). Relief Drills This material is intended to meet the needs of the rural and un- graded schools. However, if in the larger schools of this kind, there are regular grades similar to the graded school, the relief drills for the graded schools may be used. 7P THE UNIVERSITY OF THE STATE OF NEW YORK September and February First half of the month The work for the first half of September need not be fully duplicated in February, but a review should be made. Such essentials, for example, as the necessity for good posture should be covered fully. As soon as the teacher has received her class it is suggested that, at the earliest time possible, she proceed to organize the class for the two-minute drills. The following may be done all at one time or divided into parts to suit the time and convenience of the teacher. The latter way is the better. i Select pupil health officers: a Choose the boys and girls who will be of most assistance and most likely to have a good influence over the rest of your class. b Assign and explain duties of health officers and arrange that those pupils open windows and inspect the room without further orders whenever a drill is announced. The time for the execution of their other duties should be determined by the teacher. Those pupils who are not selected at first may be called on without warning. If this is understood, all the pupils will pay attention during the two- minute periods. 2 a Make posture test (standing, marching, exercising). Inspect each pupil individually and be accurate as well as rapid in your judgment. Ask one of the pupils whose posture was good (or better, the one whose posture was the best) to secure the names of those standing at the end of the test. b Post class percentage. c Correct the posture of children who need such correction. The teacher should not limit corrections to the two-minute periods. Each child should be encouraged to cultivate the habit of sitting straight, standing straight, and being straight. Good posture can come only from habit. To get the best results, constantly remind the pupils who need correction. For a teacher to be told her pupils have good posture is highly complimentary. 3 Explain importance of posture. (See Bancroft, " The Posture of School Children" ; Goldthwait, in Pyle's " Personal Hygiene.") 4 After this part of the organization has been completed teach the pupils the proper sitting posture. An exercise may be made out of those rules which govern correct sitting postore in the following way: a Active, position! (Pupils sit erect, feet on the floor under the desk, hips pushed back to the back of the seat, arms at side. Back must not touch the back of seat; that is the " active " position.) PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS Jl b Passive, position! (Pupils maintain the correct erect carriage or posture of the trunk as above but rest against the back of the seat, bending at the hips; that is the " passive " position.) Note: Alternate these two exercises and repeat several times. They may be given at any time during the day, especially when a general poor posture is noticed. They may be given as part of or independently of the two-minute drills. 5 The following exercises are intended to relieve the cramped fingers of the pupils who, in rural districts, may have been milking, working with the hoe, and so on. They may also be used in any school and in any district during or after periods of writing, drawing, work in the shops, and so on. a (i) Shut fingers (make a fist — gently). (2) Open fingers (extend fingers very forcibly in order to procure a maximum extension of the cramped fingers). Note: The figures " I " and " 2 " indicate the count: One I Two ! One I Two ! Four times with the arms hanging at the side of the body, then four times with arms moved to the front horizontal, then four times with the arms moved to the side horizontal, then four times with arms moved to overhead, then call "Halt!" and bring pupils to position. b Hand or wrist shaking. The hands are "held in a loose, dangling position during the exer- cise. Done to the count of four with the arms at the side of the body, then to the count of four with the arms moved to front hori- zontal, then with the arms at side horizontal, then overhead, then " Halt! " then bring the pupils to position. 6 a Look over your classroom and find the best way to arrange your pupils for their exercises. The best way may be to arrange that boys pass to the aisles in the front of the room and the girls to the aisles in the rear. 6 Select certain pupils to act as " drill leaders." You may use one child to a group or one to each aisle. Arrange to change leaders with enough frequency to keep the children interested in competition for these positions. 7 a Explain the uses and importance of learning h^w to march; for example, in handling crowds, fire drills, and orderly movements of classes in school; value of alert response to command. He who has not learned to obey may not be trusted to command. . 72 THE UNIVERSITY OF THE STATE OF NEW YOKE b Left (right) Face! (i) Raise left toes and right heels, one-quarter turn on left heel, push with ball of right foot — one! (2) Having turned one-quarter left, bring the right heel to the left heel — two! (For Right, Face! turn on right heel, push with left toes.) Note: Execute the facing at first with a pause between the first and the second counts. When pupils have thoroughly learned, face without pause. Give pupils individual attention if necessary. Class should finally respond with snap and in unison. Never permit any marching, halting, facing etc., to be begun or ended with a stamping of feet. Watch posture 1 c Mark time, March! Raise the feet, beginning with left, alternately about 2 inches from the floor. Count 1 — 2 and repeat, or 1 — 2 — 3 — 4 and repeat. Do not say " left, — left, — left," but you may say " left, — right, — -left, —right." In marking time the beginner is very apt to increase the cadence which should not be more than in marching, that is, 120 to the minute. d Halt! Given as either foot strikes the floor. When the command " Halt " is given while marking time, place the other foot on the floor on first count and then place the first foot beside it with heels together on second count. When command " Halt " is given while marching, advance the rear foot one step on the first count and then bring the other foot up to it with the heels together on the second count. e Forward, March! (about the room if possible). Step out with left foot. Avoid shuffling. Keep about 14 inches of space between pupils. Last pupil in column starts at the same time the first one does. Come to a " Mark Time " but avoid crowding; then to a " Halt !" Note: After children have learned how and if school conditions permit, march from room by twos and back again, as practice for fire drill. Insist upon good posture. Repeat in consecutive two-minute periods until pupils execute these movements promptly and in unison. September and February Second half of the month Preparatory commands (may be used by all teachers for all les- sons). 1 Ready for exercises ! (Pupils stop whatever work they are doing. May take off coats or sweaters if it is found desirable.) PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 73 2 Active — Position ! 3 Class — Stand! (Pupils rise quickly and quietly and assume correct standing position. " Attention " or " Position " should be correct position — " chest high," ^rms hanging easily at sides.) i Relaxation: Class, Stretch! Position! (Raise arms sideward upward, a little forward of vertical; rise on toes and stretch.) Another relaxation exercise is described by Doctor Crampton as follows: "Hands on shoulders, Place! Full breath! Fist tight! — Stretch. The pupils bend to side and back and twist slightly, stretching the arms as they naturally would stretch when tired." A third variation is a simple, informal command, " Stand up and stretch! " That will permit each pupil to stretch in his own charac- teristic way. Call class to — Attention! (Place emphasis on last syllable. Use first two syllables as a preparatory command and the last syllable the command of execution with a rising inflection, thus: Atten — Shun!) 2 Marching: a Select orders from previous lesson and add : b About, face! " Carry the toe of the right foot about a half foot-length to the rear and slightly to the left of the left heel without changing the position of the left foot; face to the rear, turning to the right on the left heel and right toe; place the right heel by the side of the left." Note: "About " is always done to the right unless the order is " Left about." (The Infantry Drill Regulations do not call for " Left about." It has a place in gymnastics, however, and is given for the purpose of producing better coordina- tion and development.) c One step backward (or forward), March! d One step left (or right), March! In stepping forward (or backward) count one step more than the number of steps given: thus, one step forward (backward) count two; three steps forward (backward) count four. In stepping to the left (right), count double the number of steps given: thus, one step left (right), count two; three steps left (right), count six. 3 Exercise: A Postural: Movements are done at the command of execution; for example: " Arms forward to side horizontal, Raise!" The description of the exercise tells the pupils what they 74 THE UNIVERSITY OF THE STATE OF NEW YORK are to do, the word " Raise! " tells them to do it. Thus they respond to command. The word " Posi— tion! " brings the pupils back to the correct standing position. Each position is held for a few seconds in order to give time for making necessary, corrections of posture. Remem- ber that a general command to stand erect, to raise the chest, etc., addressed to an entire class may produce an overcorrection in the posture of those who have already assumed the correct posture. It is better to make individ- ual correction and also commend those who have a good carriage. Do not hold any position for more than a few seconds; otherwise the work will lose its recreative value and become nerve-racking. (i) Arms forward to side horizontal, Raise! (palms up, arms back, head erect). (2). Position! Repeat four times. Note: The numerals " 1 " and "2" indicate the count: One ! Two ! One I Two I B Rhythmic: Repeat the "postural exercise" to rhythmic count, One! Two! One! Two! for four or five times. Not too fast or too slowly. Exercises should be done slowly enough to give time to learn them and then the cadence may be increased. Some exercises or parts of exercises may have to be done to a slower cadence than others. March time is usually the best time for proper rhythm and cadence. Start the rhythmic exercises by commanding, Begin! To stop the exercise command, Halt! C General: Hands on hips, Place! (During the general exer- cises place the hands on the hips, thumbs to the rear unless otherwise stated.) Hop on left (right) foot, each eight times. D Breathing: Standing at attention with the hands on hips. (1) Inhale ! (slowly through nose) (2) Exhale! (forcibly through mouth, Blow!) Repeat four times. Or (1) Arms sideward upward and inhale! (slowly through nose) rise on toes. (2) Arms sideward downward and exhale! (forcibly through mouth, Blow!); lowering heels. Note: Considerable variation may be secured in all the two-minute drills by having more marching at one period and only one calisthenic exercise; or less marching and more calisthenics or less of both and more of the general exercises and so on. PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 75 October and March First halj oj the month i Relaxation: Same as previous lessons. 2 Marching: a Select orders from previous lessons. b Column left (right), March! A column is formed when the pupils are one behind another. A column may be a single file or two, four or more abreast. Column left (right), March! The head of the column turns to the left (right) and the rest follow when they arrive at the place of turning. 3 Exercise: A Postural: a (i) Arms forward and heels, Raise! (2) Position! b (1) Arms forward upward and heels, Raise! (2) Position! Each two times. B Rhythmic: a Do " a " of postural exercise to count, One! Two! b Do " b" of postural exercise to count, One! Two! Each four times. C General: Hop alternately on the left and the right foot, sixteen counts., D Breathing. October and March Second halj of the month 1 Relaxation: Select from previous lessons. 2 Marching: a Select orders from previous lessons. b Countermarch left (right), March! The head of the column turns (180 degrees) and marches in the opposite direction. The rest follow when they arrive at the place of turning. (The Infantry Drill Regulations do not call for " Countermarch;" it has a place, however, in the classroom and the gymnasium.) ?6 THE UNIVERSITY OF THE STATE OF NEW YORK 3 Exercise: A Postural: a From the position of, Hands on hips, Place! (i) Trunk forward, Bend! Bend forward from hips, back straight, chin in. One can not go far forward when the back, from head to hips, is held straight or arched. The object is to do the work correctly (in good posture) not to bend far forward. (2) Trunk, Raise! b (1) Arms sideward upward, Raise! (2) Position. Each two times. B Rhythmic: a Do " a " of postural exercise to count, One! Two! b Do " b " of postural exercise to count, One! Two! C General: Hopping alternately on the left and on the right foot around the room. D Breathing. November and April First half oj the month 1 Relaxation : Same as previous lessons. 2 Marching: Select orders from previous lessons. 3 Exercise: A Postural: a (1) Arms sideward to hands on shoulders and heels, Raise! (2) Position! b From, Hands on hips, Place ! (1) Trunk left (or right) sideward, Bend! Bend sideways from hips. One can not go far. Be sure that trunk is not turned or twisted. Let the head go with the movement of the trunk. (2) Trunk, Raise! Each two times. B Rhythmic: o Do " o " of postural exercise to count, One! Two! b Do " b " of postural exercise alternately left and right, to count as follows: (1) Bend trunk left, One! (2) Raise trunk, Two! (1) Bend trunk right, One! (2) Raise trunk, Two ! Each four times. C General: Select from previous lessons. D Breathing. PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 77 November and April Second half of the month i Relaxation: See previous lessons. 2 Marching: Select from previous lessons. 3 Exercise: A Postural : Select from previous lesson or a (i) Arms forward, Raise! {head erect!) (2) Position! b From, Hands on hips, Place! (1) Bend left (right) knee, right (left) leg backward. Stretch! (2) Position! Each two times. B Rhythmic: o Do "a" of postural exercise to count, One! Two! b Do " b " of postural exercise to count, One! Two! c Or combine " a " and " b " as follows: (1) Arms forward, bend left (right) knee, stretch right (left) leg backward, One! coming to (2) Position! Two! Each four times. C General: Select from previous lessons or skip around room. D Breathing. December and May First half of the month 1 Relaxation: See previous lessons. 2 Marching : Select from previous lessons. 3 Exercise: A Postural : Select from previous lessons, or a (1) Arms forward upward, Raise! (head erect!) (2) Position! b From, Hands on hips, Place! (1) Knees half, Bend ! (2) Knees, Stretch! B Rhythmic: a Do "a" of postural exercise to count, One! Two! b Do " b" of postural exercise to count, One! Two! c Or combine " a " and " b " as follows: (1) Raise arms forward upward and Knees half bend, One! coming to (2) Position! Two! Each four times. C General: Select from previous lessons or skip sideways around the room. D Breathing. 78 THE UNIVERSITY OF THE STATE OF NEW YORK December and May Second half of the month 1 Relaxation: See previous lessons. 2 Marching: Select from previous lessons. 3 Exercise: A Postural: Select from previous lessons, or a (1) Arms sideward upward, Raise! (head erect!) (2) Position! b From, Hands on hips, Place! (1) Left (right) leg forward, Raise! . (2) Return ! Each two times. B Rhythmic: a Do " o " of postural exercise to count, One! Two! b Do " b " of postural exercise to count, One! Two! c Or combine " o " and " b " as follows: (1) Raise arms sideward upward, raise left (right) leg forward, One! coming to (2) Position! Two! Each four times. C General: Select from previous lessons or, Hands on hips Place! and vertical jumps (low jumping up and down). D Breathing. January and June First half of the month 1 Relaxation. 2 Marching: Select from previous lessons. 3 Exercise: A Postural : Select from previous lessons, or a (1) Arms sideward and left (right) leg forward, Place! (2) Position! b (1) Arms sideward upward and left (right) knee upward, Raise! (Raise the knee so thigh and leg form a right angle.) (2) Position! B Rhythmic: a Do " a " of postural exercise to count, One! Two! b Do " b " of postural exercise to count, One! Two! c Alternate the two exercises. Each four times. C General: Select from previous lessons. D Breathing. PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 79 January and June Second half of the month i Relaxation. 2 Marching: Select from previous lessons. 3 Exercise: A Postural: Select from previous exercises. B Rhythmic: Select from previous exercises. C General: Select from previous exercises. D Breathing. PHYSICAL TRAINING D One of the hardest things that the rural teacher has to contend with in putting this section ot the syllabus into operation is the lack of a definite thing to do. Advice is given below on how to proceed to make up a program. A list of references to the game and other material that ought to be of general use is given. A few games and " stunts " especially adapted for rural schools are given but no attempt is made to cover the subject completely. The teacher with original ideas and with other sources of good useful material is expected to try out her ideas and make full use of outside material. In connection with this section of the syllabus the teacher should read pages 32-51 containing a general statement of the purposes of the program. It is our duty to try especially hard to bring to the rural com- munities through the children we thus train, an increased joy in play, a more general habit of recreation, a love of fair play, an ability to cooperate, a sense of loyalty and power to do team work, while we are developing the individual qualities of alertness and muscle control and the physical benefits of increased organic health and power. Advice to the Teacher or Supervisor in Charge of Play and Recreation Program 1 Use mainly games that give all pupils something to do within the reach of their ability. 2 Plan some recreational activities fo the abnormal children. 3 Utilize available space and equipment to full advantage. Secure outfit for games, balls, bean bags, etc. Have pupils make as many articles as possible. Have pupil officers responsible for their care. 4 Build program from familiar games up to new and harder ones. 80 THE UNIVERSITY OF THE STATE OF NEW YORK 5 Appeal to interest always, but do not let the program be spoiled by a few bumptious or selfish boys or girls. 6 Appeal to sense of fairness in getting pupils to " try out " a new game or exercise. a Let them select the games they want part of the time. b Select and teach the games you think they ought to have whether they think so or not, for part of the time. 7 Use events requiring skill; that is, stunts, efficiency test events, etc., for older pupils. (Things they will take an interest in practising by themselves and take pride in showing improvement in.") 8 Plan schedule of games and contest activities according to seasons of the year. 9 Study to use play and games in helping work in other school subjects as spelling, arithmetic etc. io Use singing games and folk games. (Adapt suitable words to the music whenever possible.) Most folk games listed for lower grades will be found interesting and satisfactory for the average rural school. ii Have some form of intraschool athletic competition, as inter- row races, badge or efficiency test, at least one each year. 1 2 Stimulate interest by keeping records on blackboard. Correlate record keeping with English, drawing and work in mathematics. 13 Look for chances to compete with other nearby schools. (Team games, relays, and efficiency tests furnish best basis for com- petition. School spirit is thus developed.) 14 Have pupils plan and give an annual public exhibition or play demonstration, but do not spoil the fun of your play periods by always looking ahead to it. (Let the interest of the prospective spectators be of small consideration compared to actual enjoyment and hearty participation by all the pupils in the play itself.) Suggestions as to Mimetic Exercises 1 Scooping sand. Stand with the feet apart, gather up sand with both hands and throw vigorously over head ten times. 2 Windmill. Straighten right arm up and left arm down. Carry right arm forward and downward and left arm upward and backward, making a circle with each arm. . 3 Swimming. Feet apart, bend arms, palms down, elbows back. Next, extend arms forward, palms down. Last, turn arms, palms .outward, swing sideward, ten times. PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 8l 4 Ferryboat. Feet apart, arms raised sideward. Hold arms stationary and bend trunk first right, then left, ten to sixteen times. 5 Locomotive getting up speed. Bend right elbow, force back left arm, raise forward, hands clenched. Now change position of arms, pulling vigorously. Repeat ten to sixteen times. Add leg exercise, bending one leg and then the other. Later combine arms and legs. 6 Jumping Jack. Clap hands behind hips, then spring feet apart and clap hands over head. Spring feet together and clap hands behind hips again, ten to sixteen times. 7 Cowboys throwing lasso. Feet apart, place left hand across small of back and raise right hand above head; swing the right arm round and round beginning in circles toward the head. At the end of eight turns throw the hand forward as if throwing a lasso. Repeat, changing hands, ten to sixteen times. 8 Teamsters warming up. Spring feet apart and raise arms sideward, palms facing forward. Now jump and cross the feet and at the same time fold arms with a clap embracing yourself. Spring feet apart again and repeat, alternating crossing feet, ten to sixteen times. 9 Shaking fruit from trees. Stand on tiptoe, arms raised high over head. Shake fruit from branches eight to ten times in quick rhythm. io Sewing machine. Running in place hands on hips, start slowly and lightly and gradually increase speed. ii Jack in box. Feet somewhat apart. Stoop down just a little on count i, on count 2 spring high in air, eight or ten times. 12 Rowing. Sit on desk, facing back of room, feet under seat. Bend trunk forward, arms outstretched, then bend arms and at same time raise trunk, leaning backward a little, ten to sixteen times. 13 Flying. Run around room, arms waving like wings of birds. 14 Chopping wood. Feet apart, raise ax over left shoulder and chop down hard, then raise over right shoulder. Repeat, changing shoulders, ten to sixteen times. 15 Follow the leader. Class follow a chosen leader around the room, repeating his actions, such as clapping hands, skipping etc. 16 Blowing dandelion seeds. Hold flower in right hand. " Take a deep breath In ! Blow the seeds off Blow ! ' ' 17 Blowing up paper bag. Hold bag in right hand. " Take in a deep breath One! Blow up the bag Two! Burst t re bag Three!" 82 THE UNIVERSITY OF THE STATE OF NEW YORK 1 8 Climbing ladder. Alternate arm flinging forward, upward with opposite alternate knee upward bending. (Demonstrate first.) Raise the left arm slowly, rungs far apart, then increase m speed. 19 Mowing with scythe. Jump with feet apart. Both arms extended downward on right side. Sweep the arms around to left, bending the knees slightly. Keep it going in rhythm. 20 Planting seed. "With a jump, feet sideways — -Place!' Take seed or plant from desk on left side with left hand (right hand on hip). Stoop down to plant with slight trunk twisting to right. Keep this up in rhythm. Repeat, planting with right hand, left on hip. 21 Hoisting sail. Feet slightly apart. Right arm extended, grasping rope above; left hand grasping rope below waist. Pull rope down with right hand, bending both knees at same time. Repeat with left, etc. Keep it going in rhythm. 22 Jumping over stream. Circle formation. (Draw outline of stream on floor in front of seats.) One child at a time jumps. Be ready to receive jumpers. 23 Bicycle. Alternate knee upward bending with hands held in front as if grasping handle bars. 24 Raking. Oblique lunge with arm stretching forward, as if grasping rake, and alternate knee bending, pulling in arms. 25 Revolving light. Arm flinging sideways with alternate foot- placing sideways (count 1, 2). Trunk twisting to left (count 3, 4). Trunk twisting all the way over to right (count 5, 6) position (count 7, 8). 26 Pitcher's throw. " Place left foot forward, both hands to chest One ! " " Twist to the right, throwing both hands well over right shoulder Two! " " Throw the ball to the catcher, trans- ferring the weight well onto the left foot Three! Position Four! " 27 Batting. Face sideways (left foot to the front, right foot to the rear), looking over left shoulder at pitcher; hands close together, right above left, grasping bat. " Swing both arms toward right shoulder One! Advance left foot toward pitcher, bending the right knee slightly and emphasizing the position of the bat over the shoulder Two! Sway vigorously forward onto the left foot, and swing the arms forward parallel with the floor, and shoulder height Three ! Position Four ! ' ' 28 Infielder's catch and throw. " Stooping position, hands in front of feet in £ct of catching grounder — —One.! Rise to upright PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 83 position, knees slightly bent, left foot advanced in front, the right hand back of right shoulder holding ball, the left arm stretched diagonally forward Two! Throw ball to first baseman Three ! Position Four ! ' ' 29 Catching a fly and throwing to third base. Right foot placing backward with arms overhead catching the ball (count 1,2). Arms come back to throw, all weight back on right foot (count 3, 4). Throw and shift weight forward to left foot (5, 6). Position (7, 8). 30 Crouching start. " On your mark! " (Draw definite starting line. Hands should be placed on this line about 14 inches apart and about 4 inches in front of the left foot — which is flat on the floor pointing directly ahead. Both knees are bent, the right knee touch- ing the floor a little to one side and back of the great toe of the left foot. The toe of the right foot points directly ahead, pressing hard on the floor.) " Get set! " (Stretch and raise the right knee from the floor about 4 inches and incline the weight forward, well over the hands; back almost horizontal, eyes looking well ahead.) " Go! " (Give a quick push forward with the rear foot, and advance four or five strides. The first step is taken with the rear or right foot.) Repeat the first two parts a number of times before giving the signal for advance. 31 Shot-put. " Bend the right knee and extend the left leg for- ward, toe just touching the floor. At the same time bring the right hand, holding shot, in front of the right shoulder, and extend the left arm diagonally forward. The weight of the body should be well back on right foot — —One! Spring forward with a little hop, keeping above position, weight still back — — Two ! Jump, reversing the position of the feet (the right foot forward, the left foot back, both legs straight, and the weight of the body on the right foot), and at the same time pushing the right arm diagonally and completely forward Three ! Position Four ! ' ' Stunts A large group of boys can be divided into equal smaller groups and compete in the following events to good advantage: Hand Wrestling The wrestlers stand with right foot advanced clasping right hands. The object is to make opponent move a foot from its position. This constitutes a throw. 84 THE UNIVERSITY OF THE STATE OF NEW YORK Toe Wrestling The wrestlers are seated on the ground facing each other with hands clasped about the knees. A stick is placed between the arms and knees while in this position. The object is to get the toes under those of the opponent and roll him over backwards. If either wrestler breaks his hand clasp about the knees it constitutes a victory for his opponent. Indian Wrestling The wrestlers lie upon backs side by side with arms locked, legs extended in opposite directions. The right legs are raised and low- ered twice. At the third raising they lock legs together and each endeavors to bring his opponent's leg down to the ground thereby turning him upon his face. Twist Stick Two grasp a wand or broom handle high above their heads. At the word " go " the stick must be brought down between them thereby twisting within the hands of one of the players. This can be done without stick by having opponents grasp hand above head, fingers between fingers. Pull Stick Two sit upon floor, toes against toes. They grasp a broom handle between them and at the signal each tries to pull the other up off the floor. Can be used without stick by opponents grasping hands, using the hook grasp. Cock Fight A circle 4 feet in diameter is drawn upon the floor or ground. Two players standing on one leg, both hands grasping the other foot behind their backs, endeavor to make the other step outside of the ring or break his clasp upon the up-held foot, by shouldering each other. Dog Fight Two place themselves on hands and knees facing each other about 3 feet apart. Their leather belts are linked together. The linked belts are thrown over their heads. The players must keep heads up and back. At the word "go," the players pull against each other until one of them is pulled across the line 3 feet back from where the players started, or until his head is pulled forward thereby releasing the strap. PHYSICAL TRAINING SYLLABUS: TJNGRAPED SCHOOLS 85 Elbow Wrestling A table or some flat surface is necessary for this event. The opponents stand on opposite sides of the table placing the right elbows together on same. They clasp hands and endeavor to push the back of the hand of the opponent down on the table without lifting the elbow. For rural schools that have no basketball goals or balls for con- ducting or practising the standard badge test events given on page 55, some of the following tests may be used in arranging local tests. Scoring standards may be readily adapted as in other plan (page 61). Bean Bag Throw Use a bean bag 9 inches square filled with 2 pounds of beans. Nail a barrel hoop on a tree or post 10 feet above the ground. Stand directly in front of the hoop and 12 feet distant. Use both hands and toss (underhand) the bag into the hoop. The bean bag goal throw may be used in badge test as a substitute for basketball goal throwing, two out of six tries for first test and three out of six for second. Bean Bag Target Toss Three concentric circles should be drawn on the ground or floor after the idea of a target. The inner circle should be 2 feet in diameter, the second circle should be 4 feet in diameter and the other circle 6 feet in diameter. Ten feet from the outer rim of the largest circle a straight line should be drawn on the ground to serve as a throwing line. The thrower stands with her toe on the throwing line and tosses a bean bag toward the target. If the bag falls within the center circle, it scores 15 points; if between the center circle and the next larger one, it scores 10 points, and if between the middle circle and the largest or outer one, it scores 5 points. A bag touching a line scores the lower value. After each throw the girl should run and pick up the bag and return with it to the throwing line. The bean bag should be 6 inches square and should contain a half pound of beans. It should be made of heavy durable material such as ticking, awning, duck or denim. It should be stitched around the outer edge and then turned and stitched the second time. Hand sewing is better for it is necessary to make it very strong to stand the strain put upon it, 86 THE UNIVERSITY OF THE STATE OF NEW YORK The target toss game may be used as a substitute for the basketball goal throw in the badge test, and also for the volley ball serving. For first test the standard should be 100 points in 2 minutes, for second test, 1 50 points in 2 minutes. Balancing Exercise Place a light book on the crown of the head; place the hands on the hips; place the heels together with the feet at an angle of 90 degrees; rise on the toes; from this position bend the knees until the body touches the heels; return to standing position. The knees should be turned outward over the toes and the trunk should be erect throughout. Continue specified number of times or until book falls. Suggested scoring standards 3d, 4th and 5th grades 6th, 7th and 8th grades High School 3 times o 5 times 50 o 7 times 100 50 o 9 times 100 50 1 1 times 100 Basketball Goal Throwing The regular basketball goal may be used. It should be placed 10 feet above the ground and extend 6 inches from the surface to which it is attached; should be 18 inches in diameter. From a line directly under the center of the basket a semicircle with a radius of 1 5 feet should be drawn. The girl may throw the ball from any point on this line. After each throw she must pick up her ball and run to the starting line to make her next throw. For honor standard in girls' tests, three goals in 2 minutes for hardest test; two goals in 2 minutes for first test. Seed-corn Stringing Contest Arrange the contestants in pairs, with two members facing each other on the floor or platform. Have the member to the right handle the string; tie, operate and hang in place, while the second member feeds the corn from the pile into the stringer. The second member should take a position on his knees in front of the corn and the first boy, while the first boy stands erect and operates the string. PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 87 The boys or team who made the highest grade on the three follow- ing points are classed as winners : 1 Stringing the largest number of ears in a given time 40 2 Doing the work with the greatest ease and skill of hand, head and body 30 3 Having the best work ; shown in the condition of the corn as hung in its place 30 Total score 100 Plowing Contest A field area should be provided so that each contestant can plow ten furrows. The arrangement of plowing should be made con- venient for the judges to do their work, so as to leave the plowed ground in shape for the owner to use. The basis of award is as follows: 1 Skill in managing the team and plow 30 2 Uniformity of depth, width and condition of the soil 40 3 General appearance of ten furrows (exterior condition, such as smoothness, freeness from trash, etc.) 30 Total score 100 Japanese Tag " Hornet " Players scattered about. One who is " it " tries to tag someone. The one tagged must place his hand on the spot where he was tagged and in this position try to tag someone else. Continue in same manner. Suggestions as to Rhythmic Steps These steps are intended to develop grace and harmony of motion. Do not allow the notion to prevail that rhythmic steps are " not a boy's exercise"; the boys need this work as much, if not more than, the girls. After the rudiments of the steps have been mastered it is well to practise them with music accompaniment. To give the pupils the greatest freedom of these exercises in the schoolroom, have every alternate row of children face about while standing in the aisles. Rows 1 and 2 can encircle the first row of seats; 3 and 4 can encircle the third row of seats, and so on. If there are an uneven number of rows, the pupils in the last row may take places just 88 THE UNIVERSITY OF THE STATE OF NEW YORK ahead of them. If this makes the aisle too full, these pupils may be evenly distributed in the other aisles. i Walking on toes; 2/4, 4/4 or 6/8 time. Change, on command, from the regular walking or marching step to walking on toes. Endeavor to secure good rhythm rather than a perfect military step. Command: Forward- March! On toes March! Regular step March! Class Halt! 2 Closing step; 2/4, 4/4, 6/8 time. Execution: Step left forward — One. Close heels with the right "oot — Two. Also with the right foot stepping forward and closing with the left. Also with stepping left and right forward in alterna- tion. Command: Closing-step, left forward Begin, 1-2, 1-2, 1-2, etc. Closing step right forward Begin, 1-2, 1-2, etc. Closing step, left and right forward in alternation Begin, 1-2-3-4, 1-2-3-4, etc. 3 Follow step Execution : Step left forward — One. Place the instep of the right foot against and in the rear of the left heel — Two. Also with the right foot stepping forward and following with the left. Also alternately left and right forward. Command: Follow-step left (or right, or alternately) forward Begin, 1-2, 1-2, etc. 4 Gallop-hop; 2/4 time. a Gallop-hop sideward. Same as the closing-step sideward, hop- ping instead of stepping. Command: Gallop-hop left (right) sideward Begin. b Gallop-hop forward. Same as follow-step forward, hopping in- stead of stepping. Command: Gallop-hop left (right or alternately) forward Begin. 5 Alternate eight walking steps with eight gallop-hops left (right) forward. Command: Eight walking steps and eight gallop-hops left (right) forward in alternation Begin, 1-8, 9-16. 6 Alternate eight walking steps with eight gallop-hops left (right) sideward. Execution: Walk eight steps forward, beginning with the left foot, 1 to 8; then (on the ninth count) face a quarter turn right so that the left foot is in position to begin the hopping in the same direction as the marching. PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 89 Command: Eight walking steps forward and eight gallop-steps left (right) sideward in alternation Begin, 1-8, 9-16. 7 Skipping; 2/4 time. Execution: Hop on one foot while stepping forward with the other foot. Command: Skipping-step forward Begin. 8 Skipping in combination with arm or leg activities or both. Command: Skipping-step forward with raising knees forward Begin. 9 Skipping and walking in alternation. Command: Eight walking steps and eight skipping steps in alter- nation Begin, 1-8, 9-16, etc. 10 Closing-step preceded by pointing or tapping. Execution: Place (point) left foot forward (that is, lightly touch the floor with the toes of the left foot, weight of the body remaining on the right leg) — One. Raise the left leg slightly and step left forward (transfer weight of body to the left leg) — Two. Close heels with the right foot — Three. Command: Closing-step left forward, preceded by foot-placing forward Begin, 1-2-3; 1-2-3; etc. Note: Also practise the above " right forward," and "left and right forward " in alternation. 11 Regular walking step preceded by pointing or tapping. Execution: Place (point) left foot forward — One. Raise and step left forward — Two. Place (point) right foot forward (weight remains on left leg) — Three. Raise and step right forward — Four. Command: Walking step forward, preceded by foot-tapping for- ward Begin, 1-2, 3-4, etc. 12 Alternate eight walking steps with four closing steps left and right forward. 13 Alternate eight walking steps forward with two closing steps left sideward and two closing steps right sideward. 14 Alternate four closing steps forward (left and right) with, facing to right, four gallop-hops left sideward and, facing left about, four gallop-hops right sideward. 15 Exercise 12 in couple formation. Arrange pupils in couples or " ranks of twos " standing side by side. Grasp " inner " hands and hold same height of shoulders. " Outer " hands are placed on hips. Number the children of each couple; no. 1 on the left hand and no. 2 on the right. Let no. 1 begin with the left foot and no. 2 with the right foot. QO THE UNIVERSITY OF THE STATE OF NEW YORK 1 6 Exercise 13 in couple formation. Begin with the outer foot (no. 1 left, no. 2 with right foot). In the closing step sideward, no. 1 steps left sideward, no. 2 steps right sideward, thus separating on the first four counts and joining again during the next four. 17 Exercise 14 in couple formation. Begin with outer foot. Directions given apply to no. 1. During the first four gallop-hops nos. 1 and 2 will face each other, during the next four hops they will be " back to back." 18 Encircling with skipping. In couple formation. Walk forward eight steps — 1-8; no. 2 march in place (mark time) eight steps, while no. 1 encircles no. 2 in eight skipping steps — 9-16; walk forward eight steps — 17-24; no. 2 encircles no. 1 in eight skipping steps — 25-32. 19 Balance-step in 3/4 or waltz time. (Closing-step with raising and lowering heels.) Execution: Step left forward — one; close heels with right and rise on toes — two; lower heels — three. Same beginning with the right foot. Also left and r ght in alternation. Command: Balance-step, left and right forward Begin. 20 Step-hop; 2/4 time. Execution: Step left forward (weight on left leg) and raise right foot backward — One; hop once with left foot (right foot remains to the rear — Two; step right forward (weight on right foot) and raise left foot backward — Three; hop with right foot — Four. Command: Step hop forward Begin, 1-2-3-4, etc. 21 Change-step; 2/4 time. Execution: Step left forward — One; place instep of right foot against the heel of the left (as in the f ollow-step) — Two ; step forward left — Three; step forward right — Four; place left instep against right heel — Five; step forward right — Six. Later practise the change-step in 2/4 time; that is, execute the first two movements on the first count, and the third movement on the second count. Command: Change-step forward Begin. 22 Change-step-hop. Same as the change-step in 2/4 time with a slight hop or skip just prior to the first and third count. 23 Glide closing step. Executed as the closing step explained in no. 2, with the " stepping " foot gliding softly over the floor, knees slightly bent. 24 Glide balance-step. PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 91 Same as the balance-step described in no. 19 with the " stepping " feet gliding softly over the floor, knees slightly bent. 25 Balance-step, or the glide balance-step with arm movements, such as swinging both arms sideward left during the first three counts and sideward right during the next three counts. 26 Swing-hop; 2/4 time. Execution: Step left forward (weight of body on the left leg)— one; swing the right leg forward and hop left in place— Two; step right forward — Three; swing left forward and hop right — Four. Command: Swing-hop forward Begin. 27 Three-step-hop. In the forward direction the three-step-hop is a combination of the " swing-hop " (no. 26) preceded by two regular walking (or running) steps, hence— step left forward — One; step right forward — two; step left forward — Three; hop left in place and swing right foot forward — four; then repeat same, beginning with the right foot — five-eight. Command: Three-step-hop forward Begin. 28 Three-step-hop sideward. Execution: Step left sideward — One; cross right in rear of left leg — two; step left sideward again — Three; hop left (in place) and swing right leg forward — Four; step right sideward — Five; cross left in rear of right leg — Six; step right sideward — Seven; hop on right and swing left leg forward — eight. Command: Three-step-hop sideward Begin. 29 Heel and toe change-step; 2/4 or 4/4 time. Execution: Touch with the left heel forward (same as "feet tapping forward," except that heel touches the floor instead of the toes) — one; return left foot and rest same " on toes " next to and touching the right heel — Two ; change step left forward — Three and . four: same right, Five to Eight. 30 Heel and toe change-step-hop. Same as no. 29 with hopping on 1, 2 and 3 and on 5, 6 and 7. 31 Rocking step; 2/4 time. Execution: step left obliquely forward — One; cross-step right (in front of left and raise the left foot slightly backward — Two; step down on left foot — Three; same to the right — Four, Five and Six. 32 Mazurka-hop; 3/4 time. Execution: Glide-step left forward (or obliquely forward) — One; close right foot to left (as in follow step) hop on the right foot and swing left foot forward, all on the second count — Twb. Bend left 92 THE UNIVERSITY OF THE STATE OF NEW YORK knee without touching left foot to the floor (left foot close to the stationary (right) leg) — Three. Repeat many times with left foot leading, then practise same with the right. Command: Mazurka-hop, left foot forward — Begin. 33 Mazurka-hop with stamping. Execution: Same as no. 32, beginning left — One to Three; stamp left — Four; stamp right — Five; stamp left — Six; mazurka — hop beginning right — Seven — Eight — and Nine; stamp right — Ten; stamp left — Eleven; stamp right — -Twelve. Command: Mazurka-hop with stamping three times — Begin. 34 Three-step-turn; 4/4 time. Execution: Step left sideward — One; cross-step right in front of left and execute a complete turn left on the ball of the feet (feet are about 1a inches apart and legs will be crossed, left in front after the turn — Two; step left sideward — Three; close heels with the right — Four. Same to the right — Five to Eight. 35 Combinations of two or more of the foregoing steps, or one or more in alternation with marching, running or hopping in and from place. (See exercises 12 to 18.) 36 The foregoing steps, with and without combinations, can be practised in "couple formation." Pupils on left side begin all exercises with the left foot; pupils on the right begin with the right (see no. 17 for example). Suggested Program for Meeting Physical Tr ainin g Requirement in Rural Schools The time periods indicated here are suggestive only, and are intended to fit into the school program so as to come between class periods. 9 a.m. or at opening of school. Health inspection and opening exercise, combining marching with patriotic training, that is, flag salute, national songs, etc. Note: Many schools now open 10 to 30 minutes earlier to help provide adequate time for the play periods, the health inspection and the pupils' club meetings. 10 a.m. Two-minute drill (see purpose, pages 27, 67). This is the instructional period, to teach the new exercises outlined by the physical training supervisor. Emphasize accuracy of movement and response to command. PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 93 10.30 a.m. Twelve-minute play period (or recess). Informal and free play, group games, " It " games and singing games. 1 1.05 a.m. Two-minute drill, especially for relaxation and refresh- ment. No new matter; rapid rhythmic movements preferred (see page 69). Less attention to " form," more to quantity and vigor of movements. Story plays may help. 11.55 a.m. It is suggested that older pupils assist with the preparation of a hot lunch. 12 m. to 12.30 p.m. Lunch. Pupils who remain at school should not run about or engage in physical activities until at least 12.30. 12.30 to 1 p.m. It is worth while to have directed activities at this time, since these often replace misdirected and excessive play. They ought not to be compulsory, and should not be used in meeting time requirements. Arrange elective program of quiet games and semiactive contests. When possible this period should be under the leadership of teacher or physical training supervisor or volunteer local leader; when this is not possible, under the leadership of older pupils selected by the teacher. Games such as the following should be encouraged: quoit pitching or horseshoes, basketball goal throwing, bean bag, target toss, pitch and catch, volley ball, guessing contests, folk games and feats of skill such as balancing. Games such as the following should be discouraged at this time: violent contests, like basketball, soccer football, prisoner's base, hare and hounds, cross-country running or other racing efforts. 2 p.m. Two-minute drill. Leadership training period. Have different children take charge, giving exercises similar to those used in the 10 o'clock period. 2.30 p.m. Twelve-minute play period. When possible, schedule contests between organized school teams or groups, as " Reds " and " Blues " using contests such as the following, arranging schedule in consultation with physical training supervisor; use rhythmic work, mimetic work and stunts frequently. 94 THE UNIVERSITY OF THE STATE OF NEW YORK Outdoor Use Potato race Modified soccer Tug of war Broad jump Prisoner's base High jump Shuttle relay Baseball throw All-up relay Basketball throw for distance Other forms of relay Modified ice and field hockey Newcomb Skating contests Volley ball Snowball battle Dodge ball Playground baseball Indoor Use Potato race Right and left relay Automobile race Object-passing games Blackboard relay Stunts (feats of skill, Stealing sticks individual or in groups) Teacher and class 3. iS p.m. Two-minute drill. Lively exercise, mimetic work, advanced coordination. Note: In many cases the younger children are excused at 3 o'clock. In that case, this last period may be reserved for the more vigorous and complicated movements, such as those given in the syllabus for the upper grades. For younger children, story plays may be given to advantage. 4 p.m. Formal dismissal. After 4 o'clock, coaching of athletic teams, practice for badge tests or physical ability contests, meetings of school clubs, home project work or school garden work, and individual and home activities. For a summarized statement of the time requirements in physical training, see page 15. Notes 1 If the above program is followed physical training A and B and D section (1) time requirements will be met. 2 In many schools the period from 3 to 4 o'clock is given over to manual training, nature study trips and vocational work two days each week. This period may be correlated with the physical training requirements. (See pages 47-51.) 3 The period after dismissal, if it is necessary may be used to meet the 3 hours' recreation under section D (2) for those pupils who do not offer acceptable home, community or individual equiva- PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 95 lents. Practice exercises, athletic events and team games should be encouraged by the teacher after school and participated in, when practical, for the personal recreational values. The following articles, with suggested substitutes, are useful in meeting the program for physical training D: Number for Article average school Substitutes Bean bags 6 to 12 For beans use corn or oats Quoits 4 to 8 Horseshoes Rubber quoits 4 to 12 Rope rings Playground ball 2 Tennis ball or yarn ball Playground bat 2 Rake or shovel handle Volley ball 1 or 2 Playground ball, gas ball or soccer ball Rubber hand ball 2 to 12 Old tennis balls Basketball 1 or 2 Soccer football, volley ball, punching bag or 2 pound bean bag Basketball goal 1 or 2 Peach basket or hoop Medicine ball 1 or 2 Oat bag Wands 1 for each child Broomsticks Dumbbells 2 for each child Iron spokes Mat for wrestling 1 Mattress or canvas sack Horizontal bar for chinning. . . 1 Ladder, limb of a tree or cross beam Balance board, 12 feet long. . . 1 2 by 4 fence rail Measuring tape 1 16 foot, i-inch stick (marked off in feet and inches) List of Homemade Playground Equipment for Small School Grounds (Articles marked with a star (*) are most essential) 1 For free play *Teeters, 2, with one horse made from tree *Swing frame, 2 swings, 15 feet (can add two flying rings and climbing rope) Merry-go-round (wheel, axle and post must be donated) Slide (maple of doubtful value) Galvanized iron, hard to make well Sand pit and shelter ♦Horizontal and vaulting bar Giant stride, 4 or 6 ropes (wheel, axle and post donated) 2 For athletic events *High jump standards and pit, 3 cross bars *Broad jump " take-off " and pit (same pit as for high jump) *One tape measure, and one 16 foot measuring stick One 8 pound iron shot (12 pound for high school) *One basketball or " soccer " ball (girls' throwing events) *Two playground balls, 14 inches 0,6 THE UNIVERSITY OF THE STATE OF NEW YORK 3 For games and contests Two basketball backstops, 2 goal posts, 1 ball ♦Volley ball set Two playground balls, 2 bats, bases Two sets quoits (horseshoes) 1 light, 1 heavy Three pairs Indian clubs (for all-up relay races) Two red rubber balls, 5 inches (children's games) *Ten bean bags One soccer football (for kicking games) All permanent apparatus to be set in concrete The general plan should be to place the apparatus and fixed equipment around the edges or in the corners, leaving the central space open for games. It is necessary to place the equipment at the sides not only in order to economize space but also because there is much less danger of injury to by-standers than when it is placed in the center of the grounds. Swing and giant strides should always be located where there is little passing so that children who are playing games or running about may not be struck. PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 97 Action Stories Autumn in the Woods i Going to sleep like frost-bitten flowers. (Active sitting position) . Go to sleep. I (Head droops forward on chest, eyes shut and body assumes a passive position). Wake up! 3 Catching leaves in baskets and throwing them over head. (Class stand). Make your baskets. (Clasp hands in front). Catch leaves. (Raise arms to height of shoulders, bending elbows so that arms circumscribe a circular opening.) Throw. (Swing arms over- head without unclasping hands.) 3 Shaking trees to make more leaves fall. (Reach up and look up). Imitate leaves falling softly to the ground. (Lower arms, slowly twisting body to right and left). 4 Gathering fallen leaves. (Bend knees and reach out to get leaves). Pile leaves on top of desk. Throw from pile in some suggested direction. Throw at one another for a " battle " with leaves. (Two rows facing). 5 Running among trees. 6 Panting after run. (Breathing). Nutting i Walk through woods on tip-toes, lifting feet high on account of leaves. 2 Climb over stone wall. Step over seat (wall) and jump quietly into leaves on the other side. 3 Reach up and shake branch. First one hand and then the other. 4 Pick up handful of nuts and put in bag. Reach in all directions. 5 Run home with bag over shoulder. 6 Shake nuts out of bag. Crack some with a hammer and eat them. 7 Tired, deep breaths. Victory Day i March of the allies. Select leaders. Let children suggest names of soldiers they want to represent at different periods. Have one child stand on chair to review the parade. Some one can play the drum. 2 After the " march," salute the flag. A short story can be told as to meaning of " Victory Day." 3 Different rows can show how to celebrate. Blow horns, ring bells, beat drums, wave flags, etc. 4 Build bonfire. Dance and sing around fire. o8 THE UNIVERSITY OF THE STATE OF NEW YOEK Thanksgiving on Farm i Catch turkey. Father kills turkey. 2 Help mother pick feathers from turkey. 3 Go to basement (cellar) and bring up vegetables. Stoop to pick up potatoes, carrots, pumpkins etc. 4 While dinner is cooking run out to play. Let some child suggest a game. 5 Eat dinner. 6 Make and pull taffy during afternoon. 7 Shell and pop corn. 8 Thanksgiving stories. Snow Fort i Walk through field of deep snow. Each two rows around one row of desks, bringing knees up high. Shovel held over one shoulder. 2 Shovel snow into big pi'.es to make the fort. 3 Pat it down hard on top with the shovel. This is done up high and around in a circle as if fort surrounded them. 4 Snowball fight. One half of the room against the other half. All make snowballs, then one-half throw them at others while the latter dodge them or drop down behind desks at each throw. 5 Repeat; the first side dodging and the second side throwing. 6 Walk home through deep snow. 7 Take in deep breaths of cold air. Santa Clous (Of every three players select one for Santa Claus and two for his reindeer.) i Santa starts out on Christmas eve. He gets on his great heavy coat and hat and boots and mittens. 2 He stoops over to gather all his presents. He places them in his big sack. He throws the sack over his back and climbs into his sleigh. 3 The reindeer gallop through the snow to a little white house. " Whoa! Here's where a nice little boy lives and I'm going to steal down his chimney and give him — let me see — this great big sled." 4 Santa gets out of his sleigh, takes a deep breath of air before starting down the chimney, crawls out of the fireplace and steals on tiptoe to a big Christmas tree where he leaves the sled. Then- he steals back and up the chimney, gets into the sleigh and drives on PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 99 to the next home where a good little girl lives. Here he leaves a beau- tiful big doll right in the top of her stocking which is hanging by the fireplace. 5 Santa, tired from climbing up and down all the chimneys and giving out all the presents, climbs into his sleigh and says " Home " to the reindeer, who gallop away into the night to Santa's big barn. Here Santa unharnesses his faithful animals and they all go to sleep. Christmas Toys i Jack-in-the-box. Children stand in aisles. Teacher makes downward motion with hands as if closing lid of box and all children stoop down; raise hand quickly and children jump to a standing position. They may make a noise to represent the squeak of " Jack- in-the-box." 2 Beating drum (marching). 3 Shooting toy gun. (Kneel, point gun and pull trigger, saying, " Bang!") 4 Trains of cars. Each row forms a train. The first one places hands on hips. Others place their hands on shoulders of ones in front. Short steps making " choo-choo " of engine. 5 Jumping jacks. (Teacher makes a motion as if pulling a string and children jump into air with feet apart and arms out at sides, returning to position.) 6 Blow up new football. (Breathing). 7 Suggest other toys. Cowboys i Rise early in the morning. Dress quickly. Run to corral to feed horses. 2 Get pitchfork. Get several forkfuls of' hay. Lift it high above head and throw it over fence. 3 Skip to the pump. Pump and carry water for horses. 4 Put saddles and bridles on horses. CKmb across seat to represent mounting horse. 5 GaHop out into pasture to watch herds of cattle. 6 Have battle with some cattle thieves. 7 Take herds home at night. 8 Water horses. 9 Stretch after day's riding in saddle. Go into house to rest. Indians i Run along trail from tent to woods. 2 Have on moccasins so walk on tiptoe through woods with one 4 IOO THE UNIVERSITY OF THE STATE OF NEW YORK hand shielding eyes, looking all around among shrubs in search of game. 3 Shooting arrows at bear. Kneeling on one knee stretch arms and aim. Draw one arm back and make soft hissing noise as arrow goes through air. 4 Four or five running steps forward to bear. 5 Stoop and pick up bear, throw it over shoulder. 6 Walk back to tent. Drop bear on ground, Stretch and take deep breath. Picking Spring Flowers i North wind going home, so grass and flowers can grow. Run around room, one row at a time. 2 Rain falling to make ground soft. Raise arms high at side, let them fall slowly to sides with fingers fluttering. Rain falls to ground (floor) ; stoop and let fingers go to floor. 3 Making flowers grow. Bring the arms in close to body and stretch arms upward. 4 Skip to the woods for flowers. Two rows around one row of desks. 5 Picking flowers. Stoop, pick a few flowers, then stand, stoop again, pick, stand etc. 6 Run home. 7 Smell flowers — deep breathing. Indoor Games Cat and Mice (lo to 30 er more players) One player is cat and hides behind the teacher's desk. Five or six others creep up to the desk, and scratch on it. As soon as she hears this, she gives chase to the mice, who may save themselves only by getting back to their holes (seats). If a mouse is caught, the cat changes places with him for the next round of the game. If no mouse is caught, the same cat may continue, or the teacher may choose another. Good Morning (10 to 60 or more players) (Goal game). Players in a circle. One player goes around out- side of circle and taps another player on the back. They run around opposite ways and on meeting on the other side of the circle they must stop and shake hands and bow and say " Good morning " PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS IOI three times and then go on in the same direction as before. The one? reaching vacant space last must start a new game. Huckle, Buckle, Bean Stalk (j to 60 players) Use any small object. All the players, save one, blind eyes oir hands, which are on the desk. The one chosen hides object where - it can be seen without moving any object. When the object has beetm placed, the teachers choose a row or two rows of children to hunt for- it. When one spies it he does not at once disclose this fact to the others but quietly takes his seat, and when seated says, " Huckle, . buckle, bean stalk," which indicates that he knows where the object: is. The game continues until all have located it. The first one to- find the object hides it for the next game. Railroad Train {10 to 100 players) Each player is named for some object on a train, as engine, bag- gage car, etc. One person is trainmaster or starter, and tells a story naming all the articles. The player bearing each name runs as named to the starter and lines up behind him, putting his hands on the shoulders of the one in front. When all are on the train the starter gives the signal for going, and the whole train moves on its- journey. Squirrel and Nut {10 to 60 players) One of the players is chosen to be a squirrel, running up and down carrying a nut, which is placed in the open hand of one of the players, who have their eyes closed and heads bowed in arms. The one who receives the nut immediately gives chase, endeavoring to catch the squirrel before it can reach the vacated seat. If caught the chaser becomes squirrel and the squirrel takes the vacated seat. However, if the squirrel is able to reach the seat without being caught,' he may be squirrel again. Variation. The squirrel may carry two nuts, placing each at the same time, in the hands of two different players. These players may be required to touch one of the corner desks or some mark on the floor, before endeavoring to catch the squirrel; this will give: the squirrel an opportunity to make its escape. For the playground: The players form a circle, either standing or sitting; eyes closed and hand outstretched. When the squirrel has. 102 THE UNIVERSITY OF THE STATE OF NEW YORK dropped the nut it dodges to the outside of the circle, the other player giving chase. Teacher and Class . (5 to 60 players) (Imitative.) A leader is chosen for each group of eight or ten players, the players in a Ene and the leader 8 or 10 feet away at the side. A row in the schoolroom may be taken as a group, with a leader standing in front. The leader tosses the ball or bean bag to the players in turn, beginning at the head. Any player missing goes to the foot. If the leader misses he goes to the foot and the one at the head becomes leader. If the ball goes twice around and the leader does not miss, he goes in the line just above those who have missed and the head player becomes leader. Outdoor Games Squirrels in Trees \io to 60 players) (Goal game.) Have three players stand so as to represent a hollow tree, facing center with hands on one another's shoulders; have a fourth player stoop within to represent a squirrel. Have the other players notice how this is done and then have them all form groups of four in same way. There must be one extra player who is a squirrel without a tree. When the teacher claps hands all the squirrels must change trees, and the homeless squirrel tries to get a tree. This leaves another squirrel out and the game is repeated. After a time have each squirrel choose one of the players of the tree to change places with him, so as to give all a chance to be squirrels. Singing Games and Folk Dances The Farmer in the Dell One child is chosen to be the " farmer " and stands in the center of the ring, while the rest join hands and circle around him singing, S f_C4-U^4 The farm - er in the dell, The farm • er in the dell, . , m *=F3 ^ Heigh oh! for Row -ley O! The farm -er in the dell. PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS IO3 The first child chooses and leads to the center of the circle a second one; the second chooses a third, and so on, while the rest sing the following verse: The farmer takes a wife — The wife takes the child — The child takes the nurse — The nurse takes the dog — The dog takes the cat — The cat takes the rat — The rat takes the cheese — The cheese stands alone. The " cheese " may be " clapped out," and must begin again as the " farmer." Variations: a The game may be ended in this way: after the children sing, " The cat takes the rat," they continue with, " The cat chases the rat," and during the rest of the verse the farmer's family join the circle. When the verse is finished the " cat " chases the " rat " in and out and around the circle of children, who keep their hands tightly clasped, and by raising and lowering them try to help the " rat " and hinder the " cat." b The last verse may be, " We'll all chase the rat," who breaks through the ring, and is followed by all the players eager to catch him. If one succeeds he becomes the next farmer. This variation is especially good for outdoor play. E04 THE UNIVERSITY OF THE STATE OF NEW YORK The Muffin Man I ^^P^^ ^^ =F 1. Oh, do you know the muffin man, the muffin man, the muf-fin man 2. Oh, yes, I know the muffin man, the muffin man, the muf-fin man £fe •rf^E*: ± W ¥ ¥^% fefe 4 4 : 8 r* - iH*4iS=HHi f~-S- 8 -8- H — — ^rT 7- *"* — • — ? — r Oh, do you know the muffin man That lives in Dru - ry lane ? Oh, yes, I know the muffin man That lives in Dru - ry lane. iSfe ££ s s ± -*-0 fs -r Oh, do you know the muffin man, The muffin man, the muffin man; Oh, do you know the muffin man That lives in Drury lane? Oh, yes, I know the muffin man, The muffin man, the muffin man; Oh, yes, I know the muffin man That lives in Drury lane. Pour or five children are selected to take places in the four corners «of the room, or whatever other spaces are allowed. As the first ^verse is sung, each walks or skips in time with the music to some child seated in the room, and, taking him by the hand, leads him to his space in the floor. The little groups of two then join both liands and dance around in a circle singing, " Two of us know the muffin man," etc. After the first verse has been sung and the children chosen, the second verse, " Oh, yes, I know the muffin man," is sung while the two are marching from the seats to the space in the floor. The iplay continues, one child after another being chosen until all have joined some group. PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 105 Oats, Peas, Beans and BarUy Grows $ *s=! M — « r~ — * — _ Oats, peas, beans and bar - ley grows, Oats, peas, beans and $=£ £ 3t\4k S^ $ # r-f- bar ley grows, Nor you nor I nor no - bod - y knows How £ fe oats, peas, beans and bar - ley grows. Thus the farm - er PS ^ TNH ^f ^ i ^ p* sows his seed, Thus he stands and takes his ease, -a- • -0P- -at- -•- -t$- : $ 5E5fe £ Stamps his foot and clasps his hands, And turns a - round to ar^-r-f— t ^ees^ (Con/i'imsd on tage 106) 106 THE UNIVERSITY OF THE STATE OF NEW YORK Oats, Peas, Beans and Barley Grows — Continued 1 Is I fc -£ view his lands. A - waiting for ^mmm^ a part - ner, m m m4 r A. • waiting for £- part ^ : So open the ring and f* I ^ choose one in, Make haste and choose your part - ner. 93t * The players form a ring clasping hands and circle about one of their number who represents the farmer and stands in the center. They all sing the first four lines, when they drop hands and each player goes through the motions indicated by the words of the second verse; sowing the seed with a broad sweep of the arm as though scattering seed from the hand; standing erect and folding the arms; stamping the foot; clapping the hands; and at the end of the verse turning entirely around. They then clasp hands again and circle around singing: " A-waiting for a partner," " A-waiting for a partner," standing still for the last two lines. " So open the ring and choose one in." On these words the one in the center chooses one from the circle as a partner and the circle skips around humming the tune or singing "La, la, la," through once. The new partner then proceeds with the game from the beginning. PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS lO? Did You Ever See A Lassie J ft: -y — i — 15E4E* &*ft* m$ 4= 3=F m w ^^v- m^ 4=i= ?=t p£ 1 W s» j «S Vs. =P=?C IE P£ =f=t ?=?= £ £ J= :5= Did you ever see a lassie, a lassie, a lassie, Did you ever see a lassie, do this way and |li t J E Hick - o ry, dick ¥ ^-^-j-^ ry dock, tick tock, The :fc 5 f i H =r ft 4H^=^ fs j . ■ *. J.- mouse ran up the clock, tick tock, . The clock struck one, *— — ^ *3 ^r ^^ m 3=3 « 4- see the mouse run, Hick - o ry, dick - o - ry dock, tick tock. ^f^T"* E£ Formation: Couples stand in single circle facing one another. Dance should accompany words as directed below: " Hickory-Dickory-Dock— " With arms raised above head, sway from side to side. " The mouse ran up the clock " Partners change places with quick little running steps. " The clock struck one," Partners clap right hands. " See the mouse run, " Partners change places. " Hickory-Dickory-Dock." PHYSICAL TRAINING SYLLABUS! UNGRADED SCHOOLS 109* Partners with hands raised sway from side to side. Partners join both hands, take three slides in line of direction,, two stamps, three slides back and two stamps, join right hands,, take three slow steps, change places and make a deep curtsy. Join left hands, take three steps back to original place and. curtsy. I See You (Swedish singing game) $^W?\ -frX rm 1 — \ — ♦— iH= f^ -*3=^r ^3 H — -t— — * — 12 1 1 —j m— -H •— — ~* * 13 1 \ "1 1 4— — -• — 14 -'F— is f— TT~ 16 } ft , — j — 1 ' T =^-4= *- V L-P P i 1 t U-- ; The music consists of two parts of eight measures each. In fitting the movements to the music of A, each measure should? - , be counted thus: " One, two." In fitting the steps to the music of B, each measure should be counted thus: " One, and, two, and." The dancers form in two double lines, which face toward each other- and are about six feet apart. In each of these double lines, number 1 stands in front of number 2, with hands on hips; number 2 places hands on partner's shoulders*.. HO THE UNIVERSITY OF THE STATE OF NEW YORK A (Measure I.) Number 2 leans head to the left, and looks over partner's shoulder across at number 2 of the opposite couple {one), pause in this position (two). (Measure 2.) With a quick movement lean head to right and look across at number 2 of opposite couple (one), pause in this position (two). (Measure 3.) With quick staccato movements look to the left (one), to the right (two). (Measure 4.) To the left (one), pause in this position (two). (Measure 5-8.) Repeat, looking first to the right. B (Measure 1-4.) On the first note of the first measure, all clap own hands together sharply and, at the same time, number 2 springs forward to the left of partner and grasps the hands of number 2 from the opposite side, swinging vigorously around to the left with a sliding step, making two slides with the left foot to each measure. (Measure 5-8.) On the first note of the fifth measure, all clap hands together again sharply, immediately grasp the hands of own partners, and swing around to the left as before. At the end of B, all resume the original formation, but with posi- tions changed so that number 1 is standing behind number 2. The whole dance is then repeated with number i's looking across at each other. These are the words which accompany the dance: A I see you, I see you, Tra la la la la la la la, I see you, I see you, Tra la la la la la! B You see me and I see you, Then you take me and I'll take you, You see me and I see you, Then you take me and I'll take you. In the first part of the dance, the movement of the head should be quick and bird-like. PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS III In the second part the dancers should grasp hands firmly and lean away from each other, making the swing very vigorous. Action Stories Playing with Leaves i Skip out into yard. 2 Bend knees and reach out to get leaves in arms. 3 Put them on top of desk. 4 Have rows face each other. At a given signal, have a fight with leaves. 5 Make some more piles. 6 Run into the house for matches. 7 Strike one on bottom of shoe and bum leaves. 8 Watch fire burn and dance around it. 9 When fire dies down, blow hard to make it burn brighter. Soldiers i Marching with guns. Whistle some tune. Leader in each row should be drummer boy. 2 Hoist the American flag. Reach up and pull rope, hand over Band. 3 Give the flag salute. 4 Target practice. First shoot from standing position, then kneeling on one knee. Say " Bang " as trigger is pulled. 5 Inspection. Stand at attention for some simple inspection, as posture or clean clothes. 6 Review by some officer. Have child stand on ehair in front of room. Others march by and salute. 7 Bugle call. Take deep breath. Hold both hands to mouth and blow bugle. The Shoemaker i Wrap up a pair of shoes. 2 Put on overshoes, coat, cap and mittens. 3 Skip to the shoemaker's store with pair of shoes. 4 Imitate various movements of shoemaker. Wax thread with big arm movements. Bore holes with awl. Hammer in pegs. Shine shoes, etc. 5 Teach " Shoemaker's Dance." Review the dance if it has been learned. 6 Play in snow on way home. Make and throw snow balls. Play tag etc. 112 THE UNIVERSITY OF THE STATE OF NEW YORK Snow Men i Pull on rubber boots. Bend knee up and stretch arms. As 30U stretch knee, bend aims, pulling on boot. 2 Snow falling outside. Reach up and bring hands lightly down i;o floor, bending at waist. 3 Walking through snow. Bend knee high and reach forward -with foot. Put foot down and straighten up. Repeat with other foot, etc. 4 To make snow man, roll balls of snow. Stoop down, gather up and roll to front of room. First make body. Run back and roll .another to make head, etc. (When complete have a child come .forward for snow man.) 5 Make snow balls. Kneel on one knee, gather up handfuls and -press hard on knee. 6 Throw at snow man, first left, then right. As ball hits head child drops head forward. One arm drops and then the other. Finally legs are hit and child drops to floor in a heap. (Use rug or paper on floor to protect child's clothing.) 7 Breathe deeply and blow hands when fingers are cold. Baseball Game 1 Teacher throws ball and children jump into air to catch it. "Repeat, children jumping and reaching to side as well as up, to ••catch it. A child may be chosen to act as pitcher. 2 Every time one catches it he throws it back to the pitcher. 3 Pitcher throws the ball and children bat it. 4 Make a home run by each two rows running around one row ■of desks. 5 Throw caps in air because game is won. 6 Side wins, so breathe deeply and cheer, " rah, rah, rah," while "waving caps. Fishing 1 Digging bait. One foot raised as if on shovel with hands on handle. Push down with both. Then stoop and throw to right. Repeat throwing to left. Pick up worms and put them in a can. 2 Row out in boat. Sitting on desk facing back of room, feet on seat. 3 Throw line into water. 4 Pull in big fish, hand over hand. Repeat on right and left sides. 5 Row home. PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 1 13 6 Walk home with string of fish. 7 Breathe in fresh air. Indoor Games Bird Catcher (10 to 30 players) 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 the 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 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 classroom, each row may choose its name, after which the players should all change places, so that all the robins or orioles will not fly from the same locality. The teacher calls the name of a bird, whereupon all 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 in 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. Changing Seats (20 to 60 players) (Imitative.) Players seated at desks. When teacher commands " Change right," all move one place to right and the right-hand row stands. In like manner the command may be " Change front," " Change back," or " Change left." At first it is best to follow each change by the reverse, so as to allow those standing to get seats, but later they may be told that they must run to the vacant seats on the opposite side or end of the room. Leaders may be chosen to act in place of the teacher. 114 THE UNIVERSITY OF THE STATE OF NEW YORK Drop the Handkerchief (10 to 30 players) The players form a circle. A player, with a handkerchief, runs round the outside of the circle, and drops it behind someone without attracting that one's attention. If the one behind whom the hand- kerchief has been dropped, discovers it, he gives chase to the other player, who endeavors to get to the vacant place without being caught. Should he be caught he takes his place on the circle and the other player carries the handkerchief. If the one who dropped the handkerchief can make a complete trip round the circle, before it is discovered, the one behind whom it was dropped must enter the center of the circle, and remain there until some other player is compelled to enter. Going to Jerusalem (zo to 60 players) All the players stand. The players of rows 1 and 2, and 5 and 6, march around their two rows, from left to right, or clockwise, and the- players of rows 3 and 4 in the opposite direction. When the leader claps his hands, each player endeavors to secure one of the seats belonging to his group. The number of seats should be one less than the number of players; a chalk mark placed on the desk will indicate which seat may not be occupied. The unsuccessful pupil now occupies a seat, other than the one which is marked, and the marching continues as before. When two players of each group remain, they should march around all the seats, and the player of the last two, who secures a seat, wins the game. Variations: (1) pupils sing as they march, the leader directing as described above; (2) the three unsuccessful players step to the front of the room, and together sing or whistle for the next march, then return to their seats; in this variation the seats of the three players must be crossed out before the march begins; (3) arrange chairs in the front of the room, facing alternately in opposite directions, there being one less than the number of players; (4) stand Indian clubs in a row, players grab a club. For the playground or gymnasium: Place stones or beanbags in a row, one less than the number of players. A short distance from each end of the row, place another stone; the players always march around these two stones, which should not be removed. PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 115 Bean Bag and Basket Relay {20 to 60 players) Each player is provided with a bean bag. A waste-paper basket or a box is placed on the floor near the blackboard in front of each aisle. Horizontally with the forward edge of each front desk, a cha k line is drawn on the floor at the end of each aisle, which serves as a throwing line, from which players throw their bean bags into the baskets. The game is a competition of skill rather than of speed. At a signal from the teacher, the first pupil in each row stands, places his toe even with the throwing line, and tosses his bean bag toward the basket. If the bag goes into the basket, it scores 5. Should it lodge on the edge of the basket, it scores 3. Should it fall outside, there is no score. As soon as these first players have thrown they return to their seats and the second row across the room steps forward and throws. This is continued unt 1 each player has thrown, and the line which has the highest score wins. There should be one score keeper for the entire game, who should draw a diagram on the board in which to write the score. Overhead Relay (zo to 60 players) Alternate rows play, and there should be the same number of players in each row, all players seated. The first pupil in each row has an eraser or book or bean bag upon his desk. Upon command the pupil seizes the object with both hands, and passes it over his head. The object is immediately grasped by the next player who passes it over his head, with both hands, and so on until, the last player receives the object. Upon receiving the object,, the last player runs up the right side of the row, while the other players, using the left aisle, move back one seat, leaving the front seat vacant. The last player, after seating himself in the front seat,, passes the object over his head with both hands, and the relay continues as before. The row that first returns all of its players to their original seats, wins the relay. Variations: (1) pupils hop to the vacant seat; (2) players run to the front passing around an Indian club, before seating themselves; (3) the whole room may play at the same time, if the players in rows 1 and 2 move back in the aisle separating the two rows, while the players of row 1 run up the right side of their row, and the players of n6 THE UNIVERSITY OF THE STATE OF NEW YORK row 2 run up the left side of their row. The players of rows 3 and 4, and 5 and 6 move in like manner. No conflict whatever will occur; because all players in the same aisles are moving in the same direction. Simon Says (20 to 60 players) The players sit and each makes a fist of each hand with the thumb extended. One, chosen for leader, says, " Simon says, Thumbs up ! " and " Simon says, Thumbs down! " " Simon says, Thumbs wiggle waggle! " placing his fists on the table with the thumbs as indicated. The players imitate him. If at any time the leader omits the words " Simon says," the players must keep their hands still and not imitate his movements. Any player then imitating him must either pay a forfeit or become leader, or both. Outdoor Games Circle Ball (10 to 60 players) Players stand in a circle with from 3 to 5 feet between each two. The game consists of tossing the ball rapidly from one player to another but not in regular order. The sport comes from the unex- pectedness with which the ball may be thrown across the ring, or to the next player. Put the element of sport into the game or else it will be very dull and useless. Any payer failing to catch the ball should sit down, the player winning who stands up the longest. Singing Games and Folk Dances Seesaw ^m m ¥ 1— See - saw, see • saw, up and down we go; See - saw, fe^ 5^E ±-±d see - saw, swinging high and low. See -saw, see -saw, gai - ly n #Hp ^ now we play; See - saw, see - saw, hap -py all the day. PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS "7 This game may be played in a " circle formation " consisting of front ranks of threes. It may also be played in the classroom between the seats, namely: of three children, the center stands between the desk and seat with his arms raised sideward; the other two face this pupil and, with both hands, grasp one of the center's hands. The center child represents the " see-saw;" the two children, one on either side of him, are riding (see-sawing) up and down. The center child bends his trunk to the left while keeping the arms rigid; the pupil on his left bends his knees deep (going down) while the other pupil rises on toes and stretches (going up) ; center pupil rocks from side to side. Keep in time with the song. After completing the song, change the center, thus giving every pupil the benefit of the trunk flexions. London Bridge 5S m m E£ Lon - don bridge is fall - ing down, Fall - in g down, fall - ing down, FfrEf i g rWl mm * =jr Lon don bridge is fall - ing down, My fair la - dy. I w r j 3 i^i Build it up with iron bars, etc. Iron bars will bend and break, etc. Build it up with gold and silver, etc. Gold and silver will be stolen away, etc. Set a man to watch all night, etc. Suppose the man should fall asleep, etc. Put a pipe into his mouth, etc. Suppose the pipe should fall and break, etc. Set a dog to bark all night, etc. Suppose the dog should meet a bone, etc. Get a cock to crow all night, etc. n8 THE UNIVERSITY OF THE STATE OF NEW YORK Here's a prisoner I have got, etc. Off to prison you must go, etc. Two of the tallest players are chosen to represent a bridge by facing each other and holding their hands overhead for the other players to pass under. All sing the verses in succession as they skip under the arch and at the end of the last verse the players forming the arch drop their hands and catch the one underneath as prisoner. They then take him off to a corner and tell him to choose between two valuable objects, which they have previously decided upon, such as a " diamond bracelet " and a " pearl necklace." The prisoner belongs to the side he chooses. When all have been caught the prisoners line up behind their respective leaders and have a tug-of-war, the side winning which succeeds in pulling its opponents across a given line. Looby Loo From Crampton & Wollaston. "The Song Play Book." Copyright. I9i7,by The A. S. Barnes Company. I £g j- - V-fi — \ 1— -*— 3- 1—*—*- SPJe^NJ =£ *fc4 *=$-- *=t ^=r -s — =*■ §5S ^m 3(=£ IE ?=& s as w- £ ^==fc w4 (Introduction and chorus after each verse) -=*-=i — n- PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS HO, Here we dance looby loo, Here we dance looby light, Here we dance looby loo, 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 Put your left hand in, etc. 3 Put your right foot in, etc. 4 Put your left foot in, etc. 5 Put your head 'way in, etc. 6 Put your whole self in, etc. Formation: Single circle, all facing left with hands joined. Introduction and horus Players dance around the circle to the left with skipping, sliding, walking or running steps. Verses Players stand facing the center. The action suggested by the words of the song is given in pantomime. The children should be encouraged to make large and vigorous movements. Indoor Games Bean Bag»Circle Toss (io to 30 or more players) There should be a bean bag for each of the players except one. All the players form a circle, being separated from one another by a small space. At a signal from a leader, each player turns toward his right-hand 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 small children it may be advisable at first to play the game with a fewer number of bean bags, till they grow accustomed to tossing and turning quickly to catch. Balls may be used instead of bean bags if desired. When the tossing has gone once or twice around the circle to the right, the direction should be changed to the left. It is well to have one of the bean bags of a different color from the others, so as to know when the circle has been completed. Any player failing to catch a bag must pick it up and toss it regularly to his neighbor. 120 THE UNIVERSITY OF THE STATE OF NEW YORK Have You Seen My Sheep f (jo to 30 players) The children form a ring with a child outside the circle. The one outside touches one of the players on the back and asks, " Have you seen my sheep? " To this question the other replies, "No, how was it dressed? " The first child then describes some player, who, when he recognizes himself, must run around the circle and try to regain his place without being tagged by the one outside the circle. I Say, " Stoop " (y to 60 players) The players stand around the room forming a circle, and in front of them the leader or teacher. The teacher says quickly, " I say, stoop ! ' ' and immediately stoops herself and rises again. The players all imitate the action; but when the leader says, " I say stand! " at the same time stooping herself, the players should remain standing. Anyone who makes a mistake and stoops when the leader says, " I say stand! " is out of the game. This may be made a very amusing little game to fill in a few dull moments, and when used in a school- room it serves to refresh tired minds very quickly. The leader should speak and move very rapidly and make unexpected variations in order which the two commands are given. Indoor Games Hill Dill (10 to 30 players) One of the players is chosen to be " it," and stands midway between two goals; all the other players stand on one of the goals. When " it " calls, " Hill, dill, come over the hill," all the players run to the opposite goal. Those tagged assist in the tagging when the players again run across the playing area. The game continues until all are caught. The one first tagged becomes " it " for the next game. Variations: (1) players divided into two groups, each occupying a goal; they run in opposite directions at the command to " come over the hill "; (2) two, three or four players join hands, and as a group cross to the opposite goal; the taggers must form similar groups; (3) enter or leave the goal through one or more gateways indicated by the space between two stones; (4) taggers confined to an area between two parallel lines, about 15 or 20 feet apart, in the center of the playground. PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 121 Stoop Tag (" Squat Tag ") (4 to 60 or more players) Indoors; outdoors One player is " it " and chases the others, trying to tag one of them. A player may escape being tagged by suddenly stooping or " squatting "; but each player may stoop but three times. After the third time of stooping, the player may resort only to running to escape being tagged. Any player tagged becomes " it." For large numbers of players there should be several taggers. Singing Games and Folk Dances Taffy Was a Welchman I ^^ Taf - fy was a Welch - man, Taf fy was a thief, I I =g - ' ~ — '- r ft-fr ^ m ^e*ee£ =s= £ Taf - fy came to my house and stole a piece of beef; t s SE rr&- — N 1 N — *— N- p P f= 05™= -4 * — 1 — — f — • — » — — J— — 1 w I went t _, — \/ — Taf —i — fy's — 1 he >use, %— Taf r fy was — 1 n't — 1 -> home, +-H- 4 —1 — 1 ^ m *= M re- turned the fa * r vor And stole a mar - row bone. m ± 122 THE UNIVERSITY OF THE STATE OF NEW YORK A Two straight lines, boys on one side, girls on other, facing each other- i Measure i. " Taffy was a Welchman." Face right, take three strong steps forward, left, right, left, arms swinging, i, 2, 3. Left about turn on 4. (Lures move in opposite directions.) 2 Measure 2. Sneaking steps back to place, right, left, right (1, 2, 3), face partners on 4. 3 Measure 3. Three strong steps to center, right, left, right, and feet together on 4. Making a straight line down center, girls facing one way, boys the other, partners' right shoulders together. 4 Measure 4. Back to places with quick, little backward steps; arms in circle in front of chest as though holding something (1, 2, 3, 4)- 5 Measure 5. Forward with three skips, right, left, right, and together on 4. Form straight line as in 3. 6 Measure 6. Bend forward and look right (1, 2), look left -(3, 4). 7 Measure 7. Four sneaking steps around partners to face original places. 8 Measure 8 . Quick, little running steps ; forward to original places ; arms as in 4. B Quicker music, no singing, head couple leads down center to play, all following. Step right, left, right (1, 2, 3), extend left foot forward and hop on right (4). Same, beginning with left foot. Continue through eight measures. Indoor Games Automobile Race {20 to 30 players at once; 20 to 100 players) This is a lively relay game, suitable for use in the classroom and for mixed grades of pupils. The pupils are seated in the regular seats in equal rows. Allow each row to choose the name of some automobile, which it is to represent in the race. Have alternate rows compete with one another in the trial heats, and the winning rows compete in the final or PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 1 23 championship race. At the word " go! " the first pupil leaves his seat, on the right side, runs forward and around the front of his seat, down the aisle, around the rear of the row, and up the aisle to his seat. As soon as he has seated himself, the one next behind leaves his seat in the same way, comes forward, around the row, and back to his seat as the first one did. The next then starts, and the race so continues until all have run. The last runner, as soon as he has seated himself raises his hands over his head, and the first one of the competing rows to do this is the winning car in the race. Caution. All pupils should keep their feet under the seats. The cars should be careful about slowing up too quickly. Look out for skidding going around the curves. Do not allow the pupils to assist themselves around the rows by taking hold of the seats. This may wreck the seats, as well as the car. If a runner starts before the one ahead of him is seated, it is a foul against that team, and the race is forfeited to the other. Note. It will add to the interest if the, rows, are arranged so that an equal number of small boys or girls are in each row. The teacher should keep the time of each heat, and announce it. The races may be held on different days, and the idea of improving on a previous time record will keep up the interest. AUr-up Indian Club Race (jo to 100 players) Directly in front of each aisle, and near the wall, draw two tangent circles 18 inches in diameter. The circles should be so placed that if a line were drawn connecting the centers, the line would be parallel to the wall. On one of the circles place three Indian clubs in a stand- ing position. Each row should contain the same number of players. At the leader's command the last player in each row runs up the right aisle and changes the clubs, one at a time, to .the other circle, using the same hand. He then runs down the left aisle to his seat, going around the last seat, and touches the player in front of him, who changes the clubs to the other circle. If a club falls over it must be placed in proper position before the player continues his run. The row wins whose first player first returns to his seat. Variation. Players hop to the circles and run to their seats. Bean Bag Pile Race (Bag Pile) (10 to 100 players) Each row should contain the same number of players. On the floor beside the first player's desk are piled the same number of 124 THE UNIVERSITY OF THE STATE OF NEW YORK bean bags, or books, as there are players in the row. At the leader's command the first player picks up a bag, and with both hands passes it over his head to the next player, who in like manner passes it on. The last player upon receiving the bags, immediately piles them on the floor beside his seat, and stands when the pile is complete. The row wins whose last player stands first, taking into consideration the manner in which the bags are piled. The bags are then returned, passing them forward over the player's heads. Each player should be given opportunity to occupy either the first or last seat. Blackboard Relay (70 to 60 players) The class is seated with an even number of pupils in each row. A piece of crayon is given to the last player in each row, all of whom at a given signal run forward and write on the blackboard at the front of the room a word suitable to begin a sentence. Upon finishing the word each player returns at once to his seat, handing the crayon as he does so to the player next in front of him. This second player at once runs forward and writes one word after the first one, to which it must bear a suitable relation. In this way each player in the row adds to the sentence being written by his own row, the last player being required to write a word that shall complete the sentence, and to add punctuation marks. The points scored are 25 for speed (the first row to finish scoring the maximum, and the others propor- tionately in order of finishing), 25 for spelling, 25 for writing, and 25 for grammatical construction, capitals and punctuation. The row wins which scores the highest number of points. The following modes of correlation are suggested for this game: Arithmetic. Solve problems, write multiplication tables. English. Punctuation, spelling, authors, names of poems, plays, stories, passages from a memorized selection. Geography. Names of mountain ranges, countries, rivers, capital cities, boundaries, products. History. Famous men, statesmen, battles, discoveries etc. Vaulting Seats {10 to 60 players) This game is played the same as " Changing seats," except that the pupils vault over the seats instead of sitting in them. The game may be played anywhere above the third year. PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 125 The teacher gives the order " Right, jump! " whereupon all the pupils jump over their seats toward the right-hand side of the room. The row that is displaced, now standing in the right-hand aisle, runs at once around the room to the left-hand aisle. The teacher then repeats her command. The directions for the vaulting should be varied and unexpected, several being given to the right, then several to the left, etc. Outdoor Games Stealing Sticks (10 to 30 players) Divide the playing area into two equal parts, with the same number of players in each part. A goal area, 5 by 10 feet, is marked off at the rear end of each division; 10 sticks or stones are placed in each goal. Each player endeavors to reach the opposite goal without being caught; if successful, he returns, unhindered, with a stick; if caught he becomes prisoner in the goal. The player who has reached the goal safely may release only one prisoner; both proceed, unhindered to their side. The side having the most sticks at the end of 20 minutes of play wins the game. Newcomb (ball game) Players in two teams of as equal playing ability as possible. Num- bers may be equal or not. The playing space may be a basketball court or any smaller space with definite boundaries. Stretch a rope or tennis net across the middle of the court at a height of 6 or 8 feet. Use a basketball, volley ball or soccer ball. Send one team to each side of the net and give the ball to one side. Select an umpire, a score keeper, and a time keeper. The umpire is to call the score, the score keeper is to write it down as it is called, and the time keeper should call time at the end of half the time set for play. When the umpire calls " Play " one player of the side having the ball throws it over the net with the object of making it strike the floor in the opponents' half of the court. The opponents try to catch the ball before it strikes, and then throw it back. If the ball hits the floor in the opponents' territory, it is a score for the side throwing it. Each side has a captain who should station the players about the floor so as to leave no part unprotected. Small players should be stationed near the rope; strong throwers and good catchers near the back. In calling the score the captain's name is mentioned, as " Score for John," " Score for Ruth." 126 THE UNIVERSITY OF THE STATE OF NEW YORK It is a foul to hit the rope, to throw the ball under the rope, or to throw it outside of the opponents' court in any direction. A ball thrown outside counts as a foul only when the opponents do not touch it. A foul gives a score to the other side. When time is called for the first half, the players change sides, the ball is given to the side that did not have the first throw in the first half, and a rest may be given if needed. The side having the largest score at the end of second half wins. Poison A circle is marked on the floor or ground, considerably smaller than an outer circle formed by players, clasping hands. Each player tries, by pulling and pushing, to induce others to step within the small circle, but endeavors to keep out himself. Anyone who steps inside is " poisoned," and all players drop hands and run from him to touch wood. When " it " can tag someone who is not touching wood, he is " poisoned " also. Play continues until all are caught. Stride Ball [straddle club) Arrange players, standing with feet apart, in a circle. " It " stands in the center and tries to throw or roll a basketball between the feet of some player, who tries to prevent his doing so. Any player who allows the ball to pass between his feet must leave the circle and the play continues until only one is left, who becomes " It " for the next game. Three Deep (third man) Group the players in couples and form them in a circle all facing in. Select a player as runner and another as chaser. The chaser tries to tag the runner who tries to escape by dodging in and out the circle. If the runner is not caught and is in danger, he may seek refuge by standing in front of some couple, this making " three deep." The outermost player in the " three deep " line must now become the runner and try to escape being tagged. If the chaser catches the runner, the runner becomes the chaser, and the former chaser, the runner. This is a splendid game to develop alertness and quickness for the rapid changes are very uncertain. Duck on the Rock (4 to jo players) A stake 2 feet long is driven into the ground one-half of a foot. A bean bag is placed on the stake and a player chosen as guard. The PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS \2TJ other players, each with a bean bag, line up behind a throwing line, 20 or 25 feet away, and endeavor to knock the bean bag off the stake, either throwing in turn or at their pleasure. They will, of course, run forward and get their own bags, endeavoring to return without being tagged by the guard. The guard may tag only when his bag is on the stake and whoever is tagged exchanges places with the guard. When played in the gymnasium an Indian club may serve as a stake. Variations: (1) Draw a circle, with a 10-foot radius, about the stake; p'ayers may be tagged only when within the circle; (2) if a player's bag falls on the line of the circle or beyond, he becomes guard. Jump the Shot {Sling Shot) {10 to 60 players) All the players but one form a circle. The odd player has a rope to which a bean bag is attached; he swings the bag around the circle and the players jump the rope. The rope should not be more than 1 foot above the ground. Whoever stops the rope changes places with the center player, or is eliminated. Variations: (1) Use long pole instead of rope; (2) players walk or run about the circle, either in the same direction or opposite direction in which the rope is moving; (3) players stand in couples, in a straight line, not too close together. A pole, about 6 feet long, with a rope at each end, is provided. Two players pull the pole along the ground, the couples jumping the pole. The players pulling the pole may walk, run, suddenly change direction of movement, or even raise the pole a little off the ground. The couple stopping the pole changes places with the two runners. Indoor Games Last Man (10 to 60 players) (Tag game.) Players seated at desks. Rows playing must be full rows. The game is much like " fox and squirrel." One player is " it " and there is one runner, besides the full rows of seats. The runner may come to the front of any row and call " Last man " and then each player in that row must move back one place, leaving the front seat for the runner, who is now safe. The last one in the rear of the row will be out of place and thus becomes runner. When a runner is tagged, he is " it " and the one who caught him becomes runner and must get out of the way at once. 128 THE UNIVERSITY OF THE STATE OF NEW YORK Outdoor Games Whip Tag (Beetle Goes Round) (10 to 30 players) All the players but one stand in a circle, looking straight to the front and holding their hands open behind them. The one player who has been left out, the beetle, carries a knotted handkerchief round the outside of the circle, and puts it in the hands of any one of the players. Whoever receives it becomes beetle, and strikes his right-hand neighbor with it. This neighbor, to escape, immediately runs around the circle back to his own place, while the beetle pursues, striking at him whenever he is near enough. Meanwhile the player who first had the handkerchief has stepped into the place left vacant by the one to whom he gave it. This leaves the beetle alone outside the circle, as was the player at the beginning of the game. The beetle, accordingly, does as that player did, and gives the hand- kerchief to someone in the circle. Then the game goes on as before. Indoor Games Crambo (jo to 60 players) Each player is provided with two slips of paper; on one he writes a question and on the other a common or proper noun. The slips are then gathered in separate boxes and each box thoroughly mixed. The players then draw one slip from each box and write a verse which will answer the question and contain the word found on the slips of paper. Example: "What can you do?" Word, "dug." If I were a bird and you were a bug, I'd make you scramble in the hole you dug. Variation: Dumb crambo. The players are divided into two groups; one group leaves the room, and the players remaining choose a verb and some word that rhymes with it. The outside players are told the word, and after deciding on a verb which they think is the right one, they enter the room and " act out " the verb. The players in the room decide from the pantomime if the word has been guessed. If correct they clap their hands, if incorrect they shake their heads. If the outside players are not successful they retire and decide upon some other verb, or they may decide on several verbs before entering the room the first time. The groups should take turns in acting out the verbs. PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 120, Schoolroom Tag (/o to 60 players) Draw a circle 3 feet in diameter in the front of the room. One person takes a stand 10 feet from this. He calls to any player who must run through this circle and back home. The chaser must also run through this circle before tagging the runner. If the chaser catches the runner, he still is chaser, if not he does not change places. This may be varied by exchanging if caught. Also if one player has not caught anyone in some time, let someone else have a chance. Seat Tag (10 to 30 players) Some pupil is chosen to be "it," another selected to be the " runner. ' ' At any time the runner may sit with some pupil who then becomes " it " and the one who was " it " becomes the " runner." Should the pupil who is " it " tag the " runner," the runner then becomes " it " and the pupil who was " it " becomes the " runner." Thus the game proceeds for any length of time. Outdoor Games Captain Ball (14 or more players) Ground. On each side of the ground, at corresponding distances from the center, three small circles are drawn for bases at the points of a triangle. The circles should be from 2 to 5 feet each in diameter, the more skilful the players the smaller the circle. The distance between each two circles forming a triangle should be at least 15 feet, and the distance across the center of the field between the two inner circles from 15 to 25 feet. Teams. The players are divided into two teams, consisting of three basemen, three base guards, and one fielder. One of the basemen is captain and stands on the base at the end of the ground farthest from the center. Each team has a guard stationed near each of its opponent's bases, and a fielder whose place should be near the center of the ground, but who is free to run to any part of the ground and who should pick up the ball whenever it goes afield. The ball should then be put in play again from the center, as at the start. Object. To have a captain catch a ball from one of the basemen. A ball caught by the captain from the guard or fielder of his team does not count. Of course, the guards will try to prevent the ball i3° THE UNIVERSITY OF THE STATE OF NEW YORK being caught by a captain from one of his basemen, or by one of the basemen from his fielder, and, on the other hand, will try to secure the ball and send it back to their own basemen or fielder. Start. The ball is put in play being tossed up in the center of the ground by a third party between the fielders, both of whom try to catch it. The one who succeeds has first throw. Touching the ball is not enough for the first catch; it must be caught in both hands. In case of dispute the ball should be touched again. The ball is put in play in this way after each point scored; also after going afield and being picked up by one of the fielders. Rules. The basemen may put one foot outside of their bases or circles, but at no time both feet. Each guard must remain near the base he guards, but may not step within it, even with one foot. Should either side transgress these rules or make any other foul, the ball is thrown to one of the basemen on the opposite side, who is given free play to throw to his captain without interference of his own guard, though the captain's guard may try to prevent its being caught. A ball that goes afield is put in play again at the center, as at the opening of the game. Fouls. It is a foul (i) to transgress any of the rules given above; (2) to snatch or bat the ball; (3) to bounce the ball more than three times in succession; (4) to run with the ball; (5) to kick the ball; (6) to hand instead of throwing it, or (7) to hold it longer than time enough to turn once around quickly, or 3 seconds. Penalty for fouls consists in allowing opponents a free throw from one of their basemen to their captain, as described under rules. Score. The ball scores one point whenever a catch is made by a captain from one of his basemen. It does not score when the captain catches it from a guard or fielder. Play the game in 10- minute halves, between which the basemen and guards change places. The team wins having the highest score at the end of the second half. The ball is put in play at the center, after each point scored. Note: Any number may play this game by arranging more circles in the field Playground Ball (or Indoor Baseball) {10 to 30 players) Snce playground ball does not require so much space as does baseball, and since the ball can not be batted far because it is large and rather soft and the bat is not heavy, the game may be installed where ordinary baseball could not be thought of. PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 131 Play area. Distance between bases, 35 feet. Prom home to pitcher's box, 30 feet; to second, 50 feet. To locate first and third bases, take a line 70 feet long and with the ends fastened at home and at second, and grasping the line at its middle point, stretch it as far as it will go to the right and then to the left. Bats and balls. Bats 5 to 40 cents each; balls 25 cents to $1 each. The bats are 33 inches long, and 2 inches in diameter at the thick end. The balls are 12 or 14 inches in circumference, the larger being used where the plajdng space is most restricted, as on a road, or in small inclosures. The game. Ten players on each side, including a right short-stop. The pitcher stands in his box, 30 feet from home plate. Before delivering the ball he must hold it fairly in front of his body and in plain sight of the umpire. He must not take more than one step in delivering the ball. No overhand throwing allowed; just a regular pitch or toss, with the arm swinging parallel with the body. Rules for strikes, balls, fouls, dead ball, block ball, and all other matters not mentioned herein, are the same as in regular baseball. Kick Ball (10 to 30 players) Players are distributed in two equal teams, called fielders and kickers. The field used is the same as for baseball, except that there is but one base, which corresponds to the second base in baseball, from 40 to 80 feet from home base. The foul lines correspond to first and third base lines in baseball. The ball used is the football or soccer ball. Three outs retire a side and regular game runs nine innings. The fielders distribute themselves in the field according to space, but not nearer than 20 feet to home plate, as any kicker not kicking the ball 20 feet is out. The ball is put in play each time by placing it on home plate, then a kicker kicks the ball and attempts to reach the base. He may be put out by kicking two fouls, by being hit with the ball before'he reaches the base, or in his attempt to return to home plate. The kicker may also be put out by having one of the fielders catch a fly ball, which has been kicked. Runners reaching the base may return home on the next player's kick or remain, thus having any number of men on base, but if they do not get home by the time the last kicker has reached the base; 132 THE UNIVERSITY OF THE STATE OF NEW YORK the side is retired, at which time the kickers and fielders change positions. Note: A canvas-covered ball is less dangerous than a leather-covered one and is also cheaper. Bucket Brigade Contest This game is suitable for team contest between older boys or adults. It is a strenuous game. It exercises all the large muscles and trains endurance. Skill in dipping and passing a pail of water is required, and the power to work together for a common object is promoted. It was once a part of every citizen's duty to take his place in the line of the bucket brigade. Community virtues have been lost when this duty has been given over entirely to the paid fire company. In this game, the contestants may live over again the emotional experiences of their ancestors. This game may be used in military camps, with an entire company acting as a " brigade." It may have a useful purpose also in filling the water barrels for camp use. Object. To see which of two teams can first fill a barrel or hogshead with water, conveying the water from a pond, lake, stream or other source of supply in buckets passed from man to man. Equipment. Water supply; pails or buckets, about half as many as there are contestants; two barrels or hogsheads. Old clothes or bathing suits should be worn until contestants become expert. Number of contestants. Ten on a side is suggested if barrels are put 30 feet from water. One hundred on a team would be a splendid contest; in such case, simply move barrels farther back. About one man for each 3 feet of space gives best results. Procedure. Each team lines up between its barrel and the water, with an equal number of empty pails besides the leader, or " dipper." On the starting signal, each leader dips a pail into the stream, fills it, and passes it to the next man in line. He hands it on to the next, and so on to the last man, or " pourer," who pours it into the barrel and sets down the empty pail. The leader continues dipping and passing. As soon as there are two or four empty pails at the barrel, the " pourer " runs with these to the end of the line and takes the place of the " dipper," the others moving up toward the barrel (the last " pourer " is now the " dipper "). This process continues until the barrel is filled. The team first filling its barrel so that water runs over the top wins the contest. PHYSICAL TRAINING SYLLABUS: UNGRADED SCHOOLS 1 33. Cautions and suggestions. The " dipper " will soon learn not to fill the pail too full. Slopping wastes energy. A small box placed near the barrel for the " pourer " to stand on will make for speed and save his strength. The bank or wharf from which the " dipper " works should be selected with care. Unless the contestants are bare-footed, a board or plank put over the water is desirable. Variations, (i) For speed in returning empty pails, and for eliminating the running feature, a double line may be maintained. The empty pails are thus returned by passing down the second line. This is the best contest for large numbers. In this form of contest, smaller boys (or even girls) may be utilized in passing back the empties, as in the olden days the women and children had to do. The " dipper " and " pourer " must be chosen with care as to endurance. It will be wise to " spell " these two men by having others " change off " with them. (2) When the source of water supply is a well or a pump, it will be necessary to have each company compete separately — the one making best time to be the winner. The same method enables two teams to compete when only one barrel is available. (3) A similar contest may be had in moving a pile of stones or a cord of wood. This method might be utilized by a group of farm cadets in moving a stone wall and transferring the stones to build a fireplace, hut or dam. In moving the wood, it might be well to have two " pourers," who would act as " pilers," and the contest might be between two schools, as to which could, in the shortest time, transfer a cord of stove wood from the yard into the woodshed and pile it up. Syllabus for Elementary Schools GRADE i Action Stories Suggested for First and Second Grades The material outlined as " action stories " for the first and second grades provides interesting physical activity for children who like to imitate and play " make believe." In arranging this material a few outlines were taken from the " Michigan Syllabus for City Schools." Some suggestions were also received from the " Syllabus for Physical Education in the Schools of Rhode Island " and " Physical Training Methods for the School Room " by Miss Ruth M. Bailey. The following suggestions will guide the teacher who is not already 'familiar with the use of action story material: i The action stories provide suggested activity for the relief (setting-up) drill periods distributed through the. day's session. When used for this purpose only a few of the activities outlined in the longer stories will be necessary for one period. This material should also be used for a part of the activity in the regular play periods. 2 The story play outlines give only a few workable suggestions. Select other activities that are common to the life of the majority of. the class. Use movements taken from the home and play life of the children. Dramatize any subject material used in the school work that can be easily adapted. In the spelling lesson the children might act out certain words as well as write or define them. In the reading lesson they could illustrate the positions or activities as well as read about them. 3 Help the children get correct mental pictures of the activities suggested by preparatory talks, use of appropriate pictures, exhibiting material or utensils, taking walks to see activities that may be imitated, such as fire horses and firemen, playground games of older children, coal man and carpenter. 4 Let the children feel that the story belongs to them. They will soon be ready with new features that suggest what they think would or ought to happen next. Unless there is evidence of joy and interest, something is wrong either with the material selected or the method of presentation. [i35] I36 THE UNIVERSITY OF THE STATE OF NEW YORK 5 Study the possibilities of each action story. Use all available material to help the children with their " pretend " or " make believe " objects. The desk may be a boat, a wagon, an automobile, a sled or a variety of other things to fit the occasion. A chalk line or lines on the floor might represent logs, stones in a brook, or a small stream. 6 Strive to bring out individual self-expression. Do not expect to secure accuracy or uniformity of movement by the entire class. Use phrases such as " Who knows?" or " Who can show me?" to precede a suggested activity; example: Who knows how to row a boat? Who can show me how to chop a tree? 7 Avoid formal commands. Use words that give a mental picture. In the story where the children are supposed to be playing in the leaves you can say stoop, gather, stand, toss, or similar expressions. 8 See that there is plenty of fresh air in the room. Introduce some vigorous exercise into each lesson to stir up the circulation and induce deep breathing in a manner natural for each child. A full development of heart and lungs depends largely on the running activities of childhood. Following the vigorous exercises you may encourage respiration by giving appropriate suggestions, such as: Blow out the Christmas or birthday candles, imitate the blowing of the wind, smell fruit or flowers, blow pin wheel or smoke, watch breath on a cold day. 9 Try to secure good posture by suggesting an ideal; example: Stand tall like a soldier, or stand like big strong trees. 10 Get large vigorous movements in the exercises by appealing to the imagination and interest; example: Push the swing higher, swim faster, jump higher, hit the nail harder, reach higher, etc. Repeat each movement several times so as to stimulate good circulation. 11 Review previous stories whenever they have a special applica- tion to the work at hand. Look over the material outlined for both first and second grades and make use of any activities related to other school work or suited to the season. Action Stories September Playing in the Wind 1 Skip out to play. (Two rows may skip around two rows of seats.) 2 Look up and point to wind clouds. 3 Weather-vane. Stretch arms out at sides. Slowly twist trunk to right and left. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS I37 4 Flying kites. Toss kite into air, run back a few steps; pull, guide and watch the kite. Haul it in and wind string. 5 Windmill. Stretch right arm over head. Let arms describe motion of windmill. 6 Represent trees swaying in wind. First the fluttering of leaves (fingers), next the bending of branches (arms), and finally the sway- ing of the entire tree (body). 7 Toss some light object into air, as feather or leaf, and watch the wind carry it away. Blow to represent wind. May represent sound of wind in the trees. 8 Mother calls. Run into the house. Motor Boating 1 Rowing out to boat. Sitting on desks, bend forward with arms' extended, grasping oars. Come to erect position pulling oars as arms are bent. 2 Climb carefully into motor boat. Kneel on seats and step into opposite aisle. 3 Pull up anchor. Stand with feet apart leaning over bow of boat (desks) and with long pulls, first one hand and then the other raise the anchor. 4 Coil anchor rope in long coils on bottom of boat. 5 Crank engine. 6 Steer the boat around course. Turn wheel, at the same time rise on toes as if going over waves. 7 Anchor in deep water and catch some fish. 8 Go to camp site for picnic lunch. 9 Build fire. Blow smoke. 10 Eat lunch and return to motor boat for trip home. The Sailor 1 Row out to large boat. Sit on desks, facing back of room, feet on seat. 2 Climb rope ladder from row boat to deck of ship. 3 Pull up the anchor. Stand with feet apart, leaning over bow of ship (desk), and with long pulls, first one hand and then the other, raise the anchor. 4 Hoist flag or sail. 5 Load cannon for practice. Shoot ai; target. At given signal say " bang." I38 THE UNIVERSITY OF THE STATE OF NEW YORK 6 Sailor's hornpipe. Right hand at waistline front, left hand at waistline back. Step on right and hop on right. Same with left foot, changing position of hands. 7 March on deck ^ (around room) and back to place. Salute captain, who stands in front of room. 8 Return to row boat. Row home. See 1. Building a House 1 Run across field. Each two rows run around one row of desks. 2 Digging cellar, (a) Break up ground with pickaxe. One foot forward, swing pickaxe high over one shoulder and then to ground. (b) Shovel dirt. Throw over right (left) shoulder. 3 Climb out of cellar., Lift knees high, 6 or 8 steps. 4 Put lumber in place. Drive nails. Reach high for some boards. 5 Painting house. Stoop, dip brush in pail, reach high up and make strokes from side to side in front of body, stooping as they near end. Dip brush in pail, etc. 6 Run home. Jump across brook. 7 Breathing. Smell dinner cooking. October Picking Apples 1 Pick up basket and run to orchard. 2 Reach up and pick apples from lower branches. 3 Shake tree to make others fall. 4 Stoop down, bending knees, and put apples in basket. 5 Look up in tree to see if there are more apples. Point up and say, "Oh! there is one; there are some more," etc. 6 Shake tree again and pick up more apples. 7 Carry baskets into the house. The baskets are heavy. 8 Pick out a rosy apple. Smell: Eat. Autumn in the Woods 1 Going to sleep like frost-bitten flowers. (Active sitting position). Go to sleep. (Head droops forward on chest, eyes shut and body assumes a passive position). Wake up ! 2 Catching leaves in baskets and throwing them over head. (Class stand). Make your baskets. (Clasp hands in front). Catch leaves. (Raise arms to height of shoulders, bending elbows so that arms circumscribe a circular opening.) Throw. (Swing arms over- head without unclasping hands.) PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 1 39 3 Shaking trees to make more leaves fall. (Reach up and look up). Imitate' leaves falling softly to the ground. (Lower arms, slowly twisting body to right and left). 4 Gathering fallen leaves. (Bend knees and reach out to get leaves). Pile leaves on top of desk. Throw from pile in some suggested direction. Throw at one another for a "battle" with leaves. (Two rows facing). 5 Running among trees. 6 Panting after run. (Breathing). Nutting i Walk through woods on tip-toes, lifting feet high on account of leaves. 2 Climb over stone wall. Step over seat (wall) and jump quietly into leaves on the other side. 3 Reach up and shake branch. First one hand and then the other. 4 Pick up handful of nuts and put in bag. Reach in all directions. 5 Run home with bag over shoulder. 6 Shake nuts out of bag. Crack some with a hammer and eat them. 7 Tired, deep breaths. Jack O'Lantern i Children drive to field for pumpkins. Run around room driving horses. 2 Stoop and lift up very heavy pumpkins. Place them in wagon, one at a time. 3 Drive home. 4 Make a jack o'lantern. Cut off top, dig out seeds and throw them away. Make eyes, nose and mouth. 5 Run out with jack o'lantern to frighten people. 6 Reach up high to window. Hear some one coming, so stoop suddenly. Repeat. Try another window farther up the street. Window much higher; can barely reach it. 7 Run home. 8 All out of breath from hurrying so; take deep breaths. November Building Fire for Mother i Jump out of bed. Stretch and take some breathing exercises. Wash and dress quickly. 2 Run down stairs. I40 THE UNIVERSITY OF THE STATE OF NEW YORK 3 Stoop down to pick up paper and kindling. Put them into the stove. 4 Reach up on shelf to get a match. Light fire. Blow to make it bum faster. 5 Shovel coal into stove or pick up sticks of wood. 6 Run out to back yard and chop some more wood. 7 Carry it into the house. 8 Hands cold. Blow breath against fingers. Victory Day i March of the allies. Select leaders. Let children suggest names of soldiers they want to represent at different periods. Have one child stand on chair to review the parade. Some one can play the drum. 2 After the " march," salute the flag. A short story can be told as to meaning of " Victory Day." 3 Different rows can show how to celebrate. Blow horns, ring bells, beat drums, wave flags, etc. 4 Build bonfire. Dance and sing around fire. Making Cider i Roll barrels out to orchard. 2 Pick apples and put them into barrels — some from the ground, others from high branches. 3 Lift barrels on wheelbarrow. Every other child faces around. Couples stoop and lift heavy barrel on barrow (seat). 4 Push wheelbarrow to shed. Around room and back to places. 5 Empty barrels into cider press. Take apples out of barrel and reach up and down into press. 6 Turn handle of press. First one hand and then the other. 7 Skip into the house for lunch. Thanksgiving on Farm i Catch turkey. Father kills turkey. 2 Help mother pick feathers from turkey. 3 Go to basement (cellar) and bring up vegetables. Stoop to pick up potatoes, carrots, pumpkins etc. 4 While dinner is cooking run out to play. Let some child suggest a game. 5 Eat dinner. 6 Make and pull taffy during afternoon. 7 Shell and pop corn. 8 Thanksgiving stories. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 141 December Snow Fort 1 Walk through field of deep snow. Each two rows around one row of desks, bringing knees up high. Shovel held over one shoulder. 2 Shovel snow into big pies to make the fort. 3 Pat it down hard on top with the shovel. This is done up high s.nd around in a circle as if fort surrounded them. 4 Snowball fight. One half of the room against the other half. All make snowballs, then one-hal throw them at others while the latter dodge them or drop down behind desks at each throw. 5 Repeat; the first side dodging and the second side throwing. 6 Walk home through deep snow. 7 Take in deep breaths of cold air. Preparing Christmas Dinner 1 Catch turkey, duck, goose or chicken. Pick feathers. 2 Go to cellar or basement for vegetables. Help mother get them ready. 3 Crack nuts. 4 Make candy. Pull it when cool. Set table. 6 Run out to play until mother calls " dinner! " Decorating Christmas Tree 1 Make stand for tree. Get hammer, nails and saw. Walk rapidly to back yard. Knock boards from an old box. Saw boards, etc. 2 Carry stand and tree into house. Put tree in one corner of room. 3 Decorate tree with presents and candles. 4 Light candles. 5 Dance around tree. 6 Blow out candles. Santa Claus (Of every three players select one for Santa Claus and two for his reindeer.) 1 Santa starts out on Christmas eve. He gets on his great heavy coat and hat and boots and mittens. 2 He stoops over to gather all his presents. He places them in his big sack. He throws the sack over his back and climbs into his sleigh. 142 THE UNIVERSITY OF THE STATE OF NEW YORK 3 The reindeer gallop through the snow to a little white house. " Whoa! Here's where a nice little boy lives and I'm going to steal down his chimney and give him — let me see — this great big sled." 4 Santa gets out of his sleigh, takes a deep breath of air before starting down the chimney, crawls out of the fireplace and steals on tiptoe to a big Christmas tree where he leaves the sled. Then he steals back and up the chimney, gets into the sleigh and drives on to the next home where a good little girl lives . Here he leaves a beau- tiful big doll right in the top of her stocking which is hanging by the fireplace. 5 Santa, tired from climbing up and down all the chimneys and giving out all the presents, climbs into his sleigh and says " Home " to the reindeer, who gallop away into the night to Santa's big barn. Here Santa unharnesses his faithful animals and they all go to sleep. January Christmas Toys i Jack-in-the-box. Children stand in aisles. Teacher makes downward motion with hands as if closing lid of box and all children stoop down; raise hand quickly and children jump to a standing position. They may make a noise to represent the squeak of " Jack- in-the-box." 2 Beating drum (marching). 3 Shooting toy gun. (Kneel, point gun and pull trigger, saying, "Bang!") 4 Trains of cars. Each row forms a train. The first one places hands on hips. Others place their hands on shoulders of ones in front. Short steps making " choo-choo " of engine. 5 Jumping jacks. (Teacher makes a motion as if pulling a string and children jump into air with feet apart and arms out at sides, returning to position.) 6 Blow up new football. (Breathing). 7 Suggest other toys. Cowboys i Rise early in the morning. Dress quickly. Run to corral to feed horses. 2 Get pitchfork. Get several forkfuls of hay. Lift it high above head and throw it over fence. 3 Skip to the pump. Pump and carry water for horses. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 143 4 Put saddles and bridles on horses. Climb across seat to represent mounting horse. 5 Gallop out into pasture to watch herds of cattle. 6 Have battle with some cattle thieves. 7 Take herds home at night. 8 Water horses. 9 Stretch after day's riding in saddle. Go into house to rest. Indians 1 Run along trail from tent to woods. 2 Have on moccasins so walk on tiptoe through woods with one hand shielding eyes, looking all around among shrubs in search of game. 3 Shooting arrows at bear. Kneeling on one knee stretch arms and aim. Draw one arm back and make soft hissing noise as arrow goes through air. 4 Four or five running steps forward to bear. 5 Stoop and pick up bear, throw it over shoulder. 6 Walk back to tent. • Drop bear on ground. Stretch and take deep breath. Eskimo Life 1 Represent snow storm. Stretch arms overhead and lower them slowly. 2 Blow flakes to represent wind. 3 Walk through deep snow to site of new house. 4 Cut blocks of snow and ice. 5 Lift and carry blocks. Pile them up to make walls. Stamp down first layer of blocks. 6 Leave opening for door. Stoop and look into new home. 7 Get spear and run out on ice. 8 Spear some fish for supper. 9 Bui d fire and cook supper. February Ice Play 1 Reach up high for cap, coat, mittens, and put them on. 2 Pull on boots, leggings etc. 3 Run to the ake. Jump over a log on the way. (Use rope or put chalk marks on floor.) 4 Put on skates. Skate singly and by twos. 144 THE UNIVERSITY OF THE STATE OF NEW YORK 5 Saw blocks of ice. (Men are gathering it for ice house.) 6 Haul blocks into sleds with pulleys. 7 Warm hands and arms. (Swing arms around and let hands strike behind opposite shoulder's.) 8 Warm feet. (Run n place.) 9 Skip home. io Breathe fresh air. Lincoln's Home i Run out to wood pile to gather sticks for fire. Each two rows around one row of desks. Gather an armful of sticks and then run around again to take them into the house. 2 Get water from well. Lower bucket nto well and then raise it, pulling hard, for it is very heavy when filled with water. 3 Walk out to split rails. Each two rows walk around one row of desks with axe thrown over the shoulder. Have to step over many rocks. 4 Split rails. Have to raise axe high and bring down hard. 5 Tired. Breathing. Skating i Put on sweater, cap and mittens. Reach up to get skates from hook or shelf. 2 Get sled and run to lake. 3 Snow on ice. Clear a place to skate, using shovel and broom. 4 Put on skates. Make simple skating movements. 5 Give little brother or sister a ride on sled. 6 Very cold. Warm hands. Find some wood and build a fire. 7 Unfasten skates. Dance and play around the fire. Blow hard to make it burn faster. 8 Skip home. George Washington's Cherry Tree i Pull on sweater. Take several pulls to get sweater over head. Then push arms up into sleeves. Finally give two or three pulls to get it from shoulders down. 2 Run out with hatchet over shoulder. Each two rows around one row of desks. Two chalk marks are drawn on floor of room to represent brook. As children come to it they jump over. Chop down cherry tree. 4 Run home. Each two rows around one row of desks. This time come to a log crossing the brook and have to walk very care- fully over it. (Extend arms at sides.) 5 Tired. Breathing. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 145 March A Birthday Party 1 Run to trolley car. Each two rows run around one row of desks. 2 Reach high up with both hands and pull the door bell. 3 Peanut hunt. Each two rows run around one row of desks. After every five or six steps, stoop to get some peanuts and put in basket. 4 Pull molasses candy. Pull hard, spreading arms far apart. 5 Blow out candles on birthday cake. Take deep breaths before each blow. 6 Play game. Let children choose game. 7 Run home. 8 Breathing. Pioneers Getting Fire Wood 1 Run to woods, dragging sleds. Hands behind as if holding rope. 2 Chop down trees. One foot forward, swing axe over opposite shoulder, then chop, stooping way over as you do so. 3 Loading logs. Every other one, facing the back of the room and all stooping together, pick up log carefully and place on sled at side. 4 Dragging them home. First child drags and stoops forward when walking, hands held behind back. Next child, about 3 feet behind, stoops and pushes. 5 Need fire to cook food. Saw and split some wood. 6 Pick up an armful of wood and carry it into log cabin. 7 Build fire. 8 Blow fire to make wood burn faster. A Play in the Snow 1 All are sleepy. Heads on desks. 2 Wake up and sit straight, stretching arms as though just waking. What shall we do to make us lively? Go out in the snow and play! 3 Hurry to best standing position. 4 Pull on rubber boots. 5 Pull cap over ears (elbows kept out and back). 6 Skip out of the house. Two rows around one row of seats. 7 Stoop way down and pick up handful of snow, make snowball while standing erect. Throw snowball at some spot in room with right arm. Repeat and throw with left arm. 8 Very cold day. Arms must be warmed. Arms out at side. Fling them across chest and slap behind opposite shoulders. I46 THE UNIVERSITY OF THE STATE OF NEW YORK 9 Walk through snowdrift with hands on hips, lifting feet and knees high with each step. 10 Run home. 11 Take in big breaths of fresh air, raising the arms straight from the sides to shoulder height as breath is taken in, lowering them as breath goes out. Policemen 1 At a given signal (whistle) all run to report to headquarters (corner of room). 2 March to posts of duty. Traffic squad, guards, mounted police, etc. 3 Give signals' of traffic policeman. Whistle and raise arm to stop traffic. Point in different directions. 4 Help blind man across the street. 5 Catch horse running away. 6 March back to headquarters. 7 Salute captain as you pass him on street. One child can stand in chair to represent captain. April The Fire Engine 1 Firemen resting at station house. (Relax with head and arms on desk.) Wake up and stand in aisle quickly on fire signal given by teacher. 2 Harness and hitch horses. Drive them on gallop to the fire. (Indicate the drivers and horses.) 3 Pouring water on flames. Hands on hose. Step and squirt hose to the left. (Point and look up high. A soft hissing sound can be made with mouth to represent water. Step and point to right.) 4 Climbing ladder to upper windows. (Children face chairs or seats.) Climbing movements with legs and arms counting i, 2 etc. (On 9 step up on seat with left foot. Up with the right on 10. Omit 9 and 10 if seat tips. Return.) 5 Getting smoke out of lungs. (Breathing.) 6 Driving, horses back to station. The Carpenter • 1 Put on coat, hat and start for work. Carry tools and lunch pail. 2 Saw board. (Place on seat.) 3 Plane board. 4 Bore holes in board. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS I47 5 Drive nails. 6 Eat lunch. 7 Hoist beams. 8 Climb ladder to roof. Nail shingles. 9 Walk home through woods. Breathe fresh air. Ironing 1 Gather clothes. Reach up and take off clothes pins. , Take down clothes, fold and lay in basket on ground. 2 Carry clothes basket into house (basket over head). Each two rows run around one row of desks. 3 Sprinkle clothes. Shake clothes, spread smoothly on desk and sprinkle. Roll tightly. 4 Place irons on stove. Stoop with straight back and bent knees to get irons beneath stove. Stand up straight and place irons on stove. 5 Iron clothes. Use desk as table. 6 Run up stairs to put clothes away. 7 Breathing. Picking Spring Flowers 1 North wind going home, so grass and flowers can grow. Run around room, one row at a time. 2 Rain falling to make ground soft. Raise arms high at side, let them fall slowly to sides with fingers fluttering. Rain falls to ground (floor) ; stoop and let fingers go to floor. 3 Making flowers grow. Bring the arms in close to body and stretch arms upward. 4 Skip to the woods for flowers. Two rows around one row of desks. 5 Picking flowers. Stoop, pick a few flowers, then stand, stoop again, pick, stand etc. 6 Run home. 7 Smell flowers — deep breathing. May May Queen 1 Pick daisies for a chain. Each two rows run around one row of seats. After every five or six steps, stoop and pick a few daisies and put in basket hanging on left arm. 2 May queen is chosen and sits in chair in front of room. 3 Run around room, one row at a time, lay flowres at queen's feet as they pass. I48 THE UNIVERSITY OF THE STATE OF NEW YORK 4 Wind may pole. Each cwo rows skip around one row of seats, raising hand nearest desk, high, as if holding streamer. 5 At. finish of dance all bow to queen. Queen bows to children. 6 All *kip by the queen, holding daisy chains high over heads. 7 Breathing. Smell fbwer«. Going to the Woods 1 All stand in aisles and skip around room twice and back tr> place. 2 All run and jump over brook. (Make two chalk lines on floor.) 3 Throwing stones into brook. (Stoop on count 1 and throw stone on 2 and jump back from splash on 3.) 4 Pick flowers. 5 All climb trees. (Climb over seats.) 6 Storm comes up. 7 All run home before the rain. (Skip to seats.) 8 The wind. (Children face open window and take deep breaths and blow into hands making noise like wind blowing through trees.) Trees Waving in Wind 1 Children skip out to play. 2 Look up and watch the wind clouds. 3 Make a faint hissing noise to represent wind as it starts to blow. 4 Represent tree in wind. First the tree top sways. Bend head, back, forward, right and left. Next leaves quiver. Shake hands in all directions. Then limbs bend. Swing arms. Finally the wind affects the whole tree. Bend trunk in different directions. 5 Make noise of high wind. 6 Run into house to avoid storm. At the Seashore 1 Ride to seashore. Represent horses and drivers. 2 At seashore. Skip to bath house, carrying bathing suits. Put on bathiag suits. 3 Playing in sand. Dig holes, throw stone*, etc. 4 Jumping over waves. Join hands across room. At given signal all jump into a big wave. Repeat several times. 5 Swim around room making swimming motion with arms. 6 Racing on sand. One from each row might compete at one time. 7 Climb on raft (seat) on knees. Jump into water noiselessly. 8;Skip to bath house. Change cloches. 9 Drive home and tell mother of your good time at seashore. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS I49 June Birds Learning to Fly 1. Trying strength of wings. Straight sitting position. Make your wings. Bend elbows and bring hands up to outer surface of shoulders. Up. Lift elbows at the sides, each time a little higher, till after three or four times the hands touch each other beh'nd the neck. Down. Return to position of " Make your wings." 2 Looking over the edge of the nest. Straight sitting position. Brace feet in iron of desks. Hands on hips. To left (right) twist. Turn head and. shoulders to left (right). Look down. Bend over as far as possible without losing balance. Return quickly to straight sitting position. This movement may be taken sitting on desks facing the buck of the room. gj?3 Trying strength of legs. Straight standing position. Spread your wings. Bend knees, trunk erect, lower arms to sides. Straighten knees and raise arms again. P^4 Hopping on the branches. Hands on hips. Up on toes. Hop. (Count for each hop.) Hop forward on toes, both feet at a time. Later children may count and hop rhythmically. 5 Flving. Run around room, raising ana lowering stretched arms a.; if flying. 6 Breathing after returning to nests. Standing position on chairs. Make your wings. Breathe in, raising elbows as in first movement. Breathe out, lowering elbows. Making Ice Cream 1 Stir milk and cream before freezing. Seats raised, stand between seat and deik facing front of room. Stir in large bowl on top of desk. 2 Pour mixture into freezer on floor and carry down stairs. Careful high steps in place. 3 Raise hammer over shoulder and pound ice into small pieces with hammer. 4 Pack ice in freezer. Take handfuls from box on floor and place in freezer on desk. 5 Freeze ice cream. Turn large handle first with one hand and then with the other. 6 Put more ice around freezer. Pack with small stick. 7 Fingers cold. Blow them. 8 Getting hard, so turn with both hands. 9 Open freezer and eat dish of ice cream. 150 THE UNIVERSITY OF THE STATE OF NEW YORK The Playground 1 Run across street to playground. Two rows around one row of desks. (Children may roll hoops as they run.) 2 Going down the " slippery slide." Climb up the ladder (facing seat). At signal, one hand is put on desk and one hand on back of seat. Children jump so that they sit on seat with knees out straight in front of them facing side.of room. Climb ladder again and jump back over seat. 3 The merry-go-round (giant stride) . Each two rows run around one row of desks, both arms raised high, as if holding on to rope. 4 The see- saw. Three lines for each " see-saw." Children in lines 1 and 3 stand facing front of room with arms extended toward the outer lines, the left toward one line, the right toward the other. Children in lines 1 and 3 bend knees and stand erect, alternately, as the hand toward them moves up or down. 5 Skip rope. 6 Throwing the catching ball. 7 Breathing. Circus 1 One-half of class are elephants, the other half children. Ele- phants and children face each other. Children have peanuts in large bag on floor. Stoop down, get a handful of peanuts and throw to elephants. Repeat several times. Elephants form trunks by clasping hands in front. As peanuts are tossed, they swing trunks high up in the air, catch peanuts and carry them to mouth. 2 One child chosen for " ringmaster." (Teacher may be " ring- master.") Other children, horses. Ringmaster snaps whip. Horses gallop in place. Second time whip is snapped, trot; third time, high step. 3 Chariot race. All face side of room. Even rows stand on seats with arms stretched out, driving. Children in odd rows grasp hands and gallop in place. 4 All form band. Two rows beating drums, two playing fife, two rows playing trombone. Each two rows around one row of desks, keeping in step with music. 5 Two rows walking around one row of desks and all imitating some clown's trick, such as balancing stick on chin, juggling balls, walking tight rope. 6 Breathing. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 151 Indoor Games Cat and Mice (10 to 30 or more players) One player is cat and hides behind the teagher's desk. Five or six others creep up to the desk, and scratch on it. As soon as she hears this, she gives chase to the mice, who may save themselves only by getting back to their holes (seats). If a mouse is caught, the cat changes places with -him for the next round of the game. If no mouse is caught, the same cat may continue, or the teacher may ■choose another. Good Morning (10 to 60 or more players) (Goal game). Players in a circle. One player goes around out- side of circle and taps another player on the back. They run around opposite ways and on meeting on the other side of the circle they must stop and shake hands and bow and say " Good morning " three times and then go on in the same direction as before. The one reaching vacant space last must start a new game. Hide the Thimble {Magic Music) (5 to 60 players. Equipment: small object) One player is sent from the room; one of those remaining hides a thimble, or some other small object. The absent player is then recalled and hunts for the thimble. While he is doing this the others •sing or clap, the sound being soft when the hunter is far from the object, and louder as he approaches it. Ruckle, Buckle, Bean Stalk (5 to 60 players) Use any small object. All the players, save one, blind eyes on hands, which are on the desk. The one chosen hides object where it can be seen without moving any object. When the object has been placed, the teachers choose a row or two rows of children to hunt for it. When one spies it he does not at once disclose this fact to the others, but quietly takes his seat, and when seated says, " Huckle, buckle, bean stalk," which indicates that he knows where the object is. The game continues until all have located it. The first one to find the object hides it for the next game 152 THE UNIVERSITY OF THE STATE OF NEW YORK I Saw (5 to 30 players) One row of players stand beside their seats. The leader asks this question of the first player: " What did you see? " The player makes answer and immediately performs some physical action indicative of his action, like, " I saw a dog running through the woods," and then, followed by his row, all run around the room and back to their seats. Each row should be given opportunity to run. The answers should be varied and include the imitation of birds flying, bandsmen playing different instruments, working actions of trades- men or women within the home, trains, autos etc. Variations: (1) increase the length of the run; (2) choose other players within the row to be leaders; (3) have several rows follow one leader. Jack Be Nimble (10 to 60 players) A book set on end, a box, or some other object, about 6 or 8 inches high, placed on the floor in the front of the room, may represent a candle. The players, in single file, run and jump over the candle, keeping the feet together, repeating the rhyme: " Jack be nimble, Jack be quick, And Jack jump over the candlestick." The player who knocks down the candle must replace same. Variations: (1) place several kinds of candles in a row, or around the sides of the room; (2) have each row run separately, those seated repeating the rhyme; (3) support each end of a ruler or pointer on a stack of books, making a low hurdle. Railroad Train {10 to 100 players) Each player is named for some object on a train, as engine, bag- gage car, etc. One person is trainmaster or starter, and tells a story naming all the articles. The player bearing each name runs as named to the starter and lines up behind him, putting his hands on the shoulders of the one in front. When all are on the train the starter gives the signal for going, and the whole train moves on its journey. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 1 53 Slap Jack (Skipaway) (10 to 30 players) All the players but one stand in a circle with the odd one in the center. Those in the circle bend their elbows, which should touch their sides, and extend their hands in front with the palms downward. The object of the one in the center is to slap the hands of any player in the circle while thus extended. The circle players may bend the hands downward or sideways, but may not withdraw the arms or change the position of the elbows. Anyone slapped in this way changes places with the one in the center. In the schoolroom this is played in groups with the players seated, instead of in a circle. Two rows face each other to form a group. The one who is " it " walks up and down the aisle. Squirrel and Nut (10 to 60 players) One of the players is chosen to be a squirrel, running up and down carrying a nut, which is placed in the open hand of one of the players, who have their eyes closed and heads bowed in arms. The one who receives the nut immediately gives chase, endeavoring to catch the squirrel before it can reach the vacated seat. If caught the chaser becomes squirrel and the squirrel takes the vacated seat. However, if the squirrel is able to reach the seat without being caught, he may be squirrel again. Variation: The squirrel may carry two nuts, placing each at the same time, in the hands of two different players. These players may be required to touch one of the corner desks or some mark on the floor, before endeavoring to catch the squirrel; this will give the squirrel an opportunity to make its escape. For the playground: The players form a circle, either standing or sitting; eyes closed and hand outstretched. When the squirrel has dropped the nut it dodges to the outside of the circle, the other player giving chase. Teacher and Class (3 to 60 players) (Imitative.) A leader is chosen for each group of eight or ten players, the players in a line and the leader 8 or 10 feet away at the side. A row in the schoolroom may be taken as a group, with a leader standing in front. The leader tosses the ball or bean bag to the players in turn, beginning at the head. Any player missing 154 THE UNIVERSITY OF THE STATE OF NEW YORK goes to the foot. If the leader misses he goes to the foot and the one at the head becomes leader. If the ball goes twice around and the leader does not miss, he goes in the line just above those who have missed and the head player becomes leader. Outdoor Games Advancing S tatties (jo to 60 players) Explain the meaning of statue. Arrange players along a starting line. The leader, with back toward the players, stands some distance in front, on a finishing line. When the leader says, " Come," the players advance; but when the leader suddenly turns and faces the players, all must remain immovable, like a statue. Those caught moving must return to the starting line. Continue playing until a number have crossed the finishing line, then return all to the starting line for a new game. Variations: (1) players advance, in couples, hands joined, or in groups of three or four or larger groups; (2) players advance (a) side- ways, (b) crawling, or (c) jumping; (3) players advance, holding hands or arms in certain gymnastic positions (a) hands on hips, (b) arms extended, or (c) carrying wands. Charley Over the Water (10 to 30 players) One player is chosen to be Charley. The other players form a circle, hands joined, and walk around Charley repeating this rhyme: " Charley over the water, Charley over the sea. Charley catch a blackbird, Can't catch me f At the last word all the players stoop, while Charley endeavors to tag one of the players before that position is taken; the player tagged changes places with Charley. Variations: (1) if there are a great many players, (a) choose several Charleys, or (6) arrange players in concentric circles, each with its own Charley, but repeating the rhyme in unison; (2) arrange players so that all (a) face forward, or (6) alternate ones face outward; (3) players (a) run, (6) skip or (c) hop around Charley; or (d) advance toward and back away from him. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 155 Crossing the Brook (5 to 60 players) The space between two diverging lines, about a foot apart at the nearest point, represents a brook; the two lines represent the banks. The leader indicates the place on the bank at which the players attempt to cross the brook by a running jump. Those who succeed are led to wider places farther down the brook, until the widest space is reached at which a player can jump the brook. This player is declared winner. Those who fail to reach the opposite bank are out of the game. Variations: (i) players endeavor to cross brook, by a standing jump, keeping feet together; (2) make a wider brook and indicate places which represent stones; the players jump from one stone to another in crossing the brook; (3) vault across the brook with the aid of a pole; (4) a board 2 by 4 inches, long enough to reach across the brook, or several short pieces laid end to end, will serve as a bridge; the players to cross the bridge without stepping into the water. The children will enjoy the bridge, as all children like to walk on an edge. Round and Round Went the Gallant Ship (4 to 80 players) Arrange players in a circle, hands joined, repeating the following rhyme. " Three times round went our gallant ship, And three times round went she; Three times round went our gallant ship, Then she sank to the bottom of the sea." While repeating the last line the children stoop down quickly or tumble and roll over on the ground. Variations: Concentric circles may be formed if there are a .great many players; circles dancing in the same or opposite directions. Squirrels in Trees (10 to 60 players) (Goal game.) Have three players stand so as to represent a hollow tree, facing center with hands on one another's shoulders; have a fourth player stoop within to represent a squirrel. Have the. other players notice how this is done and then have them all form groups of four in same way. There must be one extra player i56 THE UNIVERSITY OF THE STATE OF NEW YORK who is a squirrel without a tree. When the teacher claps hands all the squirrels must change trees, and the homeless squirrel tries to get a tree. This leaves another squirrel out and the game is repeated. After a time have each squirrel choose one of the players of the tree to change places with him, so as to give all a chance to be squirrels Singing Games and Folk Dances The Farmer in the Dell One child is chosen to be the " farmer " and stands in the center of the ring, while the rest join hands and circle around him singing. h T n w 3=2= P£ The farm - er in the dell, The farm - er in the dell, . , Heigh oh! for Row -ley O! The farm -er in the dell. The first child chooses and leads to the center of the circle a second one; the second chooses a third, and so on, while the rest sing the following verse : The farmer takes a wife — The wife takes the child — The child takes the nurse — The nurse takes the dog — The dog takes the cat — The cat takes the rat — The rat takes the cheese — The cheese stands alone. The " cheese " may be " clapped out," and must begin again as the " farmer." Variations: a The game may be ended in this way: after the children sing, "The cat takes the rat," they continue with, " The cat chases the rat," and during the rest of the verse the farmer's family join the circle. When the verse is finished the " cat " chases the " rat " in and out and around the circle of children, who keep their hands tightly clasped, and by raising and lowering them try to help the " rat " and hinder the " cat." PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 1 57 b The last verse may be, " We'll all chase the rat," who breaks through the ring, and is followed by all the players eager to catch him. If one succeeds he becomes the next farmer. This variation is especially good for outdoor play. The Muffin Man tm i J »tm& m r?r 1. Oh, do you know the muffin man, the muffin man, the muf-fin man 2. Oh, yes, I know the muffin man, the muffin man, the muf-fin man 1 1 Ptfc^ w ^^ &fe % =F IE m&¥?3 pfc Oh, do you know the muffin man That lives in Dru - ry lane ? Oh, yes, I know the muffin man That lives in Dru - ry lane. .1 — — i Oh, do you know the muffin man, The muffin man, the muffin man; Oh, do you know the muffin man That lives in Drury lane? Oh, yes, I know the muffin man, The muffin man, the muffin man; Oh, yes, I know the muffin man That lives in Drury lane. Four or five children are selected to take places in the four corners of the room, or whatever other spaces are allowed. As the first verse is sung, each walks or skips in time with the music to some child seated in the room, and, taking him by the hand, leads him to his space in the floor. The little groups of two then join both hands and dance around in a circle singing, " Two of us know the muffin man," etc. After the first verse has been sung and the children chosen, the second verse, " Oh, yes, I know the muffin man," is sung while the 158 THE UNIVERSITY OF THE STATE OF NEW YORK two are marching from the seats to the space in the floor. The play continues, one child after another being chosen until all have joined some group. • Mulberry Bush (6 to 60 players or more; indoors; out "of doors) r ft — » . P m Here we go round the mul - ber ry bush, The feg BE £ IE =£ *=* ^^ mul - ber - ry bosh, the mul - ber - ry bush, Here we go round the I 1 Z* Here we go round the mulberry bush, The mulberry bush, the mulberry bush, Here we go round the mulberry bush, So early in the morning ! This is the way we wash our clothes, We wash our clothes, we wash our clothes, This is the way we wash our clothes, So early Monday morning. This is the way we iron our clothes, We iron our clothes, we iron our clothes, This is the way we iron our clothes, So early Tuesday morning. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 159 This is the way we scrub the floor, We scrub the floor, we scrub the floor, This is the way we scrub the floor, So early Wednesday morning. This is the way we mend our clothes, We mend our clothes, we mend our clothes, This is the way we mend our clothes, So early Thursday morning. This is the way we sweep the house, We sweep the house, we sweep the house, This is the way we sweep the house, So early Friday morning. Thus we play when our work is done, Our work is done, our work is done, Thus we play when our work is done, So early Saturday morning. The players stand in a circle clasping hands, and circle around, singing the first verse. In the second and alternate verses the action indicated by the lines is given in pantomime. In all verses the players spin around rapidly, each in her own place, on the repetition of the refrain, " So early in the morning." Nuts in May Indoors; out of doors (Sung to the air of Mulberry Bush) Here we come gathering nuts in May, Nuts in May, nuts in May. Here we come gathering nuts in May, On a cold and frosty morning. Whom will you have for nuts in May, Nuts in May, nuts in May? Whom will you have for nuts in May On a cold and frosty morning? We'll have (Mary) for nuts in May, Nuts in May, nuts in May. We'll have (Mary) for nuts in May, On a cold and frosty morning. l6o THE UNIVERSITY OF THE STATE OF NEW YORK Whom will you send to fetch her away, To fetch her away, to fetch her away? Whom will you send to fetch her away, On a cold and frosty morning? We'll send (Alice) to fetch her away, To fetch her away, to fetch her away. We'll send (Alice) to fetch her away, On a cold and frosty morning. The players stand in two lines facing each other and holding hands, with a wide space between which will admit of advancing toward each other and retreating. The first line sings the first verse, advancing toward its opponents and retreating. The second line then advances and retreats and sings the second verse. The first line again advances and retreats, singing the third verse, naming some player who stands in the opposing line. The second line, unwilling to yield a player so easily, then advances and retires, singing the fourth verse, in which it suggests that someone be sent to take the one who has been selected for " nuts," and the first line then advances and retires, singing the last verse, in which it names some player from its own side whom it considers a good match for the player whom it has called from the opposite side. The lines then stand still while thes£ two players advance to the center, draw a mark on the ground, or throw a handkerchief down to serve the purpose, take hold of right hands across the line, and have a tug of war. The player who is pulled across the line becomes the captured " nut " and joins the side of her captors. The game is then repeated, with the change that the lines of players sing the verses that were sung by their opponents the previous time, the second line of players starting with the first verse. This should be continued until all of the players have taken part in the tug of war. The line wins which gets the most " nuts." For large numbers of players, instead of a tug of war between , two players only, the two lines may advance, each player joining hands with the one opposite, and all taking part in the tug of war. Still another method is to have the two players who are named, join hands, with the players of their respective sides all lined up behind them for a tug of war, as in London bridge. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS l6l Oats, Peas, Beans and Barley Grows IN 1 i^^ Gz T :& Oats, peas, beans and bar ley grows, Oats, peas, beans and §=£= pi fc* ± IE v — v- bar ley grows, Nor you nor I nor no - bod - y knows How 1= ih p oats, peas, beans and bar ley grows. Thus the farm er S=f * £ Efesfefe It PI sows his seed, Thus he stands and takes his ease, -ft- • -•£- -tt- -»- -el 1 - : ± 1= Stamps his foot and clasps his hands, And turns a - round to J -»- ** fe=£ * (Continued on pan' '62) l62 THE UNIVERSITY OF THE STATE OF NEW YORK Oats, Peas, Beans and Barley Grows — Continued i= t= view his lands. A - waiting for ^m a part ner, 4— 14- P IS as A. - waiting for --£- -£- part «« : So open the ring and 1 * ' b>- choose one in, Make haste and choose your part - ner. P£ mm The players form a ring clasping hands and circle about one of their number who represents the farmer and stands in the center. They all sing the first four lines, when they drop hands and each player goes through the motions indicated by the words of the second verse; sowing the seed with a broad sweep of the arm as though scattering seed from the hand; standing erect and folding the arms; stamping the foot; clapping the hands; and at the end of the verse turning entirely around. They then clasp hands again and circle around singing: " A-waiting for a partner," " A-waiting for a partner," standing still for the last two lines. " So open the ring and choose one in." On these words the one in the center chooses one from the circle as a partner and the circle skips around humming the tune or singing "La, la, la," through once. The new partner then proceeds with the game from the beginning. I PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 163 Round and Round the Village T IE £^*- Go round and round IS the vil lage, Go P=£ i ^ * -* — s- round and round the vil - lage, Go round and round the m £ » » have done be vil - lage, Pi: As fore. Go in and out the windows, Go in and out the windows, Go in and out the windows, As we have done before. Now stand and face your partner, etc. Now follow me to London, etc. The players form a circle, clasping hands, with one player outside. In this game the circle stands still and represents the houses of a village. On the second verse, " In and out the windows," the chil- dren raise their clasped hands and " It " passes in under one arch, out under the next and so on. At the beginning of the third verse, " It " chooses a partner, who follows him around the circle during the last verse. Players stand in a circle, and while they sing the song, " It " in the center imitates any activity, such as mowing grass, raking hay, making bread, etc. She may use dancing steps, such as bowing, 6 164 THE UNIVERSITY OF THE STATE OF NEW YORK skipping, whirling etc., or any gymnastic movements may be used. The circle players imitate " It's " pantomime. When a boy is in the center, the word " laddie " should be used instead of " lassie." Gustqfs Skbl {Gustafs Health) The first part of this small drama represents the vow of allegiance to a superior, while the second is a pantomimic imitation of the yokeo f subjection. Formation. Any number of players in couples, four couples in each group. The four couples form a square. 1 Couples 1 and 3 walk slowly forward 3 steps and lift right hand high with cup they are supposed to carry (meas. 1-2). They extend arms low at side, bend forward, and move back to place (meas. 3-4). Couples 2 and 4 repeat (meas. 5-8). Repeat from the beginning. 2 Couples 1 and 3 skipping (two skips to a measure) advance toward each other, release partner's hands and, taking the hands of the opposite dancers, separate, the boy going toward the left PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS l6$ and the girl toward the right. They pass under the arches made by the side couples, who raise high their joined hands. Immediately after passing under this arch, they separate to the right and left, again returning to each other in original places (meas. 9-12). All partners join hands and skip around vigorously (meas. 13-14)- Stamp three times (meas. 15-16). The music is repeated and couples 2 and 4 dance the second part. The Shoemaker's Dance Danish Km $ 1 1 .1. g=S te :U^= ^ 7 * =£ *v- c - ^ 'tEEEt & zbset Formation: Double circle. Partners face each other. Measures 1-2. With arms shoulder high and hands clutched, roll one arm over the other three times. Reverse and roll three times. " Winding the thread." Measure 3. Pull hands apart and jerk elbows backward twice. " Pulling thread tight." Measure 4. Clap hands three times. Repeat measures 1 to 4. On measure 4 hammer the fists three times. " Driving the peg." Measures 5-8. Join inside hands, outside hands on hips. Skip around the ring. Repeat from beginning. i66 THE UNIVERSITY OF THE STATE OF NEW YORK Did YotPjZver See A Lassie S^ gjjijEl £=fi 4= m zpr=j t-i P F- P 3t=4=t -W— V— )■ -* — *- *=£ fe£ *=£ -I 1- I t* §SE5 -* #- ^ --H"^ ^ i =S— i- ^=F ^r J= i=t =?=*= £pa ? Did you ever see a lassie, a lassie, a lassie, % Did you ever see a lassie, do tfw's way and that? Do tfws way and that way, and tfws way and that way, Did you ever see a lassie do this way and that? Formation: Single circle, all facing left with hands joined. A leader stands within the ring. Lines i and 2 . Players walk forward around the circle. At the words " do this way and that," the one within the ring demonstrates some movement which the others are to imitate. Lines 3 and 4. Players stand in place facing center and perform with the one in the center the movement shown. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 167 The leader chooses another child to succeed him in the ring and joins the circle. Suggestions: Activities of the household, of the farm, gymnastic exercises, dance steps, imitations of animals, street games, athletics and industrial activities. I Hickory Dickory Dock §££ ^ £ Hick ry, dick o ry dock, tick tock, The =E §^ & 2 p^^t^p^i IE mouse ran up the clock, tick tock, The clock struck one, ^r i-trtf ^ 3EE* i--i- i^ *—■ *— r -1 * see the mouse run, Hick - o - ry, dick - o ry dock, tick tock. Et ^ % Formation: Couples stand in single circle facing one another. Dance should accompany words as directed below: " Hickory-Dickory-Dock— " With arms raised above head, sway from side to side. " The mouse ran up the clock " Partners change places with quick little running steps. " The clock struck one," Partners clap right hands. " See the mouse run, " Partners change places. " Hickory-Dickory-Dock." i68 THE UNIVERSITY OF THE STATE OF NEW YORK Partners with hands raised sway from side to side. Partners join both hands, take three slides in line of direction, two stamps, three slides back and two stamps, join right hands, take three slow steps, change places and make a deep curtsy. Join left hands, take three steps back to original place and curtsy. How D'Ye Do, My Partner fc ha- j d-d — \ i 3=« : EfeE =*=* Pfcj 4=*= £5 -1 ,^ - m i ' ^ -d—ei- -#F Jf- 1 1- How d'ye do, my partner, How d'ye do today, Will you dance in the circle? I will show you the way. Chorus: Tra, la, la, la, la, la, etc. Formation: Double circle, partners facing each other. Verse Line i. Children in the outside circle make a low curtsy to partners. Line 2. Children in the inside circle return the curtsy. 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 new partner, and the game is repeated. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 169 / See You {Swedish singing game) Allegro. t h 1 b> - 3 F s t=i I? a2 bm > ufci|: IE EiE£; :*--* s ^ o -d i&- =1= dm £ -■««- ±s 33 -,»■«- F P^ 13 H is 16 fcfc *£ The music consists of two parts of eight measures each. In fitting the movements to the music of A, each measure should be counted thus: " One, two." In fitting the steps to the music of B, each measure should be counted thus: " One, and, two, and." The dancers form in two double lines, which face toward each other and are about six feet apart. In each of these double lines, number i stands in front of numbe 2, with hands on hips; number 2 places hands on partner's shoulder (Measure I.) Number 2 leans head to the left, and looks o ve partner's shoulder across at number 2 of the opposite couple (one) pause in this position (two) . 170 THE UNIVERSITY OF THE STATE OF NEW YORK (Measure 2.) With a quick movement lean head to right and look across at number 2 of opposite couple (one), pause in this position (two). (Measure 3.) With quick staccato movements look to the left (one), to the right (two). (Measure 4.) To the left (one), pause in this position (two). (Measure 5-8.) Repeat, looking first to the right. B (Measure 1-4.) On the first note of the first measure, all clap own hands together sharply and, at the same time, number 2 springs forward to the left of partner and grasps the hands of number 2 from the opposite side, swinging vigorously around to the left with a sliding step, making two slides with the left foot to each measure. (Measure 5-8.) On the first note of the fifth measure, all clap hands together again sharply, immediately grasp the hands of own partners, and swing around to the left as before. At the end of B, all resume the original formation, but with posi tions changed so that number 1 is standing behind number 2. The whole dance is then repeated with number i's looking across at each other. These are the words which accompany the. dance: A I see you, I see you, Tra la la la la la la la, I see you, I see you, Tra la la la la la! B You see me and I see you, Then you take me and I'll take you, You see me and I see you, Then you take me and I'll take you. In the first part of the dance, the movement of the head should be quick and bird-like. In the second part the dancers should grasp hands firmly and lean away from each other, making the swing very vigorous. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 1^1 Marusaki $^m **- ^=T -•-#• ^— * 4>-*3- ^^ is -*-•- #-#- i . Marusaki (i) lives in far Japan, She wears a long dress and waves a fan. When (2) she makes a bow, she bends so low, She (3) sits on a mat on her heels just so. 2. She (4) learns to do writing with a brush, Always very careful, never in a rush. She (5) makes a low bow and bids us come (6) To see the fete of chrysanthemum. 3. Then (7) away we'll haste to fair Japan, Each one with a sunshade and a fan; When the visit's over, home we'll come, Each one bringing home a chrysanthemum. Notes: Stand in aisle facing seats. Right hand at waist (8 measures). Begin Japanese bow by placing one hand and one knee on same side on seat, then the other hand and knee; drop head at " low." Sit back on heels and remain until note 5. Through eight measures hold one hand as if holding a paper, and make printing motions with other hand. Rise to knees and bow heads. Stand with hands as in note 1. Move forward for the first line of stanza 3, backward for second line, etc., in short steps on toes two steps to a measure. 1 75 %=-. w=^a THE UNIVERSITY OF THE STATE OF NEW YORK Bleking Dance -i— jr* 3 ' — i-i- -zTS-'-r-i — »i- ^it|^: S-«— »i« zmn-ijr r-t^tt _.|. s ? =£1-^-;— ~s^?i - » i» pC*^ 1 9^-1 — F — -W 3 -^ — £f- -J — ^-^ — *-•- f — f — 1 J — • w=f -1 1 1 V Lf 1 Formation: Couples, single circle, partners facing and clasping each others' hands. Figure i. Measures i to 8, A: Jump, placing right heel forward, right arm forward at height of shoulder, left elbow drawn back. Repeat with left heel and left arm forward and right elbow back ( Meas. i). Same movement three times quickly with vigor and spirit (right, left, right) (Meas. 2). Repeat the above three times. Figure 2. Measures 1 to 8, B: Beginning with inside foot, take one hop-waltz in place (one measure) and one hop-waltz turning right half way around (one measure). This step is done by taking two little hops on one foot and then two little hops on the other foot, PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 173 the body relaxing to the side on hops. The arm positions for Fig. 2 are similar to that for the waltz, except that the extended arms are moved vigorously up and down, corresponding to the movement of the hop-waltz. Smaller children may simply grasp hands, outside hands on hips and dance forward with a step hop, beginning with inside foot. GRADE 2 Action Stories September Vacation Trip to Seashore or Lake 1 Packing suitcase. Lunch, bathing suit and toys. 2 Riding to station on farm wagon, buggy or automobile. 3 Represent engine starting and pulling train. Bend and stretch arms for piston, make hissing noise for steam, ring bell and blow whistle. 4 Playing on beach or shore. Wade in water, dig holes in sand, throw stones and sail boats. 5 Dinner bell. Run to hotel or camp. 6 Nap after dinner. 7 On signal, wake up and get ready for afternoon swim. Try swimming strokes. 8 Trip in row boat. Sit on desks. Represent sail boat also. Bend for motion of boat while sitting on desk. Blow for wind in sails. 9 Day of fun over. Repack suit case and make return trip. Washing 1 Wash clothes. Seats raised. Stand between seat and desk facing front of room. Use back of seat in front of each child as washboard. Lean well over and scrub hard. 2 Put clothes through wringer. Stand in aisle, facing side of room. Left hand guides clothes while right hand turns handle. Wring some by hand. 3 Run with basket to clothes line. Basket held high over head. Each two rows run around one row of desks. 4 Shake out clothes and hang them on line. Shake clothes with both hands and then reach up on tiptoes to hang clothes on line. 174 THE UNIVERSITY OF THE STATE OF NEW YORK 5 Run out to play while clothes dry. Each two rows run around one row of desks. 6 Blow hard to imitate wind drying clothes. Putting in Winter's Coal i Driving wagon or auto truck from coal yard to house. 2 Carrying coal chute to side window. Reach up to get shute from top of wagon. 3 Open window. It is. down low so stoop to pull it open. 4 Filling bags. Climb into wagon. Shovel coal. 5 Carry bag on shoulder and dump -coal into shute. Imitate noise of coal. Make several trips from wagon to house. 6 Close window. Return shute to wagon. 7 Drive home. Whistle some tune while driving horses. Cowboys i Lasso a pony. Twirl the lasso over the head in large circles with right hand about eight times. Repeat with left. To throw lasso, lean well forward and extend arm in direction of throw. 2 Gallop on ponies, each two rows around one row of desks. 3 Cowboys trick, throw a ball way up in the air and then pull out revolver, aim and shoot, saying " Bang " as trigger is pulled. 4 Gallop around and at signal from the teacher all stoop while still galloping. Pick up a handerchief and wave it in air until there is a signal to stop at seats. 5 Deep breathing. October Gathering Fruit and Vegetables i Run to get baskets, pails and spading forks. A few children should be selected to harness and hitch horses to a big farm wagon. 2 Climb into wagon. (Climb across seats into next aisle.) Ride out to the field. 3 Jump pit of wagon. Carry forks and baskets to the potato patch. 4 Dig and pick up potatoes. Carry them to and put them into wagon. 5 Get other vegetables: corn, cabbage, pumpkins, carrots etc. 6 Take pails and baskets and run to orchard. 7 Reach up high to pick grapes and apples. 8 Carry fruit to wagon. 9 One child drives team home (around room) . The horses have a big load so others have to walk. Eat apples while walking. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 175 Cutting Corn i Run to barn and harness horses. 2 Lead them to well. Pump water. 3 Hitch horses to wagon and drive to field. 4 Put left arm around corn stalks and cut them with corn cutter held in right hand. 5 Shock the corn to let it dry. 6 Husk a few ears and put them into a basket. 7 Pick some large pumpkins and put them in wagon. Put basket in wagon also. 8 Climb on wagon. Drive home. Sing or whistle some tune. Playing with Leaves i Skip out into yard. 2 Bend knees and reach out to get leaves in arms. 3 Put them on top of desk. 4 Have rows face each other. At a given signal, have a fight with leaves. 5 Make some more piles. 6 Run into the house for matches. 7 Strike one on bottom of shoe and burn leaves. 8 Watch fire burn and dance around it. 9 When fire dies down, blow hard to make it burn brighter. Jack O'Lantem and Hallowe'en i Jump over stone wall quietly into cornfield where pumpkins are (into other aisle). 2 Walk quietly, lifting feet high so as to avoid rattling, the corn- stalks and arousing the farmer's dog. 3 Reach down till you find a good one for your jack-o-lantern (reach back, front and side). 4 Run home quietly. 5 Sit down and make your lantern. 6 Run down street and hold your lantern up to someone's window (have every other row sitting at home on desk). Say " Boo! " 7 Stoop down quickly to hide while those inside look out (repeat two or three times). 8 Children with lanterns walk with knees half bent so as not to be seen — to next person's window, put up lantern in front of window, then stoop and hide. Say " Boo! " 176 THE UNIVERSITY OF THE STATE OF NEW YORK 9 Run home softly on tiptoes. 10 Blow out lanterns with two or three deep puffs. 11 Repeat from number 6 on with other rows of children. November Transportation Watch for good posture and call attention to best examples. Use individuals first and then rows to represent the different movements. 1 Girls skipping to school. 2 Boys running out to play. 3 Mother going to make calls. 4 Father hurrying to catch morning train. 5 Boys in swimming. 6 Trotting, galloping and high-stepping horses. Might have riders or drivers for horses. 7 Elephant. Clasp hands to represent trunk. 8 Santa Claus' reindeer. Victory Day 1 Parade by soldiers. Each row can represent soldiers of one of the allies. 2 Boys and girls celebrating. Represent: (a) blowing of horns; (b) beating drums; (c) ringing bells; (d) throwing of confetti; (e) waving flags. 3 Sing patriotic songs. 4 Short talk, " Why we celebrate Victory Day." 5 Flag salute. Farm Chores 1 Run from house to barn. Each two rows run around one row of seats. 2 Pump cool water from well. 3 Feed chickens. Left arm holds box. Right hand takes grain from box and throws it over high fence. 4 Climb ladder into hay loft. ^ S Pitch hay into stall below. With one foot forward lift hay with pitch fork and thrust forward into chute. After repeating several times ram pitch fork hard down chute to be sure hay goes down to stall. 6 Climb down ladder. 7 Run into house. Each two rows run around one row of desks. 8 Breathing. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 177 Thanksgiving Pies i Shake flour. Both hands hold sieve. Shake from side to side over desk. 2 Stir everything up as if bowl were on desk. 3 Roll out crust. 4 Put in oven. Take three pies, one at a time, and put in opposite desks. 5 Run outdoors while pies are baking. Play a game. 6 Take pies out of oven. 7 Burnt fingers, so blow on them. 8 Smell of pies, they are so good. Put them on high shelf. 9 Use " Thanksgiving on Farm " as outlined for first grade. December Coal Mine i Late, so hurry to coal mine; running around room. 2 Light candles. 3 Push coal cart into mine. Desk is cart. 4 Use pickaxe in loosening coal. Swing axe high in air and then down. 5 Shovel coal into cart. Pieces of coal very large and heavy. 6 Push cart back to opening. 7 Blow out candles on caps. Going for Christmas Tree i Put on coats and hats. 2 Run to barn for sled and hatchet. When teacher claps hands they stop. Second clap, they run on to places or woods. 3 Chop down tree. One foot -forward, swing axe over other shoulder. Stoop forward first one side and then the other while chopping tree. 4 Drag sled home. Hands behind as if holding ropes. 5 Dance around Christmas tree. Two rows dancing around one row of desks. Decorating Christmas Tree i Make stand for tree. Get hammer, nails and saw. Walk rapidly to backyard. Knock boards from an old box. Saw boards, etc. 2 Carry stand and tree into house. Put tree in one corner of room. 3 Decorate tree with presents and candles. 4 Light candles. 5 Dance around tree. 6 Blow out candles. I78 THE UNIVERSITY OF THE STATE OF NEW YORK Santa Clous' Visit 1 Driving reindeer. (Sit on tops of desks if they do not tip. Backs straight, arms stretched out in front, hands holding reins Alternately pull in and release reins. Say " Whoa " as you pull in.) 2 Warming feet. (Jump down from seats. Place hands on hips. Up on toes. Run in place. May count for the running.) 3 Breathing. 4 Santa Claus reading names on stockings. (Hold pack over back. Bend forward from hips. Look up and read names. Suggest names. Stand up straight.) 5 Placing presents in stockings. (Reach to pack on back. Bend knees and stoop forward to deposit present. Up straight and stretch.) 6 Climbing rope up the chimney. (Start with one hand in front of chest and the other high up. Alternate hands as you climb.) 7 Driving reindeer. 8 Breathing in cold air. Watch breath as you exhale. January Coasting with New Christmas Sled 1 Drag sled up steep hill. Two rows around one row of desks, bending up high and stopping while walking with hands in back as if holding rope. 2 All push sled and jump on. Face seat and push it with both hands while taking three or four steps. At signal one hand is put on desk and one hand on back of seat, children jump so that they sit on seat with knees out straight in front of them, facing side of room. 3 Hold ropes tight with straight arms. Pull first one arm and then other as if to steer around corner. 4 Jump off. They jump off into next aisle. Turn, face seat and coast down hill again. Repeat. 5 Toes cold so jump in place. 6 Deep breaths and blow on fingers to get them warm. 7 Represent other toys on following days. Soldiers 1 Marching with guns. Whistle some tune. Leader in each row should be drummer boy. 2 Hoist the American flag. Reach up and pull rope, hand over hand. 3 Give the flag salute. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 1JQ 4 Target practice. First shoot from standing position, then kneeling on one knee. Say " Bang " as trigger is pulled. 5 Inspection. Stand at attention for some simple inspection, as posture or clean clothes. 6 Review by some officer. Have child stand on chair in front of room. Others march by and salute. 7 Bugle call. Take deep breath. Hold both hands to mouth and blow bugle. Engineer i Get ready to go to round-house for engine. Put on coat, cap and mittens. Carry lunch pail. Each two rows around one row of seats. 2 Climb into engine. Step in place, raising knees high. Put lunch in box (desk). 3 Clean and oil engine. Reach up high to polish sides. Stoop down to clean and oil parts under engine. 4 Fireman. Shovel coal. 5 Start engine. Sit on top of desk and represent engineer operating levers. Make noise of escaping steam. 6 Look out window and ring bell with one hand saying " ding- dong." 7 Eat lunch. 8 Start and stop for some familiar stations. 9 Return to round house. • io Walk home carrying dinner pail. Indians. r Put on snow shoes. Walk over deep snow to lake. 2 Chop hole in ice. Spear fish. 3 Walk up hill into woods. 4 Look up to locate squirrels in trees. 5 Fix arrow. Bend bow. Shoot. Repeat several times. 6 Run to where squirrel has fallen on ground. Stoop, pick up squirrel and put it in bag. 7 Walk home with game. 8 Build fire to cook supper. Blow hard to make wood burn faster. l80 THE UNIVERSITY OF THE STATE OF NEW YORK February The Ice Harvest i Run out to barn and harness horses. 2 Lead horses to the well. Pump water. 3 Hitch horses to sled (desk). Drive to the lake. 4 Cut ice into blocks with a big saw. 5 Load sled. Blocks are very heavy. Push. Pull. 6 Drive to ice house and unload blocks. 7 Hands cold. Swing arms and let hands strike behind opposite shoulders. 8 Run in place to warm feet. 9 Unhitch and put horses in barn. Valentine's Day One player in each row is chosen to sit on front desk and receive the valentines; the rest of the players stand in aisles. i Run to the house where valentines are to be dropped. Two rows around one row of desks. 2 Players reach up and drop valentines into letter box high up on the door. 3 Reach up high with both hands and pull the bell. Teacher may ring a bell or say " Ding." 4 Players outside stoop way down to hide, while those inside jump down, pick up valentines and look down aisles to see if they can see anyone. Run to another house and hang valentines. 5 Players outside warm their hands by holding them straight out from shoulders and slapping them across the chest, making each arm hit behind the opposite shoulder. Blow breath against fingers. 6 Run home very softly on tiptoes. A Birthday Party i Deliver invitations for the party. Ring door bells, and reach up to put letters in mail boxes. 2 Skip home. 3 Help mother get things ready. Crack nuts, shine apples, set table, etc. 4 Welcome little friends as they come to your party. 5 Gather around table. Eat goodies. 6 Mother brings in cake with six (or seven) lighted candles. Blow out candles. 7 Play games. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS l8l The Shoemaker i Wrap up a pair of shoes. 2 Put on overshoes, coat, cap and mittens. 3 Skip to the. shoemaker's store with pair of shoes. 4 Imitate various movements of shoemaker. Wax thread with big arm movements. Bore holes with awl. Hammer in pegs. Shine shoes, etc. 5 Teach " Shoemaker's Dance." Review the dance if it has been learned. 6 Play in snow on way home. Make and throw snow balls. Play tag etc. March Modes of Travel i With horse and wagon. Sit on desk and drive horse. 2 On street car. Crowded car so reach up high to hold strap. Conductor ringing up fares. Teach " Safety first." Show the correct way to step from a street car. Have children practise using desks and seats for street cars. 3 On bicycle and motorcycle. 4 In automobile. 5 On steam train. Ring bell, blow whistle, have arms describe action of piston, make sound of escaping steam while running around room. Modes of Travel (continued) i In aeroplane. Stand at side of seat. Turn propeller blades rapidly. Climb into aeroplane quickly (seat or on desk.) 2 In row boat. Sit on desks. Bend forward and then back and extend and bend arms to describe big rowing movements. 3 Use some of the travel suggestions to introduce competition between individuals and rows. Example: automobile race. Let each row select name of the car it wants to represent (Ford, Buick, Dodge, Pierce- Arrow, Hudson, Cole etc.). At first have the com- petition between one from each row. Each " auto " must run around its own row. Give directions for running. A little later two or more and finally all in row may run at same time. Let some children assist as judges. Snow Men i Pull on rubber boots. Bend knee up and stretch arms. As you stretch knee, bend arms, pulling on boot. 2 Snow falling outside. Reach up and bring hands lightly down to floor, bending at waist. 152 THE UNIVERSITY OF THE STATE OF NEW YORK 3 Walking through snow. Bend knee high and reach forward with foot. Put foot down and straighten up. Repeat with other foot, etc. 4 To make snow man, roll balls of snow. Stoop down, gather up and roll to front of room. First make body. Run back and roll another to make head, etc. (When complete have a child come forward for snow man.) 5 Make snow balls. Kneel on one knee, gather up handfuls and press hard on knee. 6 Throw at snow man, first left, then right. As ball hits head child drops head forward. One arm drops and then the other. Finally legs are hit and child drops to floor in a heap. (Use rug or paper on floor to protect child's clothing.) 7 Breathe deeply and blow hands when fingers are cold. Keeping Store i Storekeeper leaving home. Reach up for wraps. Put on overshoes, coat, cap and mittens. 2 Walk to corner and watch for street car. 3 Wave to car as one approaches. 4 Climb steps, and pay fare. Reach up and say " ding " as you represent conductor ringing up fare. 5 At store. Find key and open door. 6 Sweep and dust to get store ready for the day's business. 7 Wait on customers. Reach up to get various things from high shelves. 8 Wrap and tie up packages. 9 Ring up money for sales and make change. io Close store and return home at night. April Making Maple Sugar i Pull on boots. Put on coat, hat and mittens. 2 Get tools from shed. 3 Tramp to woods. Jump over ditches and over bogs. 4 Bore holes in maple trees. Drive in spouts and hang pails. 5 Run home, have supper and go to bed. 6 Next morning. Wake up. Get breakfast. 7 Run out to sap trees. 8 Carry pails bade home. Empty sap in big boiler. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 183 9 Build fire. Blow to make fire burn better. 10 Stir sap as it boils. 11 Put some syrup in a dish so it will get cool. Blow it. 12 Skip into house and get some bread to eat with the maple syrup. Repairing Roads 1 Harness horses. Good opportunity for reaching and stretching exercises. 2 Lead horses to well and give them a drink. Pump water. 3 Hitch horses to wagon and drive to a bad section of the road. Climb on seats. 4 Chop old cement with pickaxe. 5 With shovel load broken pieces into wagon. Stoop to get heavy pieces. 6 Drive wagon away. Dump by pushing lever. 7 Get a load of- sand and cement on return trip. 8 Shovel material into mixer. Start engine. 9 Carry cement and fill holes in road. 10 Tired. Breathing. Climb into wagon and drive home. Members of the Fire Department 1 Driving horses to fire. Different fire apparatus for each row of children. Gallop around the room. "Ready — go!" and back to seats. 2 Deep breathing to prepare for work. " In! Out!" 3 Playing water on flames. Feet apart, grasp hose in front, arms outstretched. Move arms slowly to left side, twisting the body somewhat — one! Sway over to right side — two! Repeat and try in rhythm. Make a hissing sound to represent the noise of water rushing through nozzle. 4 Climbing ladder to window. Opposite hand and foot used. Left hand and foot used. Left hand and right knee up. Changing hand and knee-change ! Again — one! Two! Keep it up — begin! 5 Chopping window open. Feet apart, hands over right shoulder grasping axe, body twisted somewhat. Chop, down — one! Swing to other shoulder — two! Keep it going ten counts — go! 6 Throwing clothes out of window. Stoop down, pick up armful of clothes, etc. — one! Stretch up and throw out of window — two! Repeat. 7 Descending ladder. (See exercise 4 above.) 184 THE UNIVERSITY OF THE STATE OF NEW YORK 8 Driving horses home. Slow trotting around room, holding reins in front. 9 Getting rid of smoke in lungs. In! Out! Moving Day 1 Select a few children to represent moving van with one child as driver. At given signal have driver bring van to front of room. 2 Load van with furniture. Some children can carry things to front of room while others pack them in van. 3 Stoop to roll up rugs. Climb on ladder and reach up high to get pictures. 4 Get barrels from the basement (cellar) and roll them out to the van. 5 Shake curtains and small rugs before putting them in van. Blow to represent wind carrying the dust away. 6 All loaded. Cling on van and drive to new house. Skip around room. 7 Unload van. Repeat some of above and let children add other items. May Cleaning House 1 Open windows. Reach up to pull top ones down. Push up lower ones. 2 Roll up rugs. Stoop and walk forward a few steps as you roll rugs. 3 Carry rugs out of doors. 4 Shake small rugs. Beat others. Kneel on one knee. Use beater in right hand and then in left hand. May use beater in both hands. 5 Blow the dust away. 6 Run into house and sweep floors. 7 Get rugs and replace them on floor. 8 Wipe furniture with cloth Reach up high to clean shelves. 9 Get dust out of lungs. Breathe in fresh air from windows. Baseball Game 1 Teacher throws ball and children jump into air to catch it. Repeat, children jumping and reaching to side as well as up, to catch it. A child may be chosen to act as pitcher. 2 Every time one catches it he throws it back to the pitcher. 3 Pitcher throws the ball and children bat it. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 185 4 Make a home run by each two rows running around one row of desks. 5 Throw caps in air because game is won. 6 Side wins, so breathe deeply and cheer, " rah, rah, rah," while waving caps. Making Garden 1 Reach up to get spading fork and rake from shelf. 2 Put them over shoulder and skip to backyard or vacant lot garden. 3 Spade up earth. Turn each fork full over and strike it hard to break up large pieces. 4 Rake garden. 5 Pick up stones and throw them into a pile. 6 Run to get a wheelbarrow. 7 Stoop to pick up stones and put them into wheelbarrow. Wheel them to corner of garden and dump in a pile. 8 Plant seeds. 9 Blow up seed bags. Break them between hands and say " Bang!" Trip on a Sail Boat 1 Rowing out to large boat. Sit on desks, facing back of room, feet on seat. 2 Climb ladder to get into boat. One hand' up and opposite knee bent high, bend arm and put foot on floor, stretch arm and raise other foot. 3 Pull up anchor. One foot forward, stoop and pull first with one hand and then with other, leaning over desk. 4 Hoisting sails. Reach up with one hand, pull down and at same time put other up, etc. 5 High waves make boat go up and down. Rising and sinking on toes, and when it gets very rough bend the knees. 6 Blow and make noise like sound of wind in sails. Home again, lower sails and drop anchor. 7 Return to shore in row boat. June Mowing Lawn 1 Push lawn mower around room or around one row of seats. 2 Run to tool house. Reach up to get rake and broom. Get wheelbarrow also. Wheel it to lawn. 3 Rake grass. l86 THE UNIVERSITY OF THE STATE OF NEW YORK 4 Stoop down and get armfuls of grass to put in wheelbarrow. 5 Wheel grass to backyard, Dump in pile. 6 Go back to get some heavy stones. Stoop to lift them. 7 Sweep sidewalk and put tools away. 8 Skip into house and get lurch. Fishing i Digging bait. One foot raised as if on shovel with hands on handle. Push down with both. Then stoop and throw to right. Repeat throwing to left. Pick up worms and put them in a can. 2 Row out in boat. Sitting on desk facing back of room, feet on seat. 3 Throw line into water. 4 Pull in big fish, hand over hand. Repeat on right and left sides. 5 Row home. 6 Walk home with string of fish. 7 Breathe in fresh air. A Day on the Farm i Running or skipping over grass to fields. Run or skip around the room, one row following the other. Ready — go ! 2. Blowing dandelion seeds. Hold imaginary flower in right hand. Take a deep breath — in! Blow the seeds off — blow! 3 Shaking fruit trees. Standing on tiptoes, arms stretched overhead, shake high branches of tree, five to ten times. Ready — begin! 4. Picking up fruit and throwing into basket. Stoop down to pick up fruit — -one! Stretch knees and throw fruit into basket on left side — two ! Keep it going ten times — -begin ! 5 Swimming in the pond. Feet apart, arms and hands in swim- ming position, in front of chest, elbows bent. Stretch the arms forward — one ! Spread apart — two ! Back to chest — three Repeat — One! Two! Three! 6 Rowing. Sit on desks, arms reaching out in front, grasping oars, trunk inclined forward. Pull back — one! Bend trunk forward again for another pull — two! Try in rhythm. 7 Running back to house, jump over stone walls. Outline space on floor with chalk. Children, in circle formation, jump one at a time over designated space. 8 Regaining breath. Deep breathing with arm raising sideways —In! Out! PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 187 At the Sea Shore 1 Run to catch street car. Carry lunch basket. 2 Crowded car. Hold on straps. 3 Represent conductor collecting and ringing up fare. Reach up, pull strap and say " Ding." 4 Step off car, into next aisle, and skip to beach. 5 Put lunch baskets on bench in corner of room. 6 Take off shoes and stockings and play in sand. Dig holes. 7 Wade in water. Lift knee high at each step. 8 Waves are rolling in. Run back as wave breaks on shore. 9 Stoop, pick up some stones and throw them far out. Make some skip. 10 Eat lunch. 11 Walk back to street car and ride home. Indoor Games Bird Catcher (jo to 30 players) 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 the bird catchers and stand midway between nest and cage. If p ayed 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 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 classroom, each row may choose its name, after which the players should all change places, so that all the robins or orioles will not fly from the same locality. The teacher calls the name of a bird, whereupon all 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 in 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. l88 THE UNIVERSITY OF THE STATE OF NEW YORK Changing Seats (20 to 60 players) (Imitative.) Players seated at desks. When teacher commands " Change right," all move one place to right and the right-hand row stands. In like manner the command may be " Change front," " Change back," or " Change left." At first it is best to follow each change by the reverse, so as to allow those standing to get seats, but later they may be told that they must run to the vacant seats on the opposite side or end of the room. Leaders may be chosen to act in place of the teacher. Drop the Handkerchief (jo to 30 players) The players form a circle. A player, with a handkerchief, runs round the outside of the circle, and drops it behind someone without attracting that one's attention. If the one behind whom the hand- kerchief has been dropped, discovers it, he gives chase to the other player, who endeavors to get to the vacant place without being caught. Should he be caught he takes his place on the circle and the other player carries the handkerchief. If the one who dropped the handkerchief can make a complete trip round the circle, before it is discovered, the one behind whom it was dropped must enter the center of the circle, and remain there until some other|player|is compelled to enter. Fox and Squirrel (20 to 60 players) (Tag game.) Players arranged in groups of four as in " Squirrels in Trees." There must be an odd squirrel and also another player who is the fox. The fox chases the odd squirrel, who can escape the danger by going in a tree, since foxes can not go there. But a tree will hold only one squirrel, hence the squirrel in a tree must run out as soon as a second one enters, and the fox has one squirrel to chase all the time. Any squirrel tagged by the fox when out of a tree becomes a fox, and the fox then becomes a squirrel and must instantly run away and get in a tree to avoid being .-aught. Going to Jerusalem (10 to 60 players) All the players stand. The players of rows 1 and 2, and 5 and 6, march around their two rows, from left to right, or clockwise, and the players of rows 3 and 4 in the opposite direction. When the leader PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 189 claps his hands, each player endeavors to secure one of the seats belonging to his group. The number of seats should be one less than the number of players; a chalk mark placed on the desk will indicate which seat may not be occupied. The unsuccessful pupil now occupies a seat, other than the one which is marked, and the marching continues as before. When two players of each group remain, they should march around all the seats, and the player of the last two, who secures a seat, wins the game. Variations: (i) pupils sing as they march, the leader directing as described above; (2) the three unsuccessful players step to the front of the room, and together sing or whistle for the next march, then return to their seats; in this variation the seats of the three players must be crossed out before the march begins; (3) arrange chairs in the front of the room, facing alternately in opposite directions, there being one less than the number of players; (4) stand Indian clubs in a row, players grab a club. For the playground or gymnasium: Place stones or beanbags in a row, one less than the number of players. A short distance from each end of the row, place another stone; the players always march around these two stones, which should not be removed. Bean Bag and Basket Relay (20 to 60 players) Each player is prov : ded with a bean bag. A waste-paper basket or a box is placed on the floor near the blackboard in front of each aisle. Horizontally with the forward edge of each front desk, a cha'k line is drawn on the floor at the end of each aisle, which serves as a throwing line, from which players throw their bean bags into the baskets. The game is a competition of skill rather than of speed. At a signal from the teacher, the first pupil in each row stands, places his toe even with the throwing line, and tosses his bean bag toward the basket. If the bag goes into the basket, it scores 5. Should it lodge on the edge of the basket, it scores 3. Should it fall outside, there is no score. As soon as these first players have thrown they return to their seats and the second row across the room steps forward and throws. This is continued until each player has thrown, and the line which has the highest score wins. There should be one score keeper for the entire game, who should draw a diagram on the board in which to write the score. 190 THE UNIVERSITY OF THE STATE OF NEW YORK. Overhead Relay (20 to 60 players) Alternate rows play, and there should be the same number of players in each row, all players seated. The first pupil in each row has an eraser or book or bean bag upon his desk. Upon command the pupil seizes the object with both hands, and passes it over his head. The object is immediately grasped by the next player who passes it over his head, with both hands, and so on until the last player receives the object. Upon receiving the object, the last player runs up the right side of the row, while the other players, using the left aisle, move back one seat, leaving the front seat vacant. The last player, after seating himself in the front seat, passes the object over his head with both hands, and the relay continues as before. The row that first returns all of its players to their original seats, wins the relay. Variations: (1) pupils hop to the vacant seat; (2) players run to the front passing around an Indian club, before seating themselves; (3) the whole room may play at the same time, if the players in rows 1 and 2 move back in the aisle separating the two rows, while the players of row 1 run up the right side of their row. and the players of row 2 run up the left side of their row. The players of rows 3 and 4, and 5 and 6 move in like manner. No conflict whatever will occur; because all players in the same aisles are moving in the same direction. Simon Says (20 to 60 players) The players sit and each makes a fist of each hand with the thumb extended. One, chosen for leader, says, " Simon says, Thumbs up! " and " Simon says, Thumbs down! " " Simon says, Thumbs wiggle waggle! " placing his fists on the table with the thumbs as indicated. The players imitate him. If at any time the leader omits the words " Simon says," the players must keep their hands still and not imitate his movements. Any player then imitating him must either pay a forfeit or become leader, or both. Outdoor Games Circle Ball (10 to 60 players) Players stand in a circle with from 3 to 5 feet between each two. The game consists of tossing the ball rapidly from one player to another but not in regular order. The sport comes from the unex- PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS IQI pectedness with which the ball may be thrown acroBS the ring, or to thepextplayer. Put the element of sportiintoithcgame or else it will be very dull and useless. Any player failing to catch the ball should sit down, the player winning who stands up the longest. Frog in the Middle (10 to 20 players) Players stand in a circle. The frog sits in middle. Circle players taunt frog by seeing how near they can approach, him without being touched. When a player is touched he becomes the frog. Puss in the Circle (jo to 30 or more players; playground; gymnasium) A large circle is marked on the ground or floor. One player, who is puss, stands in the center of this circle; the other players stand outside the circle surrounding it. These players may be tagged by puss whenever they have a foot inside the circle. They will make opportunity for this by stepping in and out of the circle, teasing puss in every possible way to tag them. Anyone whom puss touches becomes a prisoner and is another puss, joining the first puss in the circle to help tag the others. The last one tagged is the winner of the game. This is one of the games particularly suited to make a timid child courageous, and a teacher or leader using the game with little children should urge such timid children to take an active part in the game. Twelve O'clock at Night (Midnight) (10 to 30 players) (Tag game.) Mark off a fox's den in one corner and a chicken yard in another. Choose a player to be the fox and another to be the mother hen. The rest of the players are chickens. The mother hen arranges the chickens in a compact group and then leads them up close to the fox's den and inquires: " If you please, Mr Fox, what time is it? " If he replies any hour except midnight, they are safe and may play about; the hen lets them play a moment and then gets them together again and, standing between them and the fox, asks the time again. When he replies " Twelve o'clock at night," they must run to the chicken yard, and the fox tries to tag one. The fox chooses a fox for next time, the mother hen chooses another player in her place, and the game begins as before. 192 THE UNIVERSITY OF THE STATE OF NEW YORK Wind and Flowers (4 to 30 players) In the center of the playing area, draw two parallel lines, about 5 feet apart. The players are divided into two groups, A and B. Group A retires a little distance and decides upon some flower; each group now takes its place on one of the lines. The members of group B endeavor to guess the name of the flower; if successful they give chase to the members of the other group, who run for their goal, at the opposite end of the playing area; those caught become mem- bers of group B . Group B now selects a flower and group A endeavors to guess the name of the flower. Variations: (1) if too long a time is spent in endeavoring to guess the name of the flower, the leader should say " blow wind," where- upon the guessers give chase to the flowers; (2) players take three running steps, after which they must hop on one foot in proceeding toward the goal or in chasing; (3) rest on one knee; or on both knees; (4) sit or lie down. Singing Gaines and Folk Dances The Jolly Miller S ^ -*- •*- PEE£E£^^3f =i=* Jolly is the miller who lives by the mill, The wheel goes round with a right good will; One hand in the hopper and the other in the sack, The right steps forward and the left steps back. Formation: A double circle, partners facing in the same direction, with left? sides to the center and inner hands joined. Description: All march forward around the circle while singing the first three ines. At the last line, those in the outer circle step for- ward and those in the inner circle step backward, thus changing partners. The game is repeated as often as is desired. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 193 When the children have learned this well, an extra player may stand in the center and when the change is made he endeavors to secure a partner. If he is successful, the one left without a partner must take his place. Lads and Lassies J: SL ^£3= «s=t Az -w^—*- 1. Lads andlas-sies out a walking chanced one day to meet, 2. Lads and las -sies home re -turning gai ly wave good bye; ^^fe m St First they bowed, then clap- ping hands, Danced with nimble feet. Hop ing soon to meet a- gain, Com - ing thro' the rye. »££= h » 1 1 1 • h « — _L_,_E_ :t Pill Skip. — # — 1 — •- ^ *_*-4 =t=t -«^- -«*- -#£- 4J--4L i=t £=£ -»--- =Wii^z zizijc: d=3t -»— •- Formation: Two lines facing each other; partners opposite. First verse — part i (a) Partners walk slowly toward each other — 1-8. (&) Bow — 9-10. (c) Grasp hands and partners face for skipping — 11-16. 194 THE UNIVERSITY OF THE STATE OF NEW YORK Part 2 : (a) Children sing Tra-la-la and skip around to rear, where the first couple joins hands, forming a gate, while the other couples skip through gate and each couple in turn joins hands, thus forming an arbor — i7~3 2 - Second verse — part i : (a) Partners slowly walk back to their original places, waving good-bye — 1-8. (b) Bow slowly — 9-16. Part 2 : (a) Same as part 1 of first verse — 17-32. Seesaw 3=P m ^ 1 — See - saw, See - saw, see - saw, up and down we go; rz ^-f- 5- r~ ti — r~ -f — ?- r|- TT T^ -ri i r-l H *~i » • J • «' J n n T S 4 rr know, With whom to dance just so. And if . la, yes, boom-fa- ra -la la. i * ^E you will be —I— 1 1- £^£ I 3 IF nS= I 4-J *^ ^ IV s -N^C £S P ff^i V 'J V V -#-=- part-ner to me, Just put your hand in mine, And dance so merri-ly. te 11 m &^m^=^5=B f — sr 13 14 is 16 I98 THE UNIVERSITY OF THE STATE OF NEW YORK The music consists of one strain of sixteen measures, which is repeated as many times as necessary. ' The dancers form in a large single circle with hands joined, with several extra dancers inside the circle. The following words are sung as they dance: Our little boys (or girls), we know, When to dancing they go, Would like a girl (or boy) to know, With whom to dance just so. And if you will be A partner to me, Just put your hand in mine, And dance so merrily. Then boom-fa-ra-la, boom-fa-ra-la, boom-fa-ra-la-la, Yes, boom-fa-ra-la-la, yes, boom-fa-ra-la-la, And if you will be A partner to me, Just put your hand in mine, And dance so merrily. The Dance I (Measures 1-8.) The dancers forming the large circle begin with the left foot and walk around so that the circle moves to the left, taking two steps to each measure and swinging the joined hands in and out in time to the music. At the same time, the several dancers inside the circle walk around in the opposite direction, each one with hands on hips (or swinging the arms in time to the music) and keep- ing close to the outside circle. (Measure 9.) As the dancers sing "And if," each of those inside the circle chooses a partner from the outside circle, taking her left hand with his right. (Measures 10-16.) These couples continue walking around inside the circle in the same direction as before, swinging the joined hands and keeping the outside hands on the hips; at the same time the out- side circle continues walking around in the same direction as before, having closed up the gaps in the circle. II (Measures 1-4.) The outside circle skips in the same direction as before, taking two steps to each measure. At the same time the couples in the center join both hands and, leaning away from each other, swing around to the right in place, with two skipping steps to each measure. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 199 (Measures 5-8.) All skip and turn in opposite direction. (Measures 9-16.) As they sing "And if you will be," etc., all walk again, the outside circle moving around from right to left, and the couples in the inside circle going in the opposite direction, all swinging hands as before. At the end of the chorus there is a short pause, during which the dancers who were originally in the center of the circle quickly take places in the outside circle, leaving the dancers chosen by them inside the circle. The dance is then repeated as before. From Burchenal's " Dances of the People " Copyright, 1913, by G. Schirmer. Washing the Clothes (Swedish singing game) Allegretto. p££g =P* -*-*- ££ -*-*- -*-* » r r i I EC m ^E^ 33£ t ni -t-p- * :t ? F=e t :4= Formation: Partners facing each other in circle. I Dancers bending forward go through scrubbing motion with the words: " We will wash our clothes, we'll wash them, We will wash our clothes just so, We will wash our clothes, we'll wash them, We will wash our clothes just so." Measures 1-8. II Touch right toe across left, replace foot, heels tog ether. Same with left foot. Repeat above movements twice, then turn one whole turn to the right with three stamps and three claps . 200 THE UNIVERSITY OF THE STATE OF NEW YORK Measures 9-16. In the same way movements of rinsing, wringing, hanging and stretching the clothes may be performed, each time substituting the appropriate word in the song, as, " We will rinse our clothes," etc. Conclusion Dancers join hands in single circle and take sixteen running steps around to the left (measures 1-8). Repeat in the opposite direction and finish with three stamps (measures 9-16). The Chimes of Dunkirk .Allegro gS tSLfc *=tt=* *=*'■ SEE I^LT / i s ■0-*- -m — 3 — * — =1- fe *=•- K m E Formation: A single circle. Partners face each other, with hands on hips. Description: (Measures 1-2.) Stamp three times; right, left, right. (Measures 3-4.) Clap three times. (Measures 5-7.) Join hands with partner; start with the left foot and turn around to the left in place with quick running steps. (Measure 8.) Change partners by running forward on the last measure. (Measures 9-16.) Repeat all. From ,Cr ampton's " The Folk Dance Book.:: Copyright. 1909. by A. S. Barnes & Company. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 201 Indian War Dance ±=£ +-T*- £=£ dhdt=£ ^g=s= e h 3. g • f7f=Ff=f * -j-J- i i i ^=4 ^^ SE ra^^^ at=*=* ii«r 76 £=*=*=£ :*=&=£ zjg 1 - rfg=i=¥ SS ttg: I IO I i=i n*r- 3= ^=^=i— *= 3~*"T ff « — L « — « — « — « — E t^ — i :sfc ^ I I '-I4"«- iS 16 -^ — ^S— 1- *E^ 17" :** Ise :gfc ■ l^ U^ UJ 2=fe 4=8= 3=^ SE fc£ mf f m -#- -•- -•- mf f t=J=t m ** -# — »- =E=F / P*«E !=f=S -•- -»- -S- L«=a W m Formation: Single circle. Partners facing each other. Number 1 of each couple places hands on partner's waist. Number 2 places hands on partner's shoulders. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 203 I Partners in above position polka around circle. In this polka number 2 moves constantly forward, number 1 backward — 16 meas- ures. 2 Hands on hips Stand still facing each other 1 measure. Stamp three times 1 measure. Stand still 1 measure. Clap own hands three times 1 measure. Left hand on hip, shake right forefinger three times 1 measure. Right hand on hip, shake left forefinger three times 1 measure. Strike partner's right hand and whirl to left on left foot. . 1 measure. Hands on hips, face partners, stamp three times 1 measure. GRADE 3 Relief Drills September and February First half of the month The work for the first half of September need not be fully duplicated in February; but a review should be made. Such essentials, for example, as the necessity for good posture should be covered fully. Marching need not receive the same detailed atten- tion in February that it does in September. In September the pupils, after a long vaction, will be somewhat out of practice, while in February the pupils will come from another grade where they have had more or less practice for four months. As soon as the teacher has received her class it is suggested that, at the earliest time possible, she proceed to organize her class for the relief drill. The following may be done all at one time or divided into parts to suit the time and the convenience of the teacher. The latter way is the better. 1 Select pupil health officers: a Choose the boys and girls who will be of most assistance and most likely to have a good influence over the rest of your class. b Assign and explain duties of health officers and arrange that those pupils open windows and inspect the room without further orders whenever a relief drill is announced. The time for the execution of their other duties should be determined by the teacher. Pupils not selected at first may be called on without warning. If this is 204 THE UNIVERSITY OF THE STATE OF NEW YORK understood, all the pupils will pay attention during these two- minute drills. 2 Make tests for posture: a Inspect each pupil individually and be accurate as well as rapid in your judgment. Ask one of the pupils whose posture was good (or better, the one whose posture was the best) to secure the names of those standing at the end of the test. b Post class percentage. c Correct the posture of children who need such correction. The teacher should not limit corrections to the two-minute periods. Each child should be encouraged to cultivate the habit of sitting straight, standing straight, and being straight. Good posture can come only from habit. To get the best results, constantly remind the pupils who need correction. For a teacher to be told her pupils have good posture is highly complimentary. 3 Explain importance of posture. (See Bancroft, " The Posture of School Children "; Goldthwait, in Pyle's " Personal Hygiene.") After this part of the organization has been completed teach the pupils the proper sitting posture An exercise may be made out of those rules which govern correct posture in the following way: Active, Position! (Pupils sit erect, feet on the floor under the desk, hips pushed back to the back of the seat, arms at side. Back must not touch the back of the seat; that is the " active position.") Passive, Position! (Pupils maintain the correct erect carriage or posture of the trunk as above but rest against the back of the seat bending at the waist; that is the " passive position.") Note: Alternate these two exercises and repeat several times. They may be given at any time during the day, especially when a generally poor posture is noticed. They may also be given as part or independently of the two-minute drill. The following exercises are intended to relieve the cramped fingers of pupils who, in rural districts, may have been milking, working with a hoe, and so on. They may also be given in any school and in any district during or after periods of writing, drawing, sewing, working in the shops, and so on. a (i) Shut fingers (make a fist — gently) (2) Open fingers (extend the fingers very forcibly in order to procure the maximum extension 'of the cramped fingers). Note: The numerals " 1 " and " 2 " indicate the count — One! Two! One! Two! PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 205 Four times with the aims hanging at the side of the body; then four times with the arms moved to the front horizontal; then four times with the arms moved to the side horizontal; then four times with the arms moved overhead; then call " Halt!" and bring pupils to attention. b Hand or wrist shaking. The hands are held in a loose, dangling position during the exercise. Done to the count of four with the arms at the side of the body; then to the count of four with the arms moved to the front horizontal; then to the count of four with the arms moved to side horizontal; then overhead; then " Halt!" and bring pupils to attention. 5 a Look over your classroom and find the best way to arrange your pupils for their exercises. The best way may be to arrange that boys pass through the aisles in the front of the room and the girls to the aisles in the rear when such a grouping is needed for relief drills. b Select certain pupils to act as " drill leaders." You may use one child to a group or one to each aisle. Arrange to change leaders with enough frequency to keep the children interested in competition for these positions. 6 a Explain the uses and importance of learning how to march; for example, in handling crowds, fire drills, and orderly movement of classes in schools; value of alert response and command. He who has not learned to obey may not be trusted to command. b Left (right), face! (i) Raise left toes and right heel, one-quarter turn on left heel, push with ball of right foot — one! (2) Having turned one-quarter left, bring the right heel to the left heel — two! (For Right, face! turn on right heel, push with the ball of the left foot.) Note: Execute the facing at first with a pause between the first and the second counts. When pupils have thoroughly learned, face without pause. Give pupils individual attention if necessary. Class should finally respond with snap and in unison. Never permit any marching, halting, facing etc., to be begun or ended with a stamping of feet. Watch posture! c Mark time, March ! Raise the feet, beginning with the left, alternately, about 2 inches from the floor. Count 1-2 and repeat, or 1-2-3-4, and repeat. Do not say, left! left! left!, but you may say, left, right, left, right. d Halt! Given as either foot strikes the floor. In learning to halt properly, children should, after the command " Halt!" is given, advance the 206 THE UNIVERSITY OF THE STATE OF NEW YORK rear foot one step and say, " one!", then bring the other foot up to it and say, " two!" and stand at attention. After they have learned do not count. (In marking time the beginner is very apt to increase the cadence, which should not be more than in marching, that is, 1 20 steps to the minute.) e Forward, March! (about the room if possible). Step out with the left foot. Avoid shuffling. Keep about 14 inches of space between units. Last pupil in column starts at the same time the first one does. Come to a " mark time " but avoid crowding; then to a "Halt!" Note: After children have learned how and if school conditions permit, march from room by twos and back again, as practice for fire drill. Insist upon good . posture. Repeat in consecutive two-minute periods until pupils execute these movements promptly and in unison. September and February Second half of the month Preparatory commands (may be used by all teachers for all lessons), 1 Ready for exercises ! (Pupils stop whatever work they are doing. May take off coats or sweaters if it is found desirable.) 2 Active— Position! 3 Class — Stand! (Pupils rise quickly and quietly and assume correct standing position.) 1 Relaxation: Class, Stretch! Attention! (Raise arms sideward, upward, a little forward of vertical; rise on toes and stretch.) Another relaxation exercise is described by Doctor Crampton as follows: "Hands on shoulders, Place! Full breath! Fists tight ! Stretch. The pupils bend to side and back and twist slightly, stretching the arms as they naturally would stretch when tired." "Attention " or " Position " should be correct posture—" chest high," and arms hanging easily at sides. A second variation is a simple, informal command, " Stand up and stretch!" That will permit each pupil to stretch in his own characteristic way. Call class to— Attention ! (Place emphasis on last syllable. Use first two syllables as a preparatory command, and the last syllable the command of execution with a rising inflection thus: Atten-Shun-') 2 Marching: a Select orders from previous lessons and add: b About, face! PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 207 " Carry the toe of the right foot about a half foot-length to the rear and slightly to the left of the left heel without changing the position of the left foot; face to the rear, turning to the right on the left heel and right toe; place the right heel by the side of the left." Note: " About " is always done to the right unless the order is " Left about." (The Infantry Drill Regulations do not rail for " Left about." It has a place in gymnastics, however, and is given for the purpose of producing better coordination and development.) c One step backward (or forward), March! d One step left (or right), March! In stepping forward (or backward) count one step more than the number of steps given; thus, one step forward (backward) count two; three steps forward (backward) count four. In stepping to the left (right) double the number of steps given; thus, one step left (right) count two; three steps left (right) count six. 3 Exercise: A Postural: Movements are done at the command of execution; for example: " Arms forward to side horizontal, Raise!" The description of the exercise tells the pupils what they are to do, the word " Raise " tells them to do it. Thus they respond to command. The word " Position!" brings the pupils back to the correct standing position. Each exercise is held for a few seconds in order to give time for making necessary corrections of posture. Remember that a general command to stand erect, to raise the head, etc., addressed to an entire class may produce an overcorrection in the posture of those who have already assumed the correct posture. It is better to make individual corrections and also to commend those pupils who have a good carriage. Do not hold any position for more than a few seconds, otherwise the work loses its recreative value and be- comes nerve racking. a (1) Arms forward, Raise! (2) Position! b From — Hands on hips, Place! (thumbs to the rear). (1) Left (right) knee upward, Raise! (2) Position! Each two times. B Rhythmic: Repeat the " postural exercise " to rhythmic count — One! Two! for four or five times, not too fast or too slowly. Exercises should be done slowly enough to give time to learn them and then the cadence may be increased. Some exercises or parts of exercises may have to be done to a slower cadence than others. March time is usually the best time for proper rhythm and cadence. 208 THE UNIVERSITY OF THE STATE OF NEW YORK Start the rhythmic exercises by commanding, Begin! Stop the exercises by commanding, Class, Halt! C General: During the general exercises always place the hands on the hips, thumbs to the rear, unless otherwise stated. Hop on left (right) foot, each eight times. Note: Considerable variation may be secured in all of the two-minute drills by having more marching at one period and only one calisthenic exercise; or less marching and more calisthenics; or less of both and more of the general exercise, and so on. D Breathing: Standing at attention with the hands on hips: (i) Inhale! (slowly through nose) (2) Exhale! (forcibly through mouth — Blow!) Repeat four times. Or (1) Arms sideward upward and inhale (slowly through nose) rising on toes. (2) Arms sideward downward and exhale (forcibly through mouth; Blow!), lowering heels. October and March First half of the month 1 Relaxation: Select from previous lesson. 2 Marching: a Select from previous lessons. b Column left (right), March! , • A column is formed when the units are one behind another. A column may be a single file, or two, four or more abreast. Column left (right), March! The head of the column turns to the left (right) and the rest follow when they arrive at the place of turning. 3 Exercise: A Postural: a (1) Arms forward, Raise! (2) Position! b From — Hands on hips, Place! (1) Left (right) leg forward, Raise! (Toes pointed and foot raised a few inches from the floor.) (2) Position! Each two times. B Rhythmic: a Do " a " of postural exercise to count; One! Two! b Do " b " of postural exercise to count; One! Two! c Or alternate "a" and "b" each four times. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 209 C General: Alternately hop on the left and the right foot, 16 counts. D Breathing: Select from previous lesson. October and March Second half of the month i Relaxation. 2 Marching: a Select orders from previous lessons. b Countermarch left (right), March! The head of the column turns (180 degrees) and marches in the opposite direction. The rest follow when they arrive at the place of turning. (The Infantry Drill Regulations do not call for " Countermarch." It has a place in the classroom and the gym- nasium, however.) 3 Exercise: A Postural: a (i) Arms sideward, Raise! (2) Position! b From — Hands on hips, Place! (1) Left (right) leg sideward, Place! (2) Position! Each two times. B Rhythmic: a Do "a" of postural exercise to count; One! Two! b Do " b " of postural exercise to count; One! Two! c Or alternate "a" and " b" each four times. C General: Skipping forward around the room. D Breathing: See previous lessons. November and April First half of the month 1 Relaxation. 2 Marching : Select from previous lessons. 3 Exercise: A Postural: a (1) Arms forward and left (right) knee, Raise! (2) Position! b (1) Arms forward upward and left (right) knee, Raise ! (2) Position! Each two times. 210 THE UNIVERSITY OF THE STATE OF NEW YORK B Rhythmic: a Do "a" of postural exercise to count, One! Two! b Do " b" of postural exercise to count, One! Two! c Or alternate " a " and " b " each four times. C General: Select from previous lessons, or, skipping forward in and out, up and down the aisles. D Breathing. November and April Second half of the month i Relaxation. 2 Marching: Select from previous lessons. 3 Exercise: , A Postural: a (i) Arms forward and left (right) leg upward, Raise! (2) Position! b (1) Arms sideward and left (right) leg sideward, Raise! (2) Position! Each two times. B Rhythmic: o Do " a " of postural exercise to count, One! Two! b Do " b" of postural exercise to count, One! Two! c Or alternate " a " and " b." C General: Select from previous lessons, or skip left sideways around the room, turn and skip back right sideways. D Breathing. December and May First half of the month 1 Relaxation. 2 Marching. 3 Exercise: A Postural: a (1) Arms sideward to finger tips on shoulders, Raise! (2) Position! b From— Hands on hips, Place! (1) Trunk left (right) sideways, Bend! (2) Position! Each two. times, PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 211 B Rhythmic: a Do " a " of postural exercise to count, One! Two! b Do " b " qf postural exercise to count, One! Two! c Or alternate " a " and " b " each four times. C General: Select from previous lessons, or skipping, turning alternately left and right. D Breathing. December and May Second half of the month i Relaxation. 2 Marching. 3 Exercise: A Postural: a (i) Arms sideward to finger tips on shoulders, and trunk left (right) sideward, Bend! (2) Position! b (1) Arms sideward to finger tips on shoulders and heels, Raise! (2) Position! Each two times. B Rhythmic: a Do "a" of postural exercise to count, One! Two! b Do " b " of postural exercise to count, One! Two! c Or alternate " a " and " b " each four times. C General: Select from previous lessons, or maze running (running in and out and up and down the aisles). D Breathing. January and June First half of the month 1 Relaxation. 2 Marching. 3 Exercise: A Postural: a (1) Arms forward upward, Raise! (Head erect!) (2) Position! b From hands on hips, Place !. (1) Left (right) knee and right (left) heel, Raise! (2) Position! Each two times. 212 THE UNIVERSITY OF THE STATE OF NEW YORK B Rhythmic: a Do " a " of postural exercise to count, One! Two! b Do " b " of postural exercise to count, One! Two! c Or alternate " a " and " b " to count. d Or combine "a" and " b " to count as follows: (i) Raise arms forward upward, raise left (right) knee and left (right) heel. (2) Position! Each four times. C General: Select from previous lessons. D Breathing. January and June Second ha'j of the month 1 Relaxation. 2 Marching: Select from previous lessons. 3 Exercise: A Postural : Select from previous lessons. B Rhythmic: Select from previous lessons. C General : Select from previous lessons. D Breathing. PHYSICAL TRAINING D Indoor Games Bean Bag Circle Toss (10 to 30 or more players) There should be a bean bag for each of the players except one. All the players form a circle, being separated from one another by a small space. At a signal from a leader, each player turns toward his right-hand 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 small children it may be advisable at first to play the game with a fewer number of bean bags, till they grow accustomed to tossing and turning quickly to catch. Balls may be used instead of bean bags if desired. When the tossing has gone once or twice around the circle to the right, the direction should be changed to the left. It is well to have PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 213 one of the bean bags of a different color from the others, so as to know when the circle has been completed. Any player failing to catch a bag must pick it up and toss it regularly to his neighbor. Bean Bag Ring Throw The players are divided into groups of equal numbers, which compete against one another. Rings 12 to 18 inches in diameter are drawn on the ground or floor, one ring opposite each group of players lined up in single file. The leader of each row toes a starting line drawn across the floor 10 to 15 feet from the row of circles. Each group has six bean bags or other objects for throwing. At a signal the leader of each row throws each of his bags in succession toward the circle and scores 1 point for each bag that lands within the circle. Any bag that touches the line does not count. The player then takes up his bags and runs to the rear of the line, giving the bags as he passes to the first player in the row. The players all throw in turn until the leader comes again to his original place. The row having the highest score wins. Points may be awarded for the team finishing first. Line Zigzag (20 to 100 players) Playground; gymnasium; schoolroom. Any ball; bean bag In this form of zigzag ball the players are all in two ranks, which comprise two competing teams. The players of one team alternate with the players of the opposing team in each of the two ranks. The balls will cross in starting and repeatedly thereafter unless one should outdistance the other. The players form in two ranks which face each other, with 5 feet space between. The players in each rank should be from 2 to 5 feet apart. Each rank numbers off in twos, the first player of one rank starting with number " 1," and the first player of the second rank starting with number "2." The players stand so as to face each other directly, instead of facing a space between the players ot the opposite rank. This will bring a number 1 facing a number 2 all the way down the ranks. If desired, the numbers 1 may each tie a handkerchief on one arm to designate them, though this help to memory detracts much from the alertness demanded and cultivated by the game as well as from its sport, and may be dispensed with after players have become slightly familiar with the game. 214 THE UNIVERSITY OF THE STATE OF NEW YORK Follow the Leader (5 to 60 players) One player, who is specially resourceful or skilful, is chosen as leader. The others all form in single file behind him and imitate anything he does. The leader aims to keep the line moving and sets hard tasks for them. He should go over and under obstacles, touch high points by jumping, etc. Anyone failing to perform the task drops out of the game or pays a forfeit, as is decided beforehand. Have You Seen My Sheep t (10 to 30 players) The children form a ring with a child outside the circle. The one outside touches one of the players on the back and asks, " Have you seen my sheep? " To this question the other replies, " No, how was it dressed? " The first child then describes some player, who, when he recognizes himself, must run around the circle and try to regain his place without being tagged by the one outside the circle. Hopping Relay Race (10 to 100 players) A starting line is drawn on the ground, behind which the players stand in two or more single files facing the goal. The goal should be 10 or more feet from the starting line and may consist of a wall or a line drawn on the ground. At a signal, the first player in each line hops on one foot to the goal and hops back to the rear end of his line, which has moved forward to fill his place when he hopped out. He touches the first player in the line as he passes him and this player at once hops to the goal and back. Each player thus takes his turn. The line wins whose leading player first regains his place. In a schoolroom the players remain seated until it is their turn to hop. If the game is repeated have them use the other foot. I Say, " Stoop " (5 to 60 players) The players stand around the room forming a circle, and in front of them the leader or teacher. The teacher says quickly, " I say, stoop! " and immediately stoops herself and rises again. The players all imitate the action; but when the leader says, " I say standi " at PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 215 the same time stooping herself, the players should remain standing. Anyone who makes a mistake and stoops when the leader says, " I say stand! " is out of the game. This may be made a very amusing little game to fill in a few dull moments, and when used in a school- room it serves to refresh tired minds very quickly. The leader should speak and move very rapidly and make unexpected variations in order which the two commands are given. Line Ball (.10 to 60 players) Lines divide up even. Draw a line in front of each row 5 feet distance (if children are large, increase the distance). Now draw another where each in front row will toe. At command, one who is s or more feet from start throws ball to one toeing the line. He catches and throws back, runs to right and end of his line. Each one follows until all through. Schoolroom Tag (10 to 60 players) Schoolroom A circle about three feet in diameter is drawn on the floor in the front of the room and serves as a goal. One player is chosen to be " it," and stands 10 feet from the goal. The other players sit at their desks. The one who is " it " calls the name of some player, who must at once rise and try to run through the goal and return to his seat without being tagged. In order to do this, he may have to make quite a detour before passing through the goal, or he may be able to run through it at the opening of the chase. The chaser must also run through the goal before he may tag the runner. If the chaser succeeds in tagging the runner, he continues to be chaser, and calls the name of another player to run. If the runner gets to his seat without being tagged, he changes places with the other and becomes " it." Tag the Wall Relay Race (jo to 60 players) The players are divided into four, five or six equal teams, or captains are appointed to choose the teams. ■ A line is marked parallel to a wall or fence and 30 to 50 feet away j-rom the wall. Mark on the wall, opposite each team, the number 2l6 THE UNIVERSITY OF THE STATE OF NEW YORK of the team. This mark will be the spot the runners have to tag. If there is no wall or fence at one end of the field of play, place some objects, like chairs or boxes, to represent the wall. The teams in file formation, and with 6 to 8 feet distance between each team, line up behind the 30-foot line. At the word " go," the first runner ot each team crosses the line, runs as fast as possible to the wall, touches the wall with his hands, returns in the same manner, tags the next member of his team, and takes his position close behind the last runner of his team. The second runner also runs as soon as tagged in the same manner as the first, and so on every member of each team runs as soon as he is tagged. The race is finished as soon as the last runner has tagged the first runner. The team first finishing wins the race. Outdoor- Games Corner Spry (10 to 60 players) (Relay.) Place a group in each of the four corners. Four captains stand in the center facing their groups, each having a bean bag. At the signal each captain tosses the bag to the first player of his group, who returns it to the captain. It is passed in this way to all the players, and when it reaches the last one the captain calls, " Corner spry," at which the first player runs out and becomes captain, all the players move up one place, and the former captain takes the last place. Each player thus is captain in turn, and each tosses the bag to all the players before calling " Corner spry." The team whose original captain comes to the captain's position and receives the ball first after all the rest have served wins the contest. Follow Chase (10 to 30 or more players) Gymnasium; playground The players stand in a circle with arms stretched sideways, resting on one another's shoulders, thus making a wide distance between. One player is chosen for runner and one for chaser. The game starts with the runner in one of the spaces under the outstretched arms of the players, and the chaser in a similar position on the opposite side of the circle. At a signal from a leader both start, the runner weaving in and out between the players or dashing across the circle in any way PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 217 that he sees fit ; but the chaser must always follow by the same route. If the runner be caught, he joins the circle; the chaser then takes his place as runner and chooses another player to be chaser. The leader (who may be one of the players) may close the chase if it becomes too long by calling " Time! ", when both runners must return to their places in the circle, new ones taking their places. For large numbers there may be two or more runners and an equal number of chasers, or the players may be divided into smaller groups. Hill Dill (10 to 30 players) One of the players is chosen to be " it," and stands midway between two goals; all the other players stand on one of the goals. When " it " calls, " Hill, dill, come over the hill," all the players run to the opposite goal. Those tagged assist in the tagging when the players again run across the playing area. The game continues until all are caught. The one first tagged becomes " it " for the next game. ■ Variations: (i) players divided into two groups, each occupying a goal; they run in opposite directions at the command to " come over the hill "; (2) two, three or four players join hands, and as a group cross to the opposite goal: the taggers must form similar groups; (3) enter or leave the goal through one or more gateways indicated by the space between two stones; (4) taggers confined to an area between two parallel lines, about 15 or 20 feet apart, in the center of the playground. Stoop Tag (" Squat Tag ") (4 to 60 or more players) Indoors; outdoors One player is " it " and chases the others, trying to tag one of them. A player may escape being tagged by suddenly stooping or " squatting "; but each player may stoop but three times. After the third time of stooping, the player may resort only to running to escape being tagged. Any player tagged becomes "it." For large numbers of players there should be several taggers. 2l8 THE UNIVERSITY OF THE STATE OF NEW YORK Singing Games and Folk Dances Bean (Pease) Porridge Hot ^r- & £ T m=£z J=i ££ p^4 ^^S =tf* -«-= — s* isii 3=3= 3*=*±= IE r? • — Li \ — —I ■-!•— » i|L T=F t Jz =£=F =t=3= -a-t t- + Pease porridge hot, pease porridge cold, Pease porridge in the pot nine days old; Some like it hot, some like it cold, Some like it in the pot nine days old. Chorus : Tra, la, la, la, tra, la, la, la, etc. Formation: Double circle, partners facing. Verse Line i Clap both hands to thighs; clap own 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 own hands; clap partner's hands. Lines 3 and 4 Repeat action from the beginning. (Counts — 1, 2, 3; 1, 2, 3; 1, 2, 3, 4, 5, 6, 7.) Clwrtis All raise arms sideways (hands joined), and take sixteen sliding steps around the circle to the left; then sixteen in the opposite direc- tion. During the last measure all move to the right and take new part- ners. Repeat from the beginning with the new partner. From Crampton & Wollaston, " The Song Play Book " Copyright, 1917. by the A. S. Barnes Company PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 219 A Hunting We Will Go g^ fc#g = ««■*- :5=i- tf =E •» — .•»—«- -B>- .A &=*f -•-«-•-»'- -F=l— P=3- » #-7— * #- "i* P^ f=r r ^ s? =3= O' a-hunting we will go, A-hunting we will go, We'll catch a fox and put him in a box, And then we'll let him go. Chorus: Tra, la, la, la, la, la, la, etc. Formation: Two parallel lines of six players each, facing each other. Verse Lines i and 2. The first (head) couple join crossed hands and skip down between the ranks. The other players stand in place and clap hands in rythm. Lines 3 and 4. The couple faces about (turning inward without losing the grasp), and return in the same manner. Chorus All join crossed hands and skip to the left in a circle, following the leaders. When the head couple reach the place previously occupied by the last couple, they form an arch under which all the others skip. The second couple now becomes the head. The game is repeated until all have regained their original positions. From Crampton & Wollaston, " The Song Play Book " Copyright, 1017, by the A. S. Barnes Company 220 THE UNIVERSITY OF THE STATE OF NEW YORK Nixie Polka -eS-4- U i r-r-jntj : 3 : i rj. * L4 4 l [3J'3i Ui ^ Formation: Single circle. Hands on hips. Face center. One in center as leader. Measures 1-4. All take bleking step — spring feet forward alter- nately heel on floor, toe up. On last note clap hands once. Measures 5-7. Leader runs twelve steps to meet a partner. Others in place. Measure 8. Stamp twice. Repeat, leader and partner facing. As leader turns to run to some other player, the partner follows, placing both hands on the leader's shoulders. Repeat until all are in line. The line may face about each time, alternating leaders. In large classes it is well to start with two in the center, each leading his own line. Little Bo-Peep (For music, see Mother Goose Melodies) " Little Bo-Peep has lost her sheep." Hands at waist. Three skips forward, R, L, R, and feet together. 'And can't tell where to find them." Shake heads, R, L, R, L. " Leave them alone, and they'll come home." Three skips back to place, R, L, R, face partners. " Wagging their tails behind them." Nod heads up and down to partners three times and on last nod bow to partner. Second verse. Repeat 1-4. Third verse. Hands at waist; 16 skips, two rows around one row of desks. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 221 Taffy Was a Welchman i S^ m Taf - fy was a Welch - man, Taf - fy was a thief, ite |§= ^^ Taf - fy came to my house and stole a piece of beef; §M m m ^ 5= & I went to Taf - fy's house, Taf fy was n't home, & i i ^ « I re- turned the fa iffei fr— r~ vor And stole a mar - row bone. # Two straight lines, boys on one side, girls on other, facing each other. i Measure i. " Taffy was a Welchman." Face right, take three strong steps forward, left, right, left, arms swinging, i, 2, 3. Left about turn on 4. (Lines move in opposite directions.) 2 Measure 2. Sneaking steps back to place, right, left, right (1, 2. 3), face partners on 4. 222 THE UNIVERSITY OF THE STATE OF NEW YORK 3 Measure 3. Three strong steps to center, right, left, right, and feet together on 4. Making a straight line down center, girls facing one way, boys the other, partners' right shoulders together. 4 Measure 4. Back to places with quick, little backward steps; arms in circle in front of chest as though holding something (1. 2, 3. 4)- 5 Measure 5. Forward with three skips, right, left, right, and together on 4. Form straight line as in 3. 6 Measure 6. Bend forward and look right (1, 2), look left (3, 4). 7 Measure 7. Four sneaking steps around partners to face original places. 8 Measure 8 . Quick, little running steps ; forward to original places ; arms as in 4. B Quicker music, no singing, head couple leads down center to play, all ' following. Step right, left, right (1, 2, 3), extend left foot forward and hop on right (4). Same, beginning with left foot. Continue through eight measures. Washwoman m 2z li^E£ f_j* ff =S &^m ***** U uJ is 2: fe^l =£r?C=$ Efci: Sf - A— A g ^BB PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 223 Washwoman — Continued ^P m ** PP^i & t f 1 =a 4 m » m ^ ^ f IF ^ f- ir?ra fefe ^F d d d Formation: Couples around the room, partners facing each other. -, scrub ■ scrub — , scrub — , scrub — , -, wring — , wring — , wring — , 1 Song: Scrub - Wring — , wring - (Repeat all.) Dry the clothes, dry the clothes, Bring them in, bring them in. First motion: Two long scrubs, three short, quick ones, in time to music. Second motion: Two long wrings, three short, quick ones. Third motion: Partners join hands and swing them forward and back in time to music, to represent drying the clothes. Fourth motion: At last line both partners turn under their arms, with two sets of three stamps each. 2 Partners face forward, joining inside hands, take three steps for- ward and face about, take three steps forward in opposite direction and face toward each other. Curtsy to each other in forward direction, in backward direction, pirouette outward, and give three stamps to finish. Figures i and 2 may be repeated ad libitum. 224 THE UNIVERSITY OF THE STATE OF NEW YORK *jThe Ace of Diamonds ^^ tt=t=!=* ±±±^ 4 ■ 4 as i PH fe£ Bi »"j-j-«-S 12 9 : u f rt^ ± 13 H E& 3^ B? UJ 'LU ^22ESf^^^ p p p ^S is 16 17 18 §* i *9. i— 3- fiSBi 20 ^ -•— 21 * * f & i=£ m ?• ? * - _S__1_ 23 * P £ -X— T 24 £ Formation: A double circle, partners facing each other, hands on hips. Number i has back to center, number 2 faces center. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 225 Description: Part I Partners clap hands, hook elbows and swing around and back as follows: Measure i. Clap own hands briskly (one and) ; hook right elbows (two and). Measure 2. With three little running steps, swing around to the left (one and two), free elbows (and). Measures 3-4. The same, hooking left elbows and swinging around the other way. Measures 5-8. Repeat. Children's Polka P- ^S. r%- 3tE+ •*-=—•- SS^E w mf Bi^a A »t £-1: i- 5 *- *=£ t=t tnr-D V d= 'D $ iLAHM ■*- -.•• fe Si -*=* i 14 ire/ -t IS 16 -f- -*- m/ % I -F 1 Si --t-- c~j m 226 THE UNIVERSITY OF THE STATE OF NEW YORK Formation: Single circle. Partners face each other. Join hands, arms extended at sides, shoulder high. Measures 1-8. Glide polka toward center — slide, close, slide, close, three running steps in place. Repeat moving outward two measures. Repeat the whole step four measures. Measures 9-12. Clap thighs with both hands. Clap own hands in slow time. Clap partner's hands three times in quick time. Repeat. Measures 13-14. Point right toe forward, place right elbow in left hand, and shake finger at partner three times. Repeat left. Measure 15. Turn complete circle right, with four jumps. Measure 16. Stamp three times. Repeat from beginning. From ;Crampton's," .Folk Dance Book." Oopyright.il 909. by A. S. Barnes &iCo. 2 Carrousel A I UJLi" i i i m Pret - ty maid-en, sweet and gay, Car - rou - sel is run - ning; M ibfe -4^-f- $ ^m It will run till even ing. Lit - tie ones a nick le, -0- -0- -0- -0- Cfc !* 1- !« *-|— »- — * 1 * * 1 f == * j 1 m— J — I ■ 1 1 \ f — j — ! — U- p^pf IE *=£ 3E big ones a dime, Hur - ry up, get a mate, Or you'll r*- f-iJ =t^L 3^ g^M PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 227 Carrousel — Continued B I -0- -0- -0- ^0- +- -»- -0 sure-ly be too late. Ha, ha, ha, hap - py are we, ^=w '0 m . §1 T 4 • An - der - son and Pet - er - son and Lund-strom and me. £= P • 1 ^ "C^L This dance represents the merry-go-round or flying horses. The dancers form in a double circle, standing in couples, both facing toward center of circle. The front ones of all couples join hands in a circle; the back ones place their hands on their partner's shoulders. During "A" dancers move toward left with a slow, sliding step. Measure i. Make a long slide to the left with the left foot, close the right foot to the left and repeat. Measures 2-7. Continue to left, and stamp on " Up," " Mate," :" Surely," "Late." B Measures 1-4. Still moving to left, with time slightly accelerated, execute the same step, but in double time, that is, making four slides ; to each measure instead of two. t Measures 1-4. ' Repeated. Repeat, sliding to right instead of left. At the end of " B," partners immediately change places, those who _>were behind now standing in front with hands joined, the others ^behind with hands on partner's shoulders. Taken from Burchenal's "Folk Dances and Singing Games" fand printed by kind permission of G. Schirmer, Inc., owner of the ^.copyright, and the author, Elizabeth Burchenal. 3 8 228 THE UNIVERSITY OF THE STATE OF NEW YORIC Danish Dance of Greeting 2 I m JQF**=f=* ^ 33r££$ Welcome, welcome, you are welcome, Come and join us in our play; r- 3=4 i— * — • — * — #- Welcome, welcome, you are wel-come, Come and join us in our play. $ m Hap - py we'll be to - day, While we all sing and play; te S- i B -•— =i- k . ^ 4 > ■ Hap - py we' 11 be to - day, While we all sing and play. H Formation: A large circle, partners side by side, facing inward. i Clap hands twice, face partner, bow. Repeat, but bow to neighbor on the other side. 2 Stamp twice and turn completely around with three running steps. Repeat from the beginning. 3 Grasp hands, shoulder high, and skip sideways in line of direction, sixteen counts, then right sixteen counts while the music is repeated. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 229 Hopp Mor Annika (Swedish) Formation: All form a double circle, partners standing side by side, inside hands joined. Bow to each other (first two measures). Walk forward eight steps, swing hands (two measures). Skip forward eight steps, swing hands (two measures). Finish facing partners. Clap partner's right hand, clap own, clap partner's left, own, partner's right, own. Stamp right foot when striking right hands; stamp left foot when striking left hands. Continue clapping and stamping for eight measures. Partners standing side by side, inside hands joined, sliding inside feet forward diagonally, bringing partners face to face. Measures 13-20. Polka around circle, turning toward and away from partner. Repeat from beginning changing partners at intro- duction. Pop Goes the Weasel f ^m -2=Mz PI^eM=M= I fefct *=t fcfc *-M^t P— W- 1E -J-* — * f-i— r -%—*- •j — *- m t=t ^=^ t=tt* 4— =1— =1— B — * 3=± I ^-r-#— #- f-rf-r- &E F P^ « m 3p=i w -f-l- Continued on Page 230 230 THE UNIVERSITY OF THE STATE OF NEW YORK pm Pop Goes the Weasel — Continued in . - > ■ f=tt j>" < t n j i -i : *=£ wm t 2 -*-i Formation: Double circle. Partners holding inside hands, outside hands on hips. i Measures 1-2. Beginning with right foot. Step, step, step. Point left. 2 Measures 2-3. Beginning with left foot. Step, step, step, Point right. 3 Measure 4. Step right, place left foot behind, bend knees. 4 Measure 5. Step left, place right foot behind, bend knees. 5 Measures 7-8. Girl skips around under boy's right arm, which is held high. Sing " Pop goes the weasel." Repeat the whole dance in the opposite direction. Gymnastic Drills, Marching and Games First Half Year First Month 1 Marching: a Follow one directly behind the other. b Follow a zigzag course, one directly behind the other. Develop leadership. If possible, let each pupil at some time have an opportunity to lead the column. 2 Mass drill: Follow step; Hips, Firm! a (1) Step left foot forward. (2) Bring right foot to left foot (heels will then be together;. Repeat, half way around the room. b This exercise may be given variety by alternately stepping forward with the left and the right foot, by doing the work on the toes, and by holding the arms raised sidewards, over- head, or placing hands on one in front, etc., while going around the room. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 23 1 3 Breathing: Standing in " position," hands on hips. 0(1) Inhale (slowly through nose). (2) Exhale (slowly through mouth, blow). Repeat four or five times. or b (i) Arms sideward upward, inhale. Rise on toes. (2) Arms sideward downward, Exhale! 4 Group dances, games or play. , , . . Second Month i Marching: a Follow a zigzag course, one directly behind another. b March in circles. Closed circle, then from one circle to another going in an opposite direction. 2 Mass drill: Follow step: a Repeat the steps of the previous month but do them turning the body alternately left and right. For variety, raise on the toes. b Repeat " a " in a column of twos, zigzag the course, or work in circles, and introduce arms sideward, upward etc., for variety. 3 Breathing. 4 Group dances, plays and games. Third Month 1 Marching: a In column of twos march in a zigzag, or spiral course. b March in open circles, closed circle, inner circle goes in direc- tion it is facing. Outer circle faces about and goes in a new direction. c Or any other simple figure marching. d Or select from previous month's work. 2 Mass drill: a In single file, hands on hips, skip half way round the room. b In single file, hands overhead, skip half way round the room. c In column of twos, join inside hands, outside hands on hips, skip half way round the room. For variety, introduce arms in different positions, turning body, etc. d Or select or alternate with previous lessons. 3 Breathing. 4 Group dances, games and play. 232 THE UNIVERSITY OF THE STATE OF NEW YORK Fourth Month 1 Marching: a Forward, or mark time, March! Halt! Single file first, then column of twos. b Divide column of twos into two single files as the column comes down the gymnasium, one file to the right, the other to the left, have them meet again and form a single file or a column of twos. c Or other similar easy marching evolutions. 2 Mass drill : a In single file, hands on hips, " gallop " alternately left and right around the room. For variety, introduce arms in different positions. b In column of twos, facing inward, join hands, " gallop " alternately facing inward and outward, letting go of one hand, or holding with both as turning outward inward is made. 3 Breathing. 4 Group dances, games and play. Fifth Month 1 Marching: a Form single file, then column of twos, then column of fours; Forward, or mark time, March ! Halt ! b Or select from previous lessons. 2 Mass drill: Group A (Two-count exercises) a (1) Raise arms sideward. (2) Position! b (1) Raise arms forward upward. (2) Position! Group B From: Hips, Firm! a (1) Bend trunk forward. (2) Position! b (1) Raise on toes. (2) Position! c Stationary run. 3 Breathing. 4 Group dances, games and play. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 233 Second Half Year First Month 1 Marching: a Review marching of previous months. b From column of four divide into two. Column of twos, one going to right, one to left. When they meet " sand- wich " into single column of twos. At end of row alternate twos go right and left, when they meet form column of twos. 2 Mass drill: Group A (Two-count exercises) a (1) Raise arms forward. (2) Position! b (1) Raise arms sideward upward. (2) Position! Group B From: Hips, Firm! a (1) Deep knee bend. (2) Position! b (1) Raise on toes. (2) Position! c Stationary run, or hopping alternately on left and right foot. 3 Breathing. 4 Group dancing, games and play. Second Month i Marching: a Review marching of previous months in grade 3. b From column of fours divide into two columns of twos. One column turning to the right forming and marching in a circle; the other column turning to the left forming and marching in a circle. When head of each column comes to place of beginning form column of fours again. 2 Mass drill: Group A a (1) Raise arms forward and raise on toes. (2) Position! b (1) Raise arms sideward and raise on toes. (2) Position! 234 THE UNIVERSITY OF THE STATE OF NEW YORK Group B Prom: Hips, Firm! a (i) Raise left knee. (2) Position! b (1) Bend trunk forward. (2) Position! c Stationary run. 3 Breathing. 4 Group dances, games and play. Third Month 1 Marching: Choose from previous months in grade 3. 2 Mass drill : Group A a (1) Raise arms sideward and raise left knee. (2) Position! b (1) Raise arms sideward upward and raise left knee. (2) Position! Group B From: Hips, Firm! a (1) Jump to straddle. (2) Position! b (1) Jump to stride stand. (2) Position! 3 Breathing. 4 Group dances, games and play. Fourth Month 1 Marching: a Form single file. March down middle of room. Send one alternately to the right and one to the left. The two columns meet in middle of the other end of room forming a column of twos. At other end of room send alternately two to the right and two to the left. Meet as before, forming a column of fours. Then separate the column of fours into two columns of twos, sending one right and one left. When they meet " sandwich " them to form a single column of twos. Then reduce by similar procedure to a single column. b Or choose marching from previous months. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 235 2 Mass drill: Group A a (1) Raise arms forward and deep knee bend. (2) Position! b (1) Raise arms sideward and deep knee bend. (2) Position! Group B a (1) Raise arms sideward upward and raise on toes. (2) Position! b (1) Raise arms sideward and straddle jump. (2) Position! 3 Breathing. 4 Group dances, games and play. Fifth Month 1 Marching: Choose from previous months. 2 Mass drill: Group A a (1) Raise arms forward. (2) Position! b (1) Raise arms sideward. (2) Position! Group B a (1) Raise arms forward and raise left knee. (2) Position! b (1) Raise arms sideward and rase on toes. (2) Position! 3 Breathing. 4 Group dances, games and play. GRADE 4 Relief Drills September and February The work for the months of September and Febraury is common to all grades. See page 133 f or those lessons. 236 THE UNIVERSITY OE THE STATE OF NEW YORK October and March First half of the month 1 Relaxation: Select from previous les ons. 2 Marching: a Select from prev'ous lessons. b Column left (right), March! A column is formed when the units are one behind the other. A column may be a single file, or two, four, or more abreast. Column, left (right), March! The head of the column turns to the left (right) and the rest follow when they arrive at the place of turning. $ Exercise: A Postural: a (1) Arms forward upward, Raise! (Head erect) (2) Position! b (1) Left (right) leg, forward, Step! (2) Position! Each two times. B Rythmic: a Do " a " of postural exercise to count, One! Two! b Do " b " of postural exercise to count, One! Two! c Or alternate " a " and " b." Each four times. C General: Skipping around room. D Breathing: Select from previous lessons. October and March Second half of the month Relaxat on. Marching: a Select from previous lessons. b Countermarch left (right), March! The head of the column turns (180 degrees) and marches in the opposite direction. The rest follow when they arrive at the place of turning. (The Infantry Drill Regulations do not call for " Countermarch "; it has a place, however, in the classroom and the gymnasium.) PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 237 3 Exercise: A Postural : a (1) Arms sideward, upward, Raise! (2) Position! b From — Hands on Hips, Place! (1) Left (right) leg sideward, Step! (2) Position! Each two times. B Rhythmic: a Do "a" of postural exercise to count, One! Two! b Do " b " of postural exercise to count, One! Two! c Or alternate " a " and " h " to count. Each four times. C General: Stationary run, 1 6 counts. D Breathing. November and April First half of the month i Relaxation. 2 Marching: Select from previous lessons. 3 Exercise: A Postural : a (i) Arms forward and left (right) leg forward, Step! {Head erect) (2) Position! b (1) Arms sideward upward and left (right) leg sideward, Step! (2) Position! Each two times. B Rhythmic: a Do " a " of postural exercise to count, One! Two! b Do " b " of postural exercise to count, One! Two! C General: Low stationary jumps, 16 counts. D Breathing. November and April Second half of the month 1 Relaxation. 2 Marching: Select trom previous lessons. 3 Exercise: 238 THE UNIVERSITY OF THE STATE OF NEW YORK A Postural: a (1) Arms forward, upward, Raise! (2) Position! b From — Hands on hips, Place! (1) Lett (right) leg backward, Stretch! (Do not bend the knees.) (2) Position! Each two times. B Rhythmic: a Do " a " of postural exercise to count, One! Two! b Do " b " of postural exercise to count, One! Two! c Or alternate " a " and " b " to count. Each four times. C General: Select from previous lessons or maze running (in and out, and up and down the aisles). D Breathing. December and May First half of month 1 Relaxation. 2 Marching: Select from previous lessons. 3 Exercise: A Postural: a (1) Arms forward, Raise! (2) Position! b From — Hands on hips, Place! (1) Half deep knee, Bend! (Bend the knees and raise heels off the floor. It is a sort of " half squat." Hold body erect.) (2) Position! Each two times. B Rhythmic: a Do " a " of postural exercise to count, One! Two! b Do " b " of postural exercise to count, One! Two! c Or alternate " a " and " b " to count. Each four times. C General: Select from previous exercise or maze skipping (in and out, and, up and down the aisles). D Breathing. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 239 December and May Second half of month i Relaxation. 2 Marching: Select from previous lessons. 3 Exercise: A Postural: a (1) Arms forward upward and left (right) leg backward, Raise! (head erect, tack arched, do not bend knees). (2) Position! b (1) Arms forward and half deep knee, Bend! (2) Position! Each two times. B Rhythmic: a Do " a " of postural exercise to count, One! Two! b Do " b " of postural exercise to count, One! Two! c Or alternate " a " and " b." C General: Select frcm previous lessons. D Breathing. January and June First half of month 1 Relaxation. 2 Marching: Select from previous lessons. 3 Exercise: A Postural exercises: Select from previous lessons, or, a (1) Arms sideward upward and downward to hands on shoulders, Bend! (all in one movement). (2) Position! b From — Hands on hips, Place! (1) Trunk forward, Bend! (Keep the back flat and head up. One can not bend far. Bend at the hips.) (2) Position! Each two times. B Rhythmic: a Do " a " of postural exercise to count, One! Two! b Do " b " of postural exercise to count, One! Two! c Or alternate " a " and " 6 " to count. Each four counts. C General: a Do " a " of postural exercise to count, One! Two! b Do " b " of postural exercise to count, One! Two! c Or alternate " a " and " b" to count. Each four counts. D Breathing. 240 THE UNIVERSITY OF THE STATE OF NEW YORK PHYSICAL TRAINING D Indoor Games Automobile Race (20 to 30 players at once; 20 to zoo players) This is a lively relay game, suitable for use in the classroom and for mixed grades of pupils. The pupils are seated in the regular seats in equal rows. Allow each row to choose the name of some automobile, which it is to represent in the race. Have alternate rows compete with one another in the trial heats, and the winning rows compete in the final or championship race. At the word " go! " the first pupil leaves his seat, on the right side, runs forward and around the front of his seat, down the aisle, around the rear of the row, and up the aisle to his seat. As soon as he has seated himself, the one next behind leaves his seat in the same way, comes forward, around the row, and back to his seat as the first one did. The next then starts, and the race so continues until all have run. The last runner, as soon as he has seated himself raises his hands over his head, and the first one of the competing rows to do this is the winning car in the race. Caution. All pupils should keep their feet under the seats. The cars should be careful about slowing up too quickly. Look out for skidding going around the curves. Do not allow the pupils to assist themselves around the rows by taking hold of the seats. This may wreck the seats, as well as the car. If a runner starts before the one ahead of him is seated, it is a foul against that team, and the race is forfeited to the other. Note. It will add to the interest if the rows are arranged so that an equal number of small boys or girls are in each row. The teacher should keep the time of each heat, and announce it. The races may be held on different days, and the idea of improving on a previous time record will keep up the interest. All-up Indian Club Race {10 to 100 players) Directly in front of each aisle, and near the wall, draw two tangent circles 18 inches in diameter. The circles should be so placed that if a line were drawn connecting the centers, the line would be parallel to the wall. On one of the circles place three Indian clubs in a stand- PHYSICAL TRAINING SYLLABUS : ELEMENTARY SCHOOLS 24I ing position. Each row should contain the same number of players. At the leader's command the last player in each row runs up the right aisle and changes the clubs, one at a time, to the other circle, using the same hand. He then runs down the left aisle to his seat, going around the last seat, and touches the player in front of him, who changes the clubs to the other circle. If a club falls over it must be placed in proper position before the player continues his run. The row wins whose first player first returns to his seat. Variation. Players hop to the circles and run to their seats. Arch Ball (jo to 100 players) The players are divided into two or more teams of equal number^ The first player of each team stands on a line and the other players line up behind him, placing their hands on the shoulders of the person in front, arms outstretched. The first player of each team has a ball or bean bag, and at the leader's command, passes the ball over his head, with both hands, to the player behind and so on to the last player. The last player after having received the ball runs to the line and passes the ball over his head. Each player, after having passed the ball, should immediately place the hands on the shoulders of the person in front in order that the length of the rows will remain the same. The team wins whose frst player first returns to the line. Bean Bag Pile Race {Bag Pile) (/o to 100 players) Each row should contain the same number of players. On the floor beside the first player's desk are piled the same number of bean bags, or books, as there are players in the row. At the leader's command the first player picks up a bag, and with both hands passes it over his head to the next player, who in like manner passes it on. The last player upon receiving the bags, immediately piles them on the floor beside his seat, and stands when the pile is complete. The row wins whose last player stands first, taking into consideration the mamier in which the bags are piled. The bags are then returned, passing them forward over the player's heads. Each player should be given opportunity to occupy either the first or last seat. 242 THE UNIVERSITY OF THE STATE OF NEW YORK Blackboard Relay {10 to 60 players) The class is seated with an even number of pupils in each row. A piece of crayon is given to the last player in each row, all of whom at a given signal run forward and write on the blackboard at the front of the room a|word|suitable to begin a sentence. Upon finishing the work each.playenreturnsjat once to his seat, handing the crayon as he does so to the player next in front of him. This second player at once runs forward and writes one word after the first one, to which it must bear ajsuitable relation. In this way each player in the row adds to the sentence being written by his own row, the last player being required to write a word that shall complete the sentence, and to add punctuation marks. The points scored are 25 for speed (the first row to finish scoring the maximum, and the others propor- tionately in order of finishing), 25 for spelling, 25 for writing, and 25 for grammatical construction, capitals and punctuation. The row wins which scores the highest number of points. The following modes of correlation are suggested for this game: Arithmetic. Solve problems, write multiplication tables. English. Punctuation, spelling, authors, names of poems, plays, stories, passages from a memorized selection. Geography. Names of mountain ranges, countries, rivers, capital cities, boundaries, products. History. Famous men, statesmen, battles, discoveries etc. Guess Who (10 to 20 players) Players are in several groups. Each group has a leader and lines up in rank, with the leader in the middle. One odd player stands in front of the line, and asks: " Have you seen my friend? " " Will you go and find him? " " Yes." The player in front then turns around and runs, all the row falling in behind and following him. When they have reached a new position the first player stops with his back to the line, which re-forms in a new order so that the players do not stand in the same relative positions. One player from the row now steps forward behind the odd player and says, " Guess who stands behind you! " If the odd player guesses correctly he retains his position. If the guess be wrong, the one who is " it " changes places with the one whose name he failed to guess. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 243 Over and Under (10 to 100 players) Each row should contain the same number of players. The first player in each row has a bean bag or book, and at the leader's com- mand passes it over his head with both hands, to the player behind him, who passes it on to the next player. When the last player receives the bag he bends deeply to the right side, the bag just clearing the floor, and passes it to the player in front of him, and so on. When the first player receives the bag, he again passes it over his head; the last player this time passes the bag up the left aisle. The row wins whose first player first receives the bag after it has made four overhead trips. Variations. Pass several different objects in quick succession. For the playground. Line up and change positions. The first player has two balls; the first ball is passed between the feet, and after a count of ten, the second ball is thrown, backward, over the head. Each player, before throwing, should make sure that the player behind him is in position. The last player after receiving both balls, runs to the front position. Potato Race (2 to 60 players) (Individual contest.) Mark a starting line near one side of an open playing space; 6 feet from it make a circle 18 inches in diameter, and at intervals of 3 feet from the circle and beyond it mark from three to five crosses, depending on the size of the room. In the circle place as many bean bags, potatoes, erasers or blocks of wood as you have crosses. This is the outfit for one runner; provide as many as room and time allow. The players can do this quickly by organizing the work. At the signal each player who is to run starts forward from the starting line, takes a bag from the circle and places it on a cross, returns and gets another and places it likewise, and continues until all are placed; then he returns to the starting line. The first to cross the starting line after doing his work is winner. It is a foul to fail to leave a bag on a cross. The next set of runners can start with the bags on the crosses and bring them one by one to the circle. This can be made a group contest by having teams and counting the scores in the different races. It can also be done in the aisles of the schoolroom. 244 THE UNIVERSITY OF THE STATE OF NEW YORK Vaulting Seats (10 to 60 players) This game is played the same as " Changing seats," except that the pupils vault over the seats instead of sitting in them. The game may be played anywhere above the third year. The teacher gives the order " Right, jump! " whereupon all the pupils jump over their seats toward the right-hand side of the room. The row that is displaced, now standing in the right-hand aisle, runs at once around the room to the left-hand aisle. The teacher then repeats her command. The directions for the vaulting should be varied and unexpected, several being given to the right, then several to the left, etc. Outdoor Games Bear in the Pit {Boys) (10 to 60 players) A bear pit is formed by the players joining hands in a circle with one in the center as bear. The bear tries to get out by breaking out the bars (clasped hands) or by going over or under these barriers. Should he escape, all the players give chase, the one who catches him becoming the bear. Cross Tag (3 to 30 players) Players scattered about. One is chosen to be " it." He names a player whom he will chase, and chases him until he can tag him unless some other player crosses the line between runner and chaser. When this occurs the chaser must begin to chase the one who crossed and continues until another one crosses. Whoever is tagged is " it " and the game begins anew. Numbers Change (Exchange) (10 to 30 players) The players stand in a large circle and are numbered consecutively. One player takes his place in the center. He calls two numbers, and the players whose numbers are called must change places while the center player tries to secure one of their places. The one who is left without a place changes places with the center player. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 245 This game may be adapted by selecting two players as chasers, who take their places in the front of the room. These players are not blindfolded, as in the parlor form of the game. All the other players are seated, having been numbered. The teacher calls two numbers, when the players bearing those numbers must rise at once and exchange seats, the two chasers trying to catch them before they can get to their seats. When a game is played under these circumstances it is not per- missible for the chaser to take a vacant seat; he must catch the player who is running for it. No player, having once left his own seat, may return to it, but must keep up the chase "until he is caught or reaches the seat for which he is running. Stealing Sticks (zo to 30 players) Divide the playing area into two equal parts, with the same number of players in each part. A goal area, 5 by 10 feet, is marked off at the rear end of each division; 10 sticks or stones are placed in each goal. Each player endeavors to reach the opposite goal without being caught; if successful, he returns, unhindered, with a stick; if caught he becomes prisoner in the goal. The player who has reached the goal safely may release only one prisoner; both proceed, unhindered to their side. The side having the most sticks at the end of 20 minutes of play, wins the game. Step (5 to 30 players) 1 Mark off ground by two parallel lines from 50 to 200 feet apart. One player is chosen counter and stands on one line with his back to the others who line up on the opposite line. Players must advance across the line on which the counter is stationed. They can advance only while the counter counts ten. When the counter says " ten! " he turns and looks when all should have stopped. All who are then in motion must go back to the starting line and begin over. This is repeated until all have crossed the line of the counter. The last one over exchanges places with " it " for the next game. 2 This is begun similarly to no. 1, the players moving forward during the counting; but the object now is for the one who can reach the counter first, without being detected in moving, to touch 246 THE UNIVERSITY OF THE STATE OF NEW YORK the counter and set him free. The counter then chases the players back to their goal. The one caught becomes the counter. The player who touched the counter is safe. Fist or Punch Baseball {10 to 30 players) The group is divided into two equal teams; the grounds similar to the playground diamond, the distance to base being dependent upon the size of the play space and the age and sex of players. Home plate is the batter's box; a little to the rear and about 5 feet to one side of the batter's box is the catcher's box. (For right-handed batters this will be to the right, and for left-handed batters to the left.) The ball to be used is a volley ball. Fielders and batters are determined by lot or toss of a coin. The catcher, who is a member of the team playing in the field, tosses the ball up so that it will drop in front of the batter and the batter hits the ball either with the open hand or the fist. Rules of the game: 1 Ball must be hit into fair territory to entitle batter to run to first or for a runner already on base to advance. 2 Runners may be put out by fielder hitting him with ball before he reaches the base he is trying to make or if running to first, by ball being thrown to and caught by 1st baseman before runner reaches the base. Unless runner is forced from third to batter's base he must be hit by throwing ball to put him out; if forced from third runner may be put out by being hit by thrown ball or catcher must have ball in his possession before runner touches batter's base. 3 A fielder catching batted ball before it touches the ground retires batter. 4 Three outs in an inning retires the side, when the batters and fielders exchange places. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 247 Singing Games and Folk Dances Swiss May Revel The cuckoo is singing, The May it is here, In the field and the forest The green doth appear, Then dance, children, dance, While the sky it is blue; Turn 'round and turn under, While I go with you. 1 Form a double circle all facing to the right, with right hands joined. 2 Run forward to first hold and bow. Turn and run back to second hold and bow. 3 Bow partner out, bow partner in. At the word turn, partners with right hands still joined, turn to the right once around, back to place. The one on the inside of the circle finishes the turn by spin- 248 THE UNIVERSITY OF THE STATE OF NEW YORK ning the outside one on to the next partner ahead. In this way partners change at each singing of the song. This is arranged after the twirling forms of the Swiss Festival. But one verse is given of the many which describe the joys of Spring. The Cuckoo is particularly characterized as the bird of Spring. Girls and Boys, Come Out to Play 1 2.3 SE 4zfc I* f* f t !■' J I J"/ J I SlS3 Girls and boys come out to play, The moon doth shine as bright as day; J J- m £ £ fe E ^^O^Lj HJ J I j J j- Leave your supper and lean your sleep, Come to your play-fellows in the street; 10 II 12 £•-*- S~ N IN N— & » JSJS h i IS j S=S| -• — — • — 0- Come with a whoop and come with a call, Come with a good will or not at all, m ^F=ft=*t i } f if m^m^Mliiilli u • • » t * — *~ Up the ladder and down the wall, A pen-ny loaf will serve for all. Formation: A double circle, partners facing and holding inside hands, clasped high. Measures 1-8. " Face to face and back to back." Starting with the outside feet, slide two slides in line of direction, facing partners, PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 249 then swing the arms down between and up again, at the same time turn back toward partner and slide two slides sideways in line of direction with back toward partner. Continue, alternating " face to face and back to back." Measures 9 and 10. Right arm hook with partner, circling in place with a step hop. Measures n and 12. Left arm hook with partner, circling in place with side step hop. Measure 13. Standing slightly to the left of partner, clasp neigh- bor's right hand, all raise clasped hands high and leap slightly for- ward onto right foot. Measure 14. Step back on left foot. Measures 15-16. Let go of neighbor's hands. Partner on the inside, step hops under arm of the partner on the outside and moves on in line of direction, changing partners to the next ahead. The Man in the Moon m 3E* 1 -a — v Tgg-f ^_J £f=feT= z w f- The man in the moon came down too soon And asked his way to E^2= fcJ^fc a^EE^S^J H^ ^ Nor,- wich He went by the south And burned his mouth Eat-ing cold bean Jt ^si te— =1- m n $ Chobcs. 3= ^ =S=f= por - ridge. Bean por-ridge hot, Bean por-ridge cold, Continued on tagt iso 2SO THE UNIVERSITY OF THE STATE OF NEW YORK The Man in the Moon — Continued Bean por-ridge in the pot, nine days old Some like it hot, IF. 3 Some like it cold, Some like - it in the pot, nine days old Formation: A single circle arranged in partners, all facing in line of direction, arms folded high on chest. Measures 1-4. All run forward in line of direction, taking long, stiff -legged strides. Measure 5. All face about with two jumps. Measures 6-8. Run forward in opposite direction. Measure 9. Face partners with two jumps. Chorus Measures 1-4. Bean, clap thighs; porridge, clap own hands; hot,- clap partner's hands, face high; bean, clap thighs; porridge, clap own hands; cold, clap partner's hands; bean, clap thighs; porridge, clap own hands; in the, clap partner's hands; pot, clap own hands; nine, clap partner's right hand; days, clap own hands; old, clap partner's left hand. Measures 5-8. Repeat same. Coming Through the Rye (Music, old tune of same name) In couples. Begin with outside foot. 1 Step forward, pointing inside toe at heel of outside foot and bend both knees. Step backward on inside of foot, pointing toe of outside foot at toe of inside foot. Three walking steps forward (begin with outside foot) and point inside toe forward. 2 Repeat 1, beginning with inside foot. 3 Step away from partner and bend. Step toward partner and bend. Three steps turning, face back of room and point outside foot. 4 Repeat 3. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 25 1 English Harvesters 4= 1 I JU^-JU-U % 3=< r % Formation: Single circle. Partners face forward, hands on hips. Measures 1-8. Run forward sixteen steps. Turn about and run sixteen steps to starting position. Finish facing partners. Measures 9-16. Hook right arms and run sixteen steps, couple turning in place. Hook left arms and repeat to position. Finish side by side, facing forward. Measures 17-24. Partners join inside hands and run forward six- teen steps, the one on the inside turning in place, the one on the out- side taking inside position. Run sixteen steps back to position. Finish inside partner behind, -outside in front, partners' hands clasped overhead. Repeat from beginning. Norwegian Mountain March fe ^^FfFFm^ Ml i 3=*= 0m :p=pc:pc =r=t 13 =p=p= h 3=* 15 £S fcsc 16 -t 1— e£ pm ^3=3. »-g- i III 4 — 1— P- = 11 12 SEP '3 '4 '5 -*-s- "16 252 THE UNIVERSITY OF THE STATE OF NEW YORK In fitting the steps to the music, each measure should be counted thus: " One, two, three." The exercise is performed in groups of three, all moving forward and around the room from right to left. In each group of three, number 1 stands in front with a handker- chief or scarf in either hand; number 2 and number 3 stand side by side directly behind her, number 2 on the left, number 3 on the right, with inside hands joined and outside hand of each grasping the end of the nearest handkerchief, thus forming a triangle. A Measures 1-16. Beginning with the right foot, all run forward making three steps to each measure, and stamping on the first count of each measure. When stamp is made with right foot, sway the head and shoulders to the right; and sway them to the left when stamp is made with left foot. B Measure 1. Number 1, bending forward, runs backward three steps, with a stamp on the first one, and passes under the joined hands of numbers 2 and 3 (one, two, three). Measure 2. Number 1, after passing under, continues running three more steps in place (one, two, three) . (During measures 1 and 2, numbers 2 and 3 run in place.) Measures 3-4. Number 2, with six short running steps, passes across in front of number 1, and turns inward once around in place under number i's right arm. Measures 5-6. Number 3, with six short running steps, turns inward once around in place under number i's right arm. Measures 7-8. Number 1, with six short running steps, turns once around to the right under her own right arm. This should bring the three back to their original position. In executing this figure, each should continue running in place while the others execute their part. Measures 9-16. Repeat the same, number 1 omitting the stamp on first count. This represents two mountain-climbers with their guide. Number 1, being the guide, should keep well in advance of numbers 2 and 3 in A, and should appear to be drawing them after her. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 253 feFfl fr5* :fi^ 3^P Captain Jinks t=s=r- S W- 3 ^tti ^. fi: ^=fc =f :3F 3C =*=* *fc FINE. & « =t -v— * — *- ptt — U ^=i =£ =S= w=te feg 4— *-h- £8= i -ir-Jr- £ ** t — »— t atf ft " i -*— i v- #—•—** +-, — h- =fc=t # -r-f— r- ££ £ £ -*— ?- fe# 3£ PI £=§ t= (A) I'm Captain Jinks of the Horse Marines, •w- I feed my horse good corn and beans, (B) I swing the ladies in their teens, For that's the style in the army! (C) I teach the ladies how to dance, how to dance, how to dance, I teach the ladies how to dance, For that's the style in the army! (D) Salute your partner, turn to the right, And swing your neighbor with all your might, Then promenade on the lady's right, For that's the style in the army! 254 THE UNIVERSITY OF THE STATE OF NEW YORK Formation: Large single circle, girl in front of boy, facing forward. (A) All march forward. (4 measures.) (B) Swing partners (join both hands with partner and dance around in a circle with skipping step). (4 measures.) . (C) Partners join inside hands and skip forward around circle in line of direction. (8 measures.) (D) Face partner and salute with right hand. (1 measure.) Make quick military turn one-eighth right. (1 measure.) Swing your neighbor once around. (2 measures.) Boy slips in back of the girl he has just swung and walks along with her. (4 measures.) When the dance is repeated he keeps this partner until D " Swing your neighbor." Gymnastic Drill, Marching and Games First Half Year First Month 1 Marching: a Briefly review some of the marching given in grade 3. b Form single file, march around the room. At the middle of the room face each consecutive two right, or left, to form a column of twos marching down the middle of the room. 2 Mass drill: Group A a (1) Raise arms forward upward and raise left knee. (2) Position. b (1) Raise arms sideward upward and raise left knee upward. Croup B a (1) Raise arms sideward upward and deep knee bend. (2) Position. b (1) Raise arms forward upward and straddle jump. (2) Position. Or, review a few groups chosen from grade 3. 3 Breathing. 4 Group dances, games and play. Second Month i Marching: Form column of twos, march around the room. At the middle of the room turn each four right, or left, so they will form a column of fours marching down the middle of the room. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 255 2 Mass drill: Group A a (1) Raise arms forward upward. (2) Position. b (1) Raise arms sideward upward. (2) Position. Group B a (1) Arms forward upward and left foot touch step forward. (2) Position. b (1) Arms sideward upward and left foot touch step left side- ward. (2) Position. 3 Breathing. 4 Group dances, games and play. Third Month 1 Marching: a Form a column of fours. March down the middle of the room, divide into two columns of twos, one going to the right the other to the left. Each marches in a circle and then forms a column of fours again. b Or, choose from the previous lessons. 2 Mass drill: Group A 0(1) Arms sideward upward and left foot touch step forward. (2) Position. b (1) Arms forward upward and left foot touch step left side- ward. (2) Position. Group B a (1) Raise arms sideward and bend trunk left sideward. (2) Position. b (1) Raise arms forward upward and straddle jump. (2) Position. Or, choose from the previous lessons. 3 Breathing. 4 Group dances, games and play. 256 THE UNIVERSITY OF THE STATE OF NEW YORK Fourth Month 1 Marching: Choose from the previous lessons. Group A 2 Mass drill: a (1) Raise arms forward and raise left knee. (2) Position. b (1) Raise arms forward upward and raise left leg. (2) Position. Group B From: Hips, Firm! a (1) Bend trunk forward. (2) Position. b (1) Jump to stride stand. (2) Position. Or, choose from previous lessons. 3 Breathing. 4 Group dances, games and play. Fifth Month 1 Marching: Choose from the previous lessons. 2 Mass drill: Group A a (1) Raise arms sidewards to hands on shoulders, left foot touch step, forward. (2) Position. b (1) Raise arms sidewards to hands on shoulders and left foot touch step backward. (2) Position. Group B a (1) Raise arms sideward and twist trunk, left. (2) Position. b (1) Raise arms sidewards upward and jump to straddle (2) Position. Or, choose from previous lessons. 3 Breathing.. 4 Group dances, games and play. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 257 Second Half Year First Month i Marching: a Review some of the marching in grade 4, first half year. b Form a column of fours, march down middle of the room. Numbers 1 and 4 form circles on their respective sides. Num- bers 2 and 3 continue the march for six or eight paces then march in circles on their respective sides. To assemble numbers 1 and 4 when head of their respective columns are at the point of starting, march forward to meet numbers 2 and 3 as they finish their circles who then also march forward to re-form the original column of fours. 2 Mass drill: Group A a (1) Raise arms forward. (2) Position. b (1) Raise arms sideward. (2) Position. c (1) Raise arms forward upward. (2) Position. Group B From: Hips, Firm! a (1) Bend left knee, extend the right leg to toe touch forward. (2) Position. b (1) Bend left knee, extend right leg to toe touch right sideward. (2) Position. c (1) Bend left knee, extend the right leg backward to toe touch left backward. (2) Position. Group C a (1) Raise arms forward bend left knee, extend right leg to toe touch forward. (2) Position. b (1) Raise arms sideward, bend left knee, extend right leg to toe touch sideward. (2) Position. c (1) Raise arms forward upward, bend left knee, extend right leg to toe touch backward. Or, choose from grade 4, first half year. 3 Breathing. 4 Group dances, games and play. 258 THE UNIVERSITY OF THE STATE OF NEW YORK Second Month 1 Marching: Form column of fours, march down middle of room; send each alternate four right the other left to form and march in circles. 2 .Mass drill: Group A a (1) Raise arms sideward. (2) Position. b (1) Raise arms sideward upward. (2) Position. c (1) Raise arms forward. Group B From: Hips, Firm! a (1) Bend trunk sideward. (2) Position. b (1) Bend trunk forward. (2) Position. c (1) Deep knee bend. (2) Position. Group C a (1) Raise arms sideward, bend trunk sideward. (2) Position. b (1) Raise arms sideward upward and bend trunk forward. (2) Position. c (1) Raise arms sideward and deep knee bend. (2) Position. 3 Breathing. 4 Group dances, games and play. Third Month 1 Marching: Choose from previous lessons. 2 Mass drill: Group A a (1) Raise arms sideward. (2) Position. b (1) Raise arms forward. (2) Position. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 2$g Group B From: Hips, Finn! a (i) Step left foot forward. (2) Position. b (1) Step left foot left sideward. (2) Position. c (1) Step left foot backward. (2) Position. Group C a (1) Raise arms sideward and step left foot forward. (2) Position. b (1) Raise arms forward and step left, foot left sideward. (2) Position. c (1) Raise arms forward upward and step left foot backward. (2) Position. 3 Breathing. 4 Group dances, games and play. Fourth Month 1 Marching: Form column of fours, march down middle of room. Come to a halt. Numbers 1 and 2 face right (or left, in order to face away from the middle of the column), numbers 3 and 4 face left (or right, away from middle of column). Numbers 1 and 2 will then have their backs toward numbers 3 and 4. Forward, March ! When they get to the wall, face toward front or rear of room and con- tinue the march until the two columns meet to re-form the column of fours. 2 Mass drill: Group A a (1) Raise arms sideward. (2) Position. b (1) Raise arms sideward upward. (2) Position. c (1) Raise arms sideward to hands over shoulders. Group B From: Hips, Firm! o (1) Bend trunk left sideward. (2) Position. b (1) Raise left leg forward. (2) Position. c (1) Deep knee bend. 9 2(X> THE UNIVERSITY OF THE STATE OF NEW YORK Group C a (i) Raise arms sideward and bend trunk left sideward. (2) Position. b (1) Raise arms sideward upward and raise left leg forward. (2) Position. c (1) Raise arms sideward to hands over shoulder and deep knee bend. (2) Position. 3 Breathing. 4 Group dances, games and play. Fifth Month 1 Marching: Choose from previous months. 2 Mass drill: Group A a (1) Raise arms forward, bend at elbows to place hands on chest. (2) Position. b (1) Raise hands to under armpits. (2) Position. c (1) Raise arms sideward to hands over shoulders. Group B From: Hips, Firm! a (1) Raise left leg. (2) Position. b (1) Raise on toes. (2) Position. c (1) Jump to straddle. (2) Position. Group C a (1) Raise arms forward, bend at elbows to hands on chest and raise left leg. (2) Position. b (1) Raise hands to under armpits and raise on toes. (2) Position. c (1) Raise arms sideward to hands over shoulders and straddle jump. (2) Position. Or, choose from previous lessons. 3 Breathing. 4 Group dances, games and play. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 26l GRADE 5 Physical Training B September and February The work for the months of September and February is common to all grades. See page 133. October and March First half of the month i Relaxation: Select from previous lessons. 2 Marching: a Select from previous lessons. b Column left (right) March! A column is formed when the units are one behind the other. A column may be a single file, or two, four or more abreast. Column left (right), March! The head of the column turns to the left (right) and the rest follow when they arrive at the place of turning. 3 Exercise: A Postural: a (1) Arms forward upward and heels, Raise! (2) Position! b From — Hands on hips, Place! (1) Trunk forward, Bend! (Head erect. Back straight and arched. One can not bend far forward. Bend at hips only.) (2) Position! Each two times. B Rhythmic: a Do " a " of postural exercise to count, One! Two! b Do " b " of postural exercise to count, One! Two! c Or, alternate " a " and " b." Each four times. C General: Stationary run. D Breathing: Select from previous lessons. October and March Second half of the month i Relaxation. 2 Marching: a Select from previous lessons. b Countermarch left (right) March} 262 THE UNIVERSITY OF THE STATE OF NEW YORK The head of the column turns 180 degrees and marches in the opposite direction. The rest follow when they arrive at the place of turning. Note: The Infantry Drill Regulations do not call for " Countermarch "; it has a place, however, in the classroom and the gymnasium. 3 Exercise: A Postural: a (1) Arms sideward upward, Raise! (2) Position! b From — Hands on hips, Place! (1) Trunk left (right) sideward, Bend! (2) Position! B Rhythmic: a Do " o " of postural exercise to count, One! Two! b Do " b " of postural exercise to count, One! Two! c Or, alternate " a " and " b." Each four times. C General: Stationary run, raise knees a little higher than in ordinary running. D Breathing. November and April First half of the month 1 Relaxation. 2 Marching: Select from previous lessons. 3 Exercise: A Postural : a (1) Arms forward upward and trunk forward, Bend! {Head erect. One can not bend forward very far. Keep back straight.) (2) Position! b (1) Arms sideward upward and deep knee, Bend! (Raise on toes as the knees bend — almost a squat.) (2) Position! Each two times. B Rhythmic: a Do " a " of postural exercise to count, One! Two! b Do " b " of postural exercise to count, One! Two! c Or, alternate " a " and " b." Each four times. C General: Select from previous lessons or hop on left leg, eight counts, hop on right leg, eight counts, or alternate. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 263 November and April Second half of the month i Relaxation. 2 Marching: Select from previous lessons. 3 Exercise: A Postural: a (1) Arms sideward, Raise! (2) Position! b From — Hands on hips, Place! (1) Straddle, Jump! (2) Position! Each two times. B Rhythmic: a Do " a " of postural exercise to count, One! Two! b Do " b " of postural exercise to count, One! Two! c Or alternate " a " and." b." Each four times. d Select from previous lessons. C General: Maze running (in and out, up and down the aisles). D Breathing. December and May First half of the month 1 Relaxation. 2 Marching: Select from previous lessons. 3 Exercise: A Postural : Select from previous exercise, or a (1) Arms forward, Raise! (2) Position! b From — Hands on hips, Place! (1) Left (right) leg backward stretch and right (left) knee, Bend! (2) Position! Each two times. B Rhythmic: a Do " a " of postural exercise to count, One! Two! b Do " b " of postural exercise to count, One! Two! c Or alternate " a " and " b." Each four times. C General: Select from previous lessons, or skipping around room. D Breathing. 264 THE UNIVERSITY OF THE STATE OF NEW YORK December and May 1 Relaxation. Second half of the month 2 Marching. 3 Exercise: A Postural : a (1) Arms sideward and straddle, Jump! (2) Position! b (1) Arms forward, left (right) leg backward stretch, right (left) knee, Bend! (2) Position! Each two times. B Rhythmic: a Do " a " of postural exercise to count, One! Two! b Do " b" 01 postural exercise to count, One! Two! c Or alternate " a " and " b." Each tour times. C General: Select from previous lessons. D Breathing. January and June 1 Relaxation. Firtt half of the month 2 Marching: Select from previous lessons. 3 Exercise: A Postural exercise: Select from previous lessons. a (1) Arms sideward upward, Raise! (2) Position! b From — Hands on hips, Place! (1) Trunk left (right), Twist! (Keep the feet in place, turn the trunk to the left or right.) (2) Position! Each two times. £ Rhythmic: a Do "a" of postural exercise to count, One! Two! b Do " b" of postural exercise to count, One! Two! c Or alternate " a " and " 6." C General : Select from previous lessons. D Breathing. January and June Second half of the month 1 Relaxation. 2 Marching: Select from previous lessons. 3 Exercise:, A Postural: Select from previous lessons. B Rhythmic: Select from previous lessons. C General: Select from previous lessons. D Breathing. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 265 PHYSICAL TRAINING D Indoor Games Ball Puss (3 to 30 players) Each player chooses a home or corner. The players beckon to one another to exchange places, and as they run, " it " tries to hit them with a soft ball. Anyone hit changes places with the one who is "it." Buzz (correlate with number work) Select some number to be called " buzz." Let the children count in turn, beginning with i. When the number selected is reached, " buzz " must be substituted for the number. " Buzz " must also be substituted for any multiple ot the selected number, or any number in which the selected number occurs. For instance, if 7 is selected for " buzz," instead 01 saying the figures, 7, 14, 17, 21 etc., when in counting it is time to say those numbers, " buzz " must be said instead. Any child failing to say " buzz " when his turn comes must pay a forfeit, or stand in the corner till the game is over. The game begins again with 1. Fetch and Carry Same number of players in each row and each player has a bean bag or book. A circle is drawn on the floor, in front of each row, near the wall. At the leader's command the first player in each row places his bag in the circle and returns to his seat. As soon as he is seated the player behind him runs forward and places his bag on top of the first bag, and so on. The row wins whose last player first returns to his seat, taking into consideration the manner in which the bags are piled. The bags are then removed from the circle, beginning with the last player; no player leaving his seat until he has been touched by the returning player. The row wins whose first player is first seated. Variations: (1) run or skip; (2) each player carries two different articles, making two separate piles. Dumb-bell Tag Any number of players, one of whom is " it." " It " stands in center of circle. A dumb-bell is passed from one player to another. " It " must touch the dumb-bell. One with dumb-bell, when so tagged, becomes " it." 266 THE UNIVERSITY OF THE STATE OF NEW YORK Going to Jerusalem (10 to 60 players) The game starts with all the players ready to march. The class should march in serpentine form up one aisle and down the next. There should be for a large class from one to six less seats than the number of players. For instance, one seat should be counted out in each row or each alternate row. The seats that are not in play may be designated by turning them up, or by placing a book on the desk belonging to it. The game may be played with music or simply by the teacher beating time. At any moment after the players are marching, the music or beating time may stop suddenly. When- ever this happens, the players all scramble for seats. There will be odd players left without seats. Such players are thenceforth out of the game and retire to their seats, or the end of the room. This continues until there are only two players encircling for one seat and the one who secures it wins. Where two players reach a seat at nearly the same time, the seat belongs to the one who first reached it, or who is sitting more fully on it. Last Man (10 to 60 players) (Tag game.) Players seated at desks. Rows playing must be full rows. The game is much like " fox and squirrel." One player is " it " and there is one runner, besides the full rows of seats. The runner may come to the front of any row and call " Last man " and then each player in that row must move back one place, leaving the front seat for the runner, who is now safe. The last one in the rear of the row will be out of place, and thus becomes runner. When a runner is tagged he is " it " and the one who caught him becomes runner and must get out the way at once. Schoolroom Dodge Ball The players are evenly divided into two teams. One team takes its place around the outer edge of the room; the players of the other team scatter through the aisles or seats, which latter should be turned up, if possible. The outer tries to hit the inner team with the ball. Any player so hit takes his place in the outer team, and then joins in its play. Only a hit from the ball on the fly counts. A hit from a bound does not put a player out. If a ball touches any part of the clothing PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 267 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. The ball is returned to the circle of players by a toss from one of the inner team, should it be out of reach of any player of the circle team. If desired, the hit players may leave the game instead of joining the outer circle. This leaves the teams intact, and each then keeps a separate score. If successive games be played, the teams change places, the inner players going to the circle and vice versa. The game may then be played in innings if desired, each team to be given 3 minutes in the circle. Telegram (10 to 60 players) (Relay race.) Players in two equal teams, lined up on opposite sides of the room facing the center. The odd player (or the teacher where there is no odd player) stands in front of the room at its middle with a telegram in each hand. Mark a starting line for each team near the wall and equally distant from the sender. On signal the first player of each team runs and takes the telegram from the sender, runs up the first aisle of his half of the room and down the next one and then across to the next player of his side who is waiting at the starting line, hands him the telegram, and goes to the foot of his line. The second player as soon as he receives the telegram runs out, up and down the same aisles, and hands it to the next and so on. The last player rounds the two aisles and takes the telegram back to the sender. Toss Ball (bean bag or tennis ball) (jo to 60 players) All the players are seated — the teacher has a ball which she tosses to someone. He must stand and catch, immediately return- ing to her. If he is in any but the standing position he is out and must stand along the back wall or in a row (empty) made for failures. The thrower always stands in the front of the room. Outdoor Games Arch Goal Ball (Relay.) Two baskets are placed on the ground or on hooks at any convenient height. A throwing line is drawn 15 feet from each basket. Players in two teams, lined up behind the two throwing lines, facing the baskets. Each rear player has a basketball. A small rubber ball or bean bag may be used. Set a length of time for 268 THE UNIVERSITY OF THE STATE OF NEW YORK play, 3 to s minutes. On signal the ball is passed forward with both hands over the heads of the players until it reaches the front, when the front player throws for goal. Whether he makes a score or not the thrower gets the ball, runs to the rear of his line and the play is repeated. The side having the most scores when time is called wins. Newcomb (ball game) Players in two teams of as equal playing ability as possible. Num- bers may be equal or not. The playing space may be a basketball court or any smaller space with definite boundaries. Stretch a rope or tennis net across the middle of the court at a height of 6 or 8 feet. Use a basketball, volley ball or soccer ball. Send one team to each side of the net and give the ball to one side. Select an umpire, a score keeper, and a time keeper. The umpire is to call the score, the score keeper is to write it down as it is called, and the time keeper should call time at the end of half the time set for play. When the umpire calls " Play " one player of the side having the ball throws it over the net with the object of making it strike the floor in the opponents' half of the court. The opponents try to catch the ball before it strikes, and then throw it back. If the ball hits the floor in the opponents' territory, it is a score for the side throwing it. Each side has a captain who should station the players about the floor so as to leave no part unprotected. Small players should be stationed near the rope; strong throwers and good catchers near the back. In calling the score the captain's name is mentioned, as " Score for John," " Score for Ruth." It is a foul to hit the rope, to throw the ball under the rope, or to throw it outside of the opponents' court in any direction. A ball thrown outside counts as a foul only when the opponents do not touch it. A foul gives a score to the other side. When time is called for the first half, the players change sides, the ball is given to the side that did not have the first throw in the first half, and a rest may be given if needed. The side having the largest score at the end of second half wins. Dodge Ball The players are divided into two groups of equal number; one group stands on a circle 30 or 35 feet in diameter, and the other group in the circle. The outside players have a basketball with which they endeavor to hit the center players, who may jump, dodge or run about in order not to be hit. Whoever is hit joins the players on the circle. If the ball hits more than one player, on one throw, only the first player hit leaves the circle. Should the ball come to rest PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 269 within the circle, an outside player must get the ball and throw it to a player on the circle; he must not carry the ball out. Likewise if the ball rolls away from the circle it should be thrown back. The player throwing the ball must be outside the circle, otherwise the player who is hit need not leave the center. The player who remains longest in the circle wins the game. The other group now enters the circle and the game continues as before. Variations: (1) Rolling instead of throwing the ball; (2) Dodge ball may be played as a team game, and when so played the game con- sists of two halves from 2 to 5 minutes each. When a player is hit he withdraws some distance from the circle, so as not to interfere with the game. The team on the circle scores a point, for each additional time a player is hit, before he can leave the circle, not counting the first hit. The team within the circle scores a point for each player remaining in the circle at the end of time. The team that scores the most points, from both sources, wins the game; (3) Progressive dodge ball. The playing area is divided into three courts, A, B and C, of equal size, with an equal number of players in each court. At the beginning of the game the players in court B are grouped in the center of the court, and the players in courts A and C line up just inside of their respective boundary lines, separating their courts from court B. The leader throws the ball to a player in court B, who by a direct throw, endeavors to hit a player in either side court; the players in courts A and C may run to the farther end of the court as soon as the ball is caught by a center player. If a player is hit he leaves the game. The ball is then returned to the leader and the game continues as at the beginning. If no player is hit, the group at whom the ball was thrown secures it, a bound, or apparent miss may be intercepted, runs to the boundary line and endeavors to hit a player of group B. Whenever a player is hit the ball goes to the leader. Each team occupies the center position for a definite period of time, from 3 to 5 minutes. One point is scored against a team for each player that is eliminated. The team wins that has the lowest score. Poison A circle is marked on the floor or ground, considerably smaller than an outer circle formed by players, clasping hands. Each player tries, by pulling and pushing, to induce others to step within the small circle, but endeavors to keep out himself. Anyone who steps inside is " poisoned," and all players drop hands and run from him to touch wood. When " it " can tag someone who is not touching wood, he is " poisoned " also. Play continues until all are caught. 470 'THE UNIVERSITY OF THE STATE OF NEW YORK Stride Ball (straddle club) Arrange players, standing with feet apart, in a circle. " It " stands in the center and tries to throw or roll a basketball between the feet of some player, who tries to prevent his doing so. Any player who allows the ball to pass between his feet must leave the circle and the play continues until only one is left, who becomes- " It " for the next game. Three Deep (third man) Group the players in couples and form them in a circle all facing in. Select a player as runner and another as chaser. The chaser tries to tag the runner who tries to escape by dodging in and out the circle. If the runner is not caught and is in danger, he may seek refuge by standing in front of some couple, this making " three deep." The outermost player in the " three deep " line must now become the runner and try to escape being tagged. If the chaser catches the runner, the runner becomes the chaser, and the former chaser, the runner. This is a splendid game to develop alertness and quickness for the rapid changes are very uncertain. Folk Dances Finnish Reel *^ EfEEEEEE — a P-i — I I — r a *—r-0 * fe Jrt=*±=n -*- -P- :t=t= £=t=r=r *=* n • — 0- 3=§F=ei= iNlN^li m *=*: -<0 • IS Formation: Two parallel lines facing each other. Hands on hips. Measures 1-8. Hop left, touch top of right toe at side. Hop left, touch right heel at side. Repeat other side. Repeat whole step three times. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 2JI Measures 9-12. Step forward right. Stamp forward left, heels together. Step backward left. Stamp backward right, heels together. Measures 13-14. With three running steps partners change places, passing on right side. Face the center on four. Measures 15-16. Repeat, returning to former places. Repeat from beginning. Russian Snowstorm *=£= 3« 31 J U^ 3FE * msm sr-r -* ^=f E d€ --it m -# — 5 — •- B^-cf £-£ f^fc£ be 4—^ =t=t » E^Et 3=*=S H XT Double circle formation, boy facing forward, girl facing backward. A Run eight steps forward, starting right foot. Turn and run eight steps.back to partner (arms are stretched up, fingers fluttering). B Partners join right hands; run eight steps around. Partners join left hands; run eight steps around. C Run four steps out from circle (boys). Run four steps into circle (girls). D Turn and run four steps back to place (boys and girls). E Join right hands; eight running steps around each other. F Repeat dance from beginning. 272 THE UNIVERSITY OF THE STATE OF NEW YORK French Reel fcaggEfefefi 3E3S fe^- -fe4 55 ±=3*=*: qe- m : ^ifeEE 1— 1— F^ n ^i— n— a ^ fefes ^ -P — P= fettt I fct =f=P=i -I — h- M= ^ -1 1 1 f-^- i fe qs5 -f=f= &=£ :t=t :£* S^E fctti fcfcfefc 1 —1— 1— E f^E 4 — 1 — 1 — *—m- g, r :M.4 3 Mz -P — F- £1 i=!=fc£&= t=t=t==t STrrfr-r^ fci^J =tz=t=t 16 i=i=!e Formation: Sets of four, partners standing side by side. 1 Turning^toward partner, with a large circle of right arm, slap partner's right hand (i), hold (2). Shake hands twice (3, 4). Same with left (5-8). Same with opposite girl (9-16). 2 Turning again to partner, slap right hands (1), own hands (2), left hands (3), own (4), both of partner's (5), own (6), own three times (7,8), step right and swing left foot across (9). Step left and swing right across (10); continue alternately (n-16). 3 Join hands in circle of fours, walk clockwise eight steps (1-8), other way eight steps (9-16). 4 Grand right ar.d left in circle of fours (1-16). PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 273 S Head and foot couples each clasp hands. Head couple hold hands high, and foot couple march under, head couple also marching (i-8), turn and go back, foot couple raising hands (9-16). Repeat step-hop described in exercise 2. End with curtsy (1-8). I Allegro moderate ( J = 90). A Seven Jumps (Danish) ra *E-E?E -»— « — i — + 5=pc: ^3 »* ^§ *=£ +—£■ *=•= =F z i- -t=* *!= D ^ fr-ngr ^ *=* i v ■^— i— — pz §§£ 13 14 IS 16 ^P :§= 17 §= <*i8 D £ * * • FINE. B.C. Continue thus 7 times, D adding a measure each lime 13* /P * /!>. £ * It :t=t =F= 17 g^rf *i8 /r>!9 17 ^19 -I * Z).C. P. c. This dance is usually considered a dance for two men, but some- times it is danced by a man and a girl 'orjby a number of couples in a circle. In any case the stepsjandjmovements are the same as described here. The musicjconsists of two strains, A and B, of eight 274 THE UNIVERSITY OF THE STATE OF NEW YORK measures each, with two additional measures, C and D, at the end of B. Each measure of A and B should be counted thus: " One, and, two, and." THE DANCE i " First Jump " A (Measures 1-8.) The dancers join hands and swing around to the left. The step used is as follows: (meas. i) step on the left foot {one), hop on it (two); (meas. 2) step on the right foot (one), hop on it (two). B (Measures 9-16.) Jump up high from the ground so as to come down with a stamp on both feet on the first count and repeat the same, moving around in the opposite direction. C Release hands, place them on hips and raise the right foot from the ground, bending the knee at a right angle. D On the first note of the measure stamp the right foot. On the second note of the measure stand motionless, but ready to spring into action again at the pleasure of the musician, who retards on this last note and keeps the waiting dancers in alert suspense. 2 " Second Jump " A and B Same as in 1. C Raise the right knee as before. D On the first note of the measure stamp the right foot. On the second note of the measure raise the left knee. D, repeated. On the first note of the measure stamp the left foot. On the second note stand motionless as before while the note is held. 3 "Third Jump" A and B As before. C Raise the right knee. D On the first note stamp the right foot. On the second note raise the left knee. D, repeated. On the first note stamp the left foot. On the second note, pause. D, repeated. On the first note kneel on the right knee. On the second note pause in that position while the note is held. 4 " Fourth Jump " A and B As before. C As before. D Stamp the right foot as before. D, repeated. Stamp the left foot as before. D, repeated. On the first note kneel on the right knee. On the second note pause in that position. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 275 D, repeated. On the first note put down the right knee also, so as to be kneeling on both knees. On the second note pause in that position. 5 " Fifth Jump " A and B As before. C As before. D Stamp the right foot as before. D, repeated. Stamp the left foot. D, repeated. Kneel on the right knee. D, repeated. Kneel on both knees. D, repeated. On the first note place the right elbow on the floor, with the cheek resting in the right palm. On the second note pause in that position. 6 " Sixth Jump " A and B As before. C As before. D Stamp the right foot. D, repeated. Stamp the left foot. D, repeated. Kneel on the right knee. D, repeated. Kneel on both knees. D, repeated. On the first note place the right elbow on the floor with the cheek resting in the right palm. On the second note pause in that position. D, repeated. On the first note place the left elbow also on the floor with the chin supported by the palms of both hands. On the second note pause. 7 " Seventh Jump " A and B As before. C As before. D Stamp the right foot. D, repeated. Stamp the left foot. D, repeated. Kneel on the right knee. D, repeated. Kneel on both knees. D, repeated. Place the right elbow on the floor. D, repeated. Place the left elbow also on the floor. D, repeated. On the first note, with the chin still resting in the palms of both hands, bend down and touch the forehead to the floor. On the second note pause in that position. (In Denmark, when two men are dancing this, sometimes only one puts his fore- head to the floor and the other turns a somersault over him.) A and B As before. 276 THE UNIVERSITY OF THE STATE OF NEW YORK This may be considered the finish of the dance, but to complete the full dance rt should be continued from this point as before, with the difference that in each following figure the last movement or " jump " is omitted, reversing the order in which they were added during the first part of the dance, namely: Same as 6. 9 Same as 5. And so on until the dance ends with a simple swing around during A and B as at first. All during the dance, when the dancers swing around they lean away from each other and swing very vigorously, and during the pause on the last note of D they remain motionless, but tense and alert, so that at the beginning of A in the next figure they are ready to spring quickly into the swing. Ribbon Dance m =£* m *=fs 1 — P**a -h ** ^=»= 1 1 zizr. -^-' S5SEESEE? +jt J-s l -\- ¥ -r— y 7* — &- m U**' Tr m±£ ♦ 5>- Iff f =g= r m =** ga-g — e PEE3*1 -j — • — — '^W- l 2 1 -£!4%e_ f=T •IPS :fe- N ^M f=1 ia- 4 ' 1 PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS. 277 Ribbon Dance — Continued dfceJ=J=firf J+U ¥ :?=•=: I I |6 ■?- m & ^ r FINE. --*=* ! I jot J. ^gi 3^ y=i a^3= ^3=*= ^ r— r # *^J * — ~ — .=;: pa "»3 -(2- 3=fc i/- -|2- f^F "I 1~ rrr Formation: In couples, forming a column or " longways." Boys stand at the left of their partners. Each couple has a ribbon, each partner holding one end in the right hand. Any number of couples may form in the line, but six or eight is the best number. The odd couples face down the room, even couples face the front. With four walking steps, couples facing each other exchange places, even couples bending heads and passing under the arches formed by the odd couples. Odd couples raise ribbons high. (Meas- ures 1-2.) Return to places with same step. This time odd couples pass under arches. (Measures 3-4.) Repeat (measures 5-8). B Those taking part of girls, standing on the right, let go their end of the ribbon (except the last couple, who stand still, facing each 278 THE UNIVERSITY OF THE STATE OF NEW YORK other, and hold their ribbon high). Partners separate to right and left, skipping to the back, boys waving ribbons. They meet at the back and pass under the arch, girls taking their end- of the ribbon again. Finish in original places, partners facing each other with ribbons held high. (Measures 1-8.) C First couple take waltz position and with polka steps (or they may join hands and skip, instead) swing slowly down the center, under the arches formed by all the ribbons held high, Finish, at the close of the last measure, at the bottom. (Measures 1-8.) Repeat A, B and C, the whole dance, as many times as there are couples. Each time B is danced the last couple, forming the arch, must move up one place. When the original last couple have just completed C, finish the dance as follows: Repeat A. Repeat B, except that after they have passed under the arch the first couple take their place immediately next the last couple and stand still, holding their ribbon high. The second couple form next the first couple, and so on. The whole arch should be completed by the eighth measure. Gymnastic Drills, Marching and Games First Half Year First Month i Marching: a Review some of the marching in grade 4. b Form a column of fours, march down the middle of the room. Send each alternate four to the right and to the left. When they meet form a column of eight, march down the middle of the room and form a circle or " wheel." Then form a column of eights which may be reduced to a column of fours or twos by dividing the column of eights into two columns of fours one going right and the other left and when they meet have them " sandwich " or merge into a column of fours. Similarly that column may be reduced to a column of twos. 2 Mass drill : PHYSICAL fRAlNlNG SYLLABUS : gLEMEfrfARY SCHOOLS 2J70, Group A a (i) Raise arms forward. (2) Position. b (1) Raise arms forward upward. (2) Position. c (1) Raise arms backward (extend arms backward). (2) Position. Group B From: Hips, firm! a (1) Deep knee bend. (2) Position. b (1) Jump to straddle. (2) Position. c (1) Step backward left leg. (2) Position. Group C 0(1) Raise arms forward and deep knee bend. (2) Position. b (1) Arms forward upward and jump to straddle. (2) Position. c (1) Raise arms backward (extend arms backward) and step backward left leg. 3 Breathing. 4 Group dances, games and play. Second and Third Months 1 Marching: a Form a column of fours, march down middle of room. Halt ! Left (or right), Face! Forward, March! Each four countermarches to the left (right). Repeat and opposite Halt! Face left (right) in order to come into the original column of fours. b Combine with some other marching given below this grade. 2 Mass drill: Group A a (1) Raise arms forward. (2) Position. b (1) Raise arms sideward. (2) Position. c (1) Raise arms forward upward. (2) Position. 280 THE UNIVERSITY OF THE STATE OF NEW YORK Group B From: Hips, Finn! a (i) Lunge left leg forward. (2) Position. b (1) Lunge left leg sideward. (2) Position. c (1) Lunge left leg backward. (Turn the toes of the foot of the leg lunging backward slightly outward. It makes it easier.) (2) Position. Group C a (1) Raise arms forward and lunge left leg forward. (2) Position. b (1) Raise arms sideward and lunge left leg sideward. (2) Position. c (1) Raise arms forward upward and lunge left leg backward. (2) Position. 3 Breathing. 4 Group dancing, games and play. Fourth and Fifth Months i Marching: Choose from the previous lessons. 2 Mass drill: Group A a (1) Raise arms forward and left foot toe touch step forward. (2) Position. b (1) Raise arms sideward and left foot toe touch step left sideward. (2) Position. c (1) Raise arms forward upward and left foot toe touch step left backward. (2) Position. Group B a (1) Raise arms forward and raise left leg forward. (2) Position. b (1) Raise arms sideward and raise eft leg sideward. (2) Position. c (1) Raise arms forward upward and raise left leg backward (extend the leg backward). (2) Position. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 28l Group C From: Hips, Firm! a (1) Bend trunk forward. (2) Position. b (1) Bend trunk left sideward. (2) Position. c (1) Straddle jump. (2) Position. 3 Breathing. 4 Group dances, games and play. Second Half Year First Month i Marching: a Choose from the previous lessons. b Form a column of twos, march down middle of room. Halt! The right file face right, the left file right (both files will be back to back and each forming a line). Forward, March! When they reach the wall they may be faced to form columns, continue the march until they meet to form a column of twos. Or, they may be faced about, Forward, March!, until they meet in the middle of the room and either pass through (the one line through the other) or when meeting face outward to form a column of twos again. 2 Mass drill: Group A a (1) Raise arms sideward bend at elbows to hands over shoulders and bend trunk forward. b (i) Raise arms sideward upward, arch hands overhead and bend trunk left. (2) Position. c (1) Raise arms bend at elbows hands over armpits and rise on toes. (2) Position. Group B a (1) Raise arms sideward bend at elbows to hands over shoulder and lunge left leg forward. (2) Position. b (i) Raise arms sideward upward to arch hands over head and lunge left leg sideward. (2) Position. c (i) Raise arms bend at elbows hands under armpits and left leg backward (extend the leg). (2) Position. 282 THE UNIVERSITY OF THE STATE OF NEW YORK Group C From: Hips, Firm! 0(1) Raise left leg. (2) Position. b (1) One-half deep knee bend (keep heels on the floor). (2) Position. c (1) Full deep knee bend. 3 Breathing. 4 Group dances, games and play. Second and Third Months i Marching: a Form a column of fours, march down the middle of room. Halt! Alternate fours face right and left, Forward, March! There will be two columns of fours marching by the flank and in opposite directions. When they get to the wall they may be halted and faced about to return to the middle of the floor to re-form the original column of fours; or, they may be faced right and left (toward the head or the foot of the room) then Forward, March! When they meet merge the two columns by " sandwiching " into a single column of fours. b Or, combine with the previous lessons. 2 Mass drill : Croup A a (1) Raise arms forward upward and rise on toes. (2) Position. b (1) Raise arms sideward and one-half knee bend (heels on the floor). (2) Position. c (1) Raise arms sideward upward and deep knee bend. (2) Position. Group B a (1) Raise left arm forward upwa d, right arm backward, (extend the right arm backward), step left forward. (2) Position. b (1) Raise left arm sideward upward, right arm one-half side- ward and step left toot left sideward. (2) Position. c (1) Raise left arm forward upward, right arm backward, step left foot backward. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 283 Group C From: Hips, Firm! a (1) Bend trunk forward. (2) Position. b (1) Deep knee bend. (2) Position. c (1) " Criss cross " jumps. (2) Position. 3 Breathing. 4 Group dances, games and play. Fourth and Fifth Months 1 Marching: a Form a column of twos, march down middle of room. Send one file right the other left. When they meet have each four from each column of file, face toward the other end of the room so they will march down the middle of the room in a column of eights. Then form a circle or wheel. When the head of the column arrives at the place of beginning resume the march forward. b While in circle or wheel the outside fours may be sent in one direction and the inside four in the opposite direction. c Combine with previous lessons. 2 Mass drill: Group A a (1) Raise arms sideward, lunge left leg forward. (2) Position. b (1) Raise arms forward, lunge left leg sideward. (2) Position. c (1) Raise arms forward upward and lunge left leg backward. (Turn the front of the leg lunging slightly outward.) Group B a (1) Raise arms sideward and bend trunk forward. (2) Position. b (1) Raise arms sideward and bend trunk left sideward. (2) Position. c (1) Raise arms forward upward and bend trunk backward. (2) Position. 284 THE UNIVERSITY OF THE STATE OF NEW YORK Group C From: Hips, Firm! (1) Deep knee bend. (2) Position. b (1) Jump to straddle. (2) Position. c (1) " Criss cross " jump. (2) Position. 3 Breathing. 4 Group dances, games and play. PHYSICAL TRAINING B GRADE 6 September and February The work for the months of September and February is common to all grades. See page 133. October and March First half of the nionth i Relaxation: Select from previous lessons. 2 Marching: a Select from previous lessons. b Column is formed when the units are one behind the other. A column may be a single file, two, four, or more abreast. Column left (right) March! The head of the column turns to the left (right) and the rest follow when they arrive at the place of turning. 3 Exercise: A Postural: a (1) Arms forward, Raise! (2) Position! 6 From — Hands on hips, place! (1) Left (right) leg forward and right (left) knee, Bend! (2) Position! Each two times. B Rhythmic: a Do " a " of Postural exercise to count, One! Two! b Do " b" of Postural exercise to count, One! Two! c Or alternate " a " and " b." Each four times. C General: Stationary run. D Breathing: Select from previous lessons. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 285 October and March Second half of the month i Relaxation. 2 Marching: a Select from previous lessons. b Countermarch left (right) March! The head of the column turns (180 degrees) and marches in the opposite direction. The rest follow when they arrive at the place of turning. Note: The Infantry Drill Regulations do not call for " Countermarch "; it has a place, however, in the classroom and the gymnasium. 3 Exercise: A Postural: a (1) Arms forward upward, Raise! (Head erect-') (2) Position! b (1) From — Hands on hips, Place! (2) Trunk backward, bend! (Do not bend backward far, try to have the bend come as high as possible so as to raise the chest and ribs.) Each two times. B Rhythmic: a Do " a " of postural exercise to count, One! Two! b Do " b " of postural exercise to count, One! Two! c Or alternate " a " and " b." C General: Stationary run, raising the knees higher than in ordinary running. D Breathing. November and April First half of the month 1 Relaxation. 2 Marching: Select from previous lessons. 3 Exercise: A Postural: a (1) Arms forward, left (right) leg forward and right (left) knee, Bend! (2) Position! b (1) Arms forward upward and trunk backward, Bend! (2) Position! Each two times. 286 THE university of the state OF NEW YORK B Rhythmic: a Do "a" of postural exercise to count, One! Two! b Do " b" of postural exercise to count, One! Two! c Or alternate " a " and " b." Each four times. C General: Select from previous lessons. D Breathing. November and April Second half of the month i Relaxation. 2 Marching: Select from previous lessons. 3 Exercise: A Postural: a (i) Arms sideward upward, Raise! (2) Position! b From — Hands on hips, Place! (1) Left (right) leg sideward step and both heels, Raise! (2) Position! Each two times. B Rhythmic: a Do "a" of postural exercise to count, One! Two! b Do " b " of postural exercise to count, One! Two! c Or alternate " a " and " b." Each four times. C General: Select from previous lessons or stationary run, keeping knees stiff, throwing legs out in front of body, trunk leaning slightly backward (" stiff leg running "). D Breathing. December and May First half of 'he month 1 Relaxation. 2 Marching: Select from previous lessons. 3 Exercise: A Postural : Select from previous lessons. a (1) Arms backward, Raise! (The arms are pushed back of the body, the chest is raised high, the head erect.) (2) Position! b From — Hands on hips, Place! (1) Left (right) leg step backward and both heels, Raise! (2) Position! Each two times PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 287 B Rhythmic: a Select from previous lessons. b Do "a" of postural exercise to count, One! Two! c Do " b " of postural exercise to count, One! Two! c Alternate " a " and " b." C General: Select from previous lessons. D Breathing. December and May Second half of the month i Relaxation. 2 Marching: Select from previous lessons. 3 Exercise: A Postural: a (1) Arms sideward upward, step left (right) legs side- ward and both heels, Raise! (2) Position! b (1) Arms backward, step left (right) leg backward and both heels, Raise! (2) Position! Each two times. B Rhythmic: a Do "a" of postural exercise to count, One! Two! b Do " b " of postural exercise to count, One! Two! c Or alternate " a " and " b." d Or select from previous lessons. Each four times. C General: Select from previous lessons or skipping around the room. D Breathing. January and June First half of the month 1 Relaxation. 2 Marching: Select from previous lessons. 3 Exercise: A Postural: a (1) Arms forward upward to arched position overhead (elbows out, finger tips on head) Raise! (2) Position! From — Hands on hips, Place! (1) Deep knee, Bend! (Raise on the toes and bend the knees almost to squat position.) (2) Position! Each two times. 288 THE UNIVERSITY OF THE STATE OF NEW YORK B Rhythmic exercise: a Do " a " of postural exercise to count, One! Two! b Do " b" of postural exercise to count, One! Two! c Or alternate " a " and " b." Each four times. C General: Select from previous lessons. D Breathing. January and June Second half of the month i Relaxation. 2 Marching: Select from previous lessons. 3 Exercise: A Postural: Select from previous lessons. B Rhythmic: Select from previous lessons. C General: Select from previous lessons. D Breathing. PHYSICAL TRAINING D Indoor Games Beast, Bird or Fish (jo to 30 players) The players stand or sit in a circle. One player is in the center with a soft ball, which he throws at one of the circle and says quickly, " Beast, bird or fish! " then repeats one of these classes and counts ten. The player must name some beast or bird or fish, according to the class last named by the thrower, as " Bird! " before the latter has finished counting ten. This must not be a bird previously named. Should the player hit fail to meet the requirements, he changes places with the thrower. Should he succeed, the thrower repeats the game by hitting some other player. Catch Basket (10 to 60 players) The class stands in a circle around the room, each half consti- tuting a team with a leader at one end. On a desk in the center PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 289 of the room is placed a waste-paper basket. The game consists in throwing a bean bag or a ball (a large, light gas ball preferable) into the basket, the teams alternating their turns. There is no interference, but an umpire stands in the center who returns the ball to the next player after each throw. The leaders throw first, and each player in turn thereafter. Each time the ball lodges in the basket it scores one for the team throwing. A bean bag on the edge of the basket scores as a goal. A player may throw but once at each turn. The game may be limited by time, the team winning which has the highest score at the end of 10 to 15 minutes; or it may end when each player has had a turn. The former method leads to quicker and more expert play, which should be encouraged. Desk Relay (so to 60 players) The pupils sit on their desks, facing the rear of the room. The rear player on each line holds a bean bag. At a signal, the bean bag is passed backward to the next player, who in turn passes it, and so on until it reaches the player at the front, who jumps down from the desk and hops on one foot to the rear of the room. As soon as this player has reached the rear seat, all players stand and move forward one desk. The rear player takes the desk thus vacated and starts the bean bag again. The line wins whose bean bag first reaches the front of the room after the pupils have all changed seats and original places are resumed. Find the Ring (10 to 30 or more players) The players sit in a circle, holding in their hands a long piece of string tied at the ends so as to form a circle large enough to go around, a small ring having been put upon this string. One player is chosen to stand in the center. The players who are seated then pass the ring from one to another, the object being for the player in the center to detect who has the ring. The other players will try to deceive him by making passes to indicate the passage of the ring when it really is not in their vicinity. When the player in the center thinks he knows who has the ring, he calls out the name of that player. If right, he sits down, and that player must take his place in the center. 29O THE UNIVERSITY OF THE STATE OF NEW YORK This game may be p?ayed by the players repeating the following lines as the ring is passed around the circle: " Oh, the grand old Duke of York, He had ten thousand men; He marched them up the hillago, And marched them down again. " And when they were up they were up, And when they were down they were down; And when they were halfway up the hill, They were neither up nor down." This game may be played out of doors around a bush, in which case the player who is " it " must circle around the outside of the ring formed by the other players instead of standing in the center. Line Club Bowls {Double) (2 to 60 or more players) Schoolroom; hand ball; bean bag; Indian clubs If there be a few players, one pair of clubs is set up for each player, with an interval between them 2 inches wider than the diameter of the ball that is used. At from 10 to 20 feet from the clubs a line is drawn on which the players stand to throw. The players slide the bag over the floor or roll the ball; all play at once, each player scoring one if his ball or bag goes between the clubs without knocking them over. The clubs are then put in order if displaced, the ball or bags gathered up, and the players return to the starting line and bowl again. The player wins who first scores twenty-five or fifty, as may be determined before the game opens. Where there is a large number of players, the same form of play is used with the players in relay formation; that is, they should be divided into groups of equal numbers, each group lining up in single file before the starting line, and each member of the group bowling in turn. The group or team with the highest score when all have bowled wins. Round Ball {Circle Pursuit Ball) (20 to 60 players) The players form a circle, and number in twos. The first number 1 is captain for the ones, and the first number 2 is captain for the twos. Each captain has a ball. The game consists in throwing the PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 2gi ball around the circle, the ball started by captain number i going only to the players of that number, and the ball started by captain number 2 to the players who bear his number. The party wins whose ball first completes the circle five times. Trades and Professions {10 to 60 players) The players divide themselves into two equal groups. The first group retires behind its goal line and decides upon some trade or occupation, whereupon they advance to the second group's goal fine and the following conversation ensues : First group: " Here we come." Second group: ' Where are you from? First group: " New Orleans." Second group: " What's your trade? " First group: " Lemonade." Second group: " Show us some." The first group stands in a straight line and goes through panto- mimic motions descriptive of the occupation chosen, such as planing, sawing, hammering, churning etc. The second party guesses what this pantomime indicates, each player in his turn. Should they guess correctly, they chase the first group back " home," and take what- ever captives they can; then the second group has its trial. The game ends when all the players are on one side. Vaulting Relay {10 to 60 players) Schoolroom The players stand in line in the aisles between the desks, all facing to the right or left (facing open windows preferred). The first player at the front of each line will hold a bean bag in his right hand, if facing left, or in his left hand, if facing right. At the command "Start! " the bean bag must be passed toward the rear to each p^yer, in turn, until the player at the end of the line receives it. Each player, after passing the bean bag, must place one hand on his desk and the other on the back of his chair, jump over his chair, turn, jump back again, and take his position in the aisle by the next seat, moving back one seat toward the rear of the line each time 292 THE UNIVERSITY OF THE STATE OF NEW YORK the bean bag has been passed, and so on until he returns to his place in line. The player receiving the bean bag at the end of the line must run to the head of the line and pass the bag to the next player. This continues until each player returns to his place in line. The line wins whose original leader first gets back to his own place. Outdoor Games Jumping Rope In this series two ropes are turned at one time, and this requires considerable skill on the part of the turners and a. great deal on the part of the jumpers. When two ropes are turned inward toward each other, the turn is called " double dodge," or " double dutch." When the two ropes are turned outward, away from each other, the turn is called " French rope." 1 While the two ropes are turned inward, the players run in, jump or skip over each rope in turn as it comes, and run out on the opposite side. 2 The two ropes are turned outward, and the players run in, jump and run out, as described above. 3 " Chase the fox." This is played with the ropes turning either "double dodge," or "French rope," and any of the fancy jumps mentioned previously are taken, the players going through in single file, following a leader, the fox, who chooses the feat which all are to perform. Partner Tag {4 to 100 players) Indoors; out of doors; schoolroom All the players but two hook arms in couples. Of the two who are free, one is " it " or chaser, and the other the runner. The runner may save himself by locking arms with either member of any couple he chooses. Whenever he does so, the third party of that group becomes runner and must save himself in like manner. If the runner be tagged at any time, he becomes " it " or chaser; and the chaser becomes runner. To get the proper sport into this game, the couples should run and twist and resort to any reasonable maneuver to elude the runner, who is liable at any time to lock arms with one of them and so make the other a runner. For large numbers there should be more than one runner and chaser. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 293 Duck on the Rock (4 to 30 players) A stake 2 feet long is driven into the ground one-half of a foot. A bean bag is placed on the stake and a player chosen as guard. The other players, each with a bean bag, line up behind a throwing line, 20 or 25 feet away, and endeavor to knock the bean bag off the stake, either throwing in turn or at their pleasure. They will, of course, run forward and get their own bags, endeavoring to return without being tagged by the guard. The guard may tag only when his bag is on the stake and whoever is tagged exchanges places with the guard. When played in the gymnasium an Indian club may serve as a stake. Variations: (1) Draw a circle, with a 10-foot radius, about the stake; p'ayers may be tagged only when within the circle; (2) if a player's bag falls on the line of the circle or beyond, he becomes guard. Jump the Shot {Sling Shot) (10 to 60 players) All the players but one form a circle. The odd player has a rope to which a bean bag is attached; he swings the bag around the circle and the players jump the rope. The rope should not be more than 1 foot above the ground. Whoever stops the rope changes places with the center player, or is eliminated. Variations: (1) Use long polejinstead of rope; (2) players walk or run about the circle, either in the|same direction or opposite direction in which the rope is moving; (3) players .stand in couples, in a straight line, not too close together. A pole, about 6 feet long, with a rope at each end, is provided. Two players pull the pole along the ground, the couples jumping the pole. The players pulling the pole may walk, ran, suddenly change direction of movement, or even raise the pole a little off the ground. The couple stopping the pole changes places with the two runners. Last Couple Out (Last Pair Pass; Widower) {11 to 31 players) (Tag game.) Groups of nine to fifteen players each play separate games as the game is not suited to larger numbers. Players stand in couples and the odd player is " it." The couples stand in a line and the odd player in front. He calls " Last couple out " and the rear couple must separate, run forward, and try to touch one another again before the odd player can tag either of them. The odd player 294 THE UNIVERSITY OF THE STATE OF NEW YORK may not look around and so can not see the players till they have passed him. If they succeed, the odd player is " it " again. If he tags one, that one is " it " and the catcher has the other one of the couple for a partner. Prisoner's Base (6 to 30 players) Divide the playground into two equal parts. A prison is marked off at the rear left corner of each part. The players are divided into two equal teams, each occupying one-half of the playground, and venture into the opponents' territory as far as possible. If a player is caught before he can return he is placed in the prison, where he must remain till one of his own side has entered the prison without being tagged. Only one player may be released at a time, and both may be tagged while returning to their part of the playground. The team wins that has made the most prisoners during the playing period, or that has put all its opponents into prison. Variation: The players are divided into two teams, each team standing behind a goal line at one end of the playground; the area between the two goals is neutral ground. A prison base, indicated by a stone, is placed 5 or 10 feet in front of the left end of each goal line. The game begins by a player of one' side, which we shall call A, making a dare into the neutral territory. A player of side B immediately leaves his goal to tag the first player. Another player of team A now leaves the goal to " cover " his teammate and to tag the first player of team B. Another B player covers his teammate. Any player may tag anyone from the opponent's side who left his goal before he did, but none who left their goal after he did. When a player is tagged he becomes a prisoner and must stand at the base. He may stretch as far as possible, so long as one foot remains on the base. If there are several prisoners they may form a chain, the last one caught always taking his place at the base. A prisoner is released when one of his teammates reaches his goal safely; both may return without being tagged. The team wins that has captured the most prisoners during the playing period. Progressive Dodgeball (for Three Teams) (75 to 100 players) Progressive dodgeball is a game suitable for pupils of 12 years upward. Divide the players into three teams of equal size. With chalk (or paint) lay off the play field in three squares, each 30 by 30 PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 295 feet, joined in a straight line. (If so much space is not available, shorten the outer field.) The teams may be designated " Red," " White " and " Blue " or any other name. The number of players on a team is governed by the space and players at command, and may be from 5 to 25 to each team. At the beginning of the game the three teams line up as shown in the cut, and also at the beginning of the second and third innings, excepting that the teams will then have changed places: Three innings are played, each of 5 minutes' duration (or any specified time). Each inning begins on the signal from the referee (blowing of a whistle) and ends with the call of time, when the teams change fields. The outer two teams always play against the team in the center. A player on the center team may be hit by a player of the outer two teams. A player on either of the outer two teams may be hit by a player on the center team, but it. is not permissible for any player from either outer team to hit a player on the other, but a ball thrown by a player on either outer team, across the center territory, may be caught by a player on the other. The referee begins the game by blowing the whistle and at the same time tossing the ball to the players of the center team (which in this case shall be " White," and standing in the center of their territory). The outer two teams, " Red " and " Blue," are standing with one foot on the boundary lines of the center territory and at the sound of the whistle run as far to the rear of their respective fields as they can to avoid being hit. The player of " White " who has caught the ball tossed by the referee, runs up to either the left or the right boundary line of his field and throws at one of the end teams (" Red " or " Blue ") ; or he may pass the ball quickly to a player of his side who has run near the boundary line, ready to throw, and he then must throw at his opponents. The players of the teams may dodge in any manner to avoid being hit. The player from " White " having thrown and not hit an opponent, a player from the side thrown at (let us assume it to be the " Red ") tries to catch the ball before it rebounds or rolls into the center territory. If successful, he passes the ball or runs with it up to the boundary line and throws at the " White," who dodge and run to the opposite end of their field. If he fails to hit one of the team at the other end, the " Blue," standing in readiness, catches the ball and throws at the '•' White." Thus the two end teams, " Red " and " Blue " continue to play against " White " as long as 296 THE UNIVERSITY OF THE STATE OF NEW YORK they are in possession of the ball, and " White " keeps dodging and fleeing from one side of its territory to the other. Usually this does not last very long, for the ball frequently bounces or rolls into the center territory, when " White " again gets the ball and throws, as in the beginning, at either " Red " or " Blue." . Thus the game continues, " Red " and " Blue " playing against " White." Every time a player is hit " on a fly " — not on a bounce — the team throwing the ball is credited with a point and the game continues without interruption until time is called. At the conclusion of each inning the number of points of each team are counted and marked on the score-board or card, for instance, under first inning. The teams now change fields, from right to left, in the following manner: " Blue " moves to center, " White " moves to the left, and " Red " moves to the right field. The teams form in exactly the same way as at the beginning of the game and the referee again tosses the ball to the team in the center territory (" Blue "). The game continues as before, until time is called. The scores made are marked under the second inning, and the last change of field takes place, so that in three innings each team will have played in each field. After the score ot the third inning is marked, the scores of the three innings are added, and the team having the highest score wins the game. A score is not made if a player is touched by a ball rebounding from the floor, a wall, an object, or from another player. A score is made only when a player is hit by a ball " on a fly " thrown from behind the line. The ball belongs to the team of a territory (1) whenever it rolls or rebounds into its territory; (2) when stopped on a bounce subsequent to a throw from an opposing team. In case of the ball going out of bounds it is brought back to the territory whose outer boundary line it. crossed. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 297 Folk Dances Hopping Dance ^ -P-13+- ^ -& m *'S-I m ?=f i6> -•- -»- -»- •»- -»- -5- C^ ^t**^ Formation: Single "circle. Partners face each other, inside hands joined and held high, outside hands on hips, when moving outward. Reverse when moving inward. Measures 1-8. Glide outward four times. Glide inward four times. Repeat. Measures 1-8 (repeated). Glide outward four times. Hop in place four times. Glide inward four times. Hop in place four times, 298 THE UNIVERSITY OF THE STATE OF NEW YORK making complete turn away from partners. Finish in circle facing center, all hands joined. Measures 9-12. Rim sideways right eight steps, crossing left in front of right. Repeat, moving left, starting with left foot. Measures 13-16. Glide forward toward center of circle four times. Glide backward four times. Measures 9-12 (repeated). Partners facing each other, glide out- ward four times. Hop in place four times. Measures 13-16 (repeated). Glide inward four times. Hop in place four times, making complete turn away from partners. Finish in circle facing center. The Brownies P : B : -m- -0- -»- -#- -#- -»- -a-a-0- -m- &m- £= ** 3* P. r«*\ ■#- -*- m Se -* — t— «• — \— :gpE§! litre ^xj { N- m * *##- -*- § m ±j* -?-»-*— *-?- ^ ,- ,' t rf r f . g ^ ^f^h -B B g " zi — £~~i Leo 1 ^^^ =m r_a ***J «=3=^ =£=£ O- HS=£ f <+. 1 -*- *= »— r t4 i=E§f s^fe^ite^fe%#F bis ^e :fes»* :f=> * * ^ zE -* ! ^ P— =*- FINE U t' *H PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 299 Class form two's around the room. Face partners. Boy's part (or girl on left). Step to side with left foot, arms extended to side (i), place right toe behind and bend (curtsy), left forefinger touching chin, back of right hand supporting left elbow (2) (1 meas.). Repeat to right (i meas.). Give both hands to partner. Polka to left and right (2 meas.); four slides left (2 meas.). Face in line of direction, with inside hands joined. Walk two steps forward (1 meas.). Polka forward (1 meas.). Repeat from beginning. Counterpart for girl. I S£l ttE Tarantella »- >_ rtrtt j=rtt m-- -I- -«.- 4 -«- -*— q- j — a_i__ -0-0-P-0- -#-«- -J-* m #t t- J?h q. * 9-.- »- ■*- -=H?- ±fc -# — * -» — «-»-^-»- •-•-F-B- — „ * jg-i : a =£S -?-* - P-T 10 ^ 1 1 12 -#- 13 H ^ -^-h t=±t: I yr = ^ F #-P -3-b^ k «3=t p^ iS 16 ^ T- -*—=*■ -,*— *— »- r r Continued on page 2 30 300 THE UNIVERSITY OF THE STATE OF NEW YORK Tarantella — Continued iifif^ = t^z^=pd^c^p=f i IM*ft#-F ■*■-•-*- *■-»-?- ar-t- -P=S= Pi •-P=H feEfE ^=6- =tdb -*- •- #&» fc£ •;-•- t=t ^=f= EEEzi S B -^-t- x i ^^* 13 m ±=Hr. -*— H H^^ 14 #— •- IS 16 i^ Face partner, arms sideward with elbows bent. Snap fingers to keep rhythm Hop left and touch right toe at side Hop left and touch right toe forward (meas. i) PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 3OI Repeat 3 and 4 (meas. 2) Hop right, touch left side and forward, etc. (meas. 3-4) Bending slightly forward, four slides left to partner's place (meas. 5-6) Four slides right to own place (meas. 7-8) Repeat whole right and left (meas. 9-16) B Hop left, slide right, toe forward Hop right, slide left, toe forward (meas. 1) Repeat three times (meas. 2-4) Slide right to partner's place Return to own place (meas. 5-8) Repeat (meas. 1-8) C Leap right, step left, step back right, swing left to left in preparation for leap (meas. 1) Repeat three times (meas. 2-4) Facing one-quarter turn left Join hands, own left and partner's right Eight hops on right foot, left extended backward (meas. 5-8) Repeat whole, starting left (meas. 9-16) In sets of four, face diagonally across Dance whole dance as before, except in last step Starting right, cross right hands in wheel, and eight hops around Cross left hands at end Sailor's Hornpipe w=c i=r=i=t=2=frtp: *Me P£= fc=fe=iJb Continued >n ->age 302 302 THE UNIVERSITY OF THE STATE OF NEW YORK Sailor's Hornpipe — Continued $ fe£ £*— F4 p£ -#- i«- E*^ ' — s- -r—r Ex. i. Alternate change steps forward beginning right, with arms folded and held high, body inclined away from advancing foot. Sixteen counts. Ex. 2. (i) Spring on right foot with left toe behind right, right hand thrown out in gesture and left hand on hip; (2) same left; (3-4) change step right; (5-8) repeat (1) to (4), beginning on other side: (9-16) alternate change steps backward, beginning right. Ex. 3. Rope pulling. (1) Look up and raise right hand forward upward as if grasping a rope and then pull down; (2) same left. Continue for 8 counts, at same time advancing quickly on heels by very short steps, time being kept by arm exercise only. Rowing. (9-16) half rocking step with right foot forward, stooping low and reaching forward with hands as you rock forward, p ulling and bringing up hands close to front of waist as you rock backward, gradually retreating. Ex. 4. Lookout. (1-2) Change steps sidewise right with slide; (3-4) repeat left, right hand held up as if to shield eyes, which are turned to side; (5-16) repeat alternately left and right. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 3O3 Ex. 5. Same as in Ex. 2, turning completely around during each change step. Ex. 6. (1-3) Turn to right and take 3 running steps forward; (4) hop left sideways, right foot forward; (5-16) repeat alternately left and right, all the time with hands clasped and held low with palms toward floor. Gymnastic Drills, Marching and Games First Half Year First ten weeks 1 Marching. 2 Mass drill, with or without dumb-bells. Group A a (1) Arms forward. (2) Position. b (1) Arms sideward. (2) Position. c (1) Arms sideward upward. (2) Position. Group B From — Hips, Firm! a (1) Deep knee bend. (2) Position. 6 (1) Bend trunk forward. (2) Position. c (1) Bend trunk left sideward. (2 Position. Group C a (1) Arms forward; deep knee bend. (2) Position. b (1) Arms sideward bend, trunk forward. (2) Position. c (1) Arms sideward upward, bend trunk left sideward. (2) Position. 304 THE UNIVERSITY OF THE STATE OF NEW YORK Group D a (1) Arms forward, jump forward to deep knee bend. (2) Position. b (1) Arms sideward, trunk forward, lunge left forward. (2) Position. c ( 1 ) Arms sideward upward, bend trunk left sideward, lunge left. (2) Position. 3 General exercise: For general more vigorous exercise, the teacher may select one or more of the following exercises varying the selection from time to time. The selections made in any individual case will be governed by special local room and school conditions, as well as the strength and ability of the children concerned. a Double-time marching in the classroom. b Double-time marching to corridors, or out of doors and return. c Regular fire drill (will need a special allotment of time). d Bucket brigade drill (fire fighting drill — will need a special allotment of time) . e Up on toes and repeat. / Hop on one foot and then on the other; stationary or around the room. g Skipping. h Running: (1) around the rooms; (2) stationary; (3) raise heels; (4) raise knees high; (5) stiff legged, throwing legs out in front of body, lean body backward; (6) " maze running." i " Criss cross jump." j Springing up on toes (springboard jump). k Stride jump (alternate one leg in front of the other). I Straddle jump (spread legs and return). m Combination of (g) and (h). n Short jumps forward or short jumps backward. Aisle runs forward. p Aisle runs backward. q Or any other vigorous exercise that is practically applicable to the conditions under which the class is working. I Breathing exercise: Standing in " position " hands on hips. a Inhale! (slowly, through nose). b Exhale! Repeat four or five times. or a Arms sideward upward— Inhale! rise on toes. b Arms sideward downward — Exhale! PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 305 S a Group dances. b Apparatus work. c Gymnastic games. Second ten weeks 1 Marching. 2 Mass drill, with or without dumb-bells. Group A a (1) Arms forward. (2) Position. b (i) Arms sideward. (2) Position. c (1) Arms forward upward. (2) Position. Group B From — Hips, Firm! a (1) Deep knee bend. (2) Position. b (i) Twist trunk left. (2) Position. c (1) One-half turn left, lunge left forward. (2) Position. Group C a (1) Arms forward, deep knee bend. (2) Position. b (1) Arms sideward, twist trunk left. (2) Position. c (1) Arms forward upward, one-quarter turn left, lunge left forward. (2) Position. Group D a (1) Arms forward, on upward jump, one-quarter tuni left, deep knee bend. (2) Position. b (1) Arms sideward, twist trunk left, lunge left sideward. (2) Position. c (1) Arms forward up, bend trunk backward, one r half turn left, lunge left forward. (2) Position. 3 General exercise: See grade 6, first ten weeks. 4 Breathing exercise: See grade 6, first ten weeks. 5 a Group dances. b Apparatus work. c Gymnastic games. 306 THE UNIVERSITY OF THE STATE OF NEW YORK Second Half Year First ten weeks i Marching. 2 Mass drill, with or without dumb-bells. Group A a (i) Arms forward. (2) Position. b (1) Arms sideward. • (2) Position. c (1) Arms backward. (2) Position. Group B From — Hips, Firm! a (1) Deep bend right knee, extend left leg backward. (2) Position. b (1) Lunge left sideward. (2) Position. c (1) Lunge left forward. (2) Position. Group C a (1) Arms forward, deep knee bend with right knee, extend left leg backward. (2) Position. b (1) Arms sideward, lunge left leg sideward. (2) Position. c (1) Arms backward, lunge left leg forward. (2) Position. Group D a (1) Arms forward, deep knee bend with right knee, left leg backward, bend trunk backward. (2) Position. b (1) Arms sideward, lunge left sideward (a long lunge, bend knee to an acute angle), bend trunk left sideward (touch left hand to floor). (2) Position. c (1) Arms backward, lunge left leg forward, bend trunk forward. (2) Position. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 307 3 General exercise: See grade 6, first ten weeks. 4 Breathing exercise: See grade 6, first ten weeks. 5 a Group dances. b Apparatus work. c Gymnastic games. Second Ten Weeks i Marching. 2 Mass drill, with or without dumb-bells. Group A a (i) Arms forward. (2) Position. b (1) Arms sideward. (2) Position. c (1) Arms forward upward. (Head erect !!) Group B From — Hips, Firm! a (1) Raise left leg forward and raise right heel. (2) Position. b (1) Raise left leg sideward and raise right heel. (2) Position. c (1) Raise left leg backward (stiff leg) raise right heel. (2) Position. Group C a (1) Arms forward, raise left leg forward, and raise right heel. (2) Position. 6 (1) Arms sideward, raise left leg sideward, and raise right heel. (2) Position. c (1) Arms forward upward, raise left leg backward and raise right heel. (Head erect!!) (2) Position. Group D a (1) Arms forward, one-quarter, left turn, raise left leg and raise right heel. (2) Position. b (1) Arms sideward, one-quarter left turn, raise left leg and raise right heel. (2) Position. e (1) Arms forward upward, one-quarter left turn, raise left leg backward and rise on right heel. (2) Position. 308 THE UNIVERSITY OF THE STATE OF NEW YORK 3 General exercise: See grade 6. 4 Breathing exercise: See grade 6. 5 a Group dances. b Apparatus work. c Gymnastic games. GRADE 7 PHYSICAL TRAINING B September and February The work for the months of September and February is common to all grades. See page 133 for those lessons. October and March First half of the month i Relaxation: Select from previous lessons. 2 Marching: a Select from previous lessons. b Column left (right) March ! A column is formed when the units are one behind the other. A column may be a single file, two, four or more abreast. Column left (right) March ! The head of the column turns to the left (right) and the rest follow when they arrive at the place of turning. 3 Exercise: A Postural: a (1) Arms forward and left (right) leg forward, Raise! (2) Position! b (1) Arms sideward upward and left (right) leg side- ward, Raise! (2) Position! Each two times. B Rhythmic: a Do" a " of postural exercise to count, One! Two! b Do " b" of postural exercise to count, One, Two! c Or alternate " a " and " b ." Each four times. C General: Stationary run. D Breathing. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 3OQ October and March Second half of the month i Relaxation. 2 Marching: a Select from previous lessons. b Countermarch left (right) March ! The head of the column turns (180 degrees) and marches in the opposite direction. The rest follow when they arrive at the place of turning. Note: The Infantry Drill Regulations do not call for " Counter- march! " ; it has a place, however, in the classroom and the gym- nasium. 3 Exercise: A Postural: a (1) Arms forward to hands over shoulders, left (right) leg forward, Step. (2) Position! b (i) Arms sideward to hands over shoulders, left (right) leg sideward. (2) Step! Each two times. B Rhythmic: a Do " a " of postural exercise to count, One! Two! b Do " 6 " of postural exercise to count, One! Two! C General: Stationary run, raise the knees high. D Breathing. November and April First half of the month i Relaxation. 2 Marching: Select from previous exercise. 3 Exercise: A Postural: a (i) Arms forward to hands on shoulders and left (right) leg forward, Raise. (2) Position! b (1) Arms sideward upward and left (right) leg left (right) sideward. (2) Step! Each two times. 3IO THE UNIVERSITY OF THE STATE OF NEW YORK B Rhythmic: a Do " a " of postural exercise to count, One! Two! b Do " b " of postural exercise to count, One! Two! c Or alternate "a" and "b." Each four times. C General: Select from previous lessons, or low vertical jumps (jumping up and down on toes). D Breathing. November and April Second half of the month i Relaxation. 2 Marching: Select from previous exercise. 3 Exercise: A Postural: a (i) Arms forward, upward, left (right) leg backward, Stretch ! {Head erect. Do not bend the knees.) (2) Position! b (1) Arms sideward upward and trunk left (right) side-' ward. (2) Bend! Each two times. B Rhythmic: a Do " a " of postural exercise to count, One! Two! b Do " b " of postural exercise to count, One! Two! C General: Select from previous lessons. D Breathing. December and May First half of the month 1 Relaxation. 2 Marching: Select from previous lessons. 3 Exercise: A Postural: a (1) Arms sideward upward, left (right) leg sideward, Stretch! (2) Position! b (1) Arms sideward to hands over shoulders, trunk for- ward, Bend! (Back arched, bend only at the hips, one cannot bend forward very far in that position, head erect.) (2) Position! Each two times. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 3II B Rhythmic: a Do "a" of postural exercise to count, One! Two! b Do " b" of postural exercise to count, One! Two! c Or alternate " a " and " b." Each four times. C General: Stationary run, bring the foot off the floor across the other, or select from previous lessons. D Breathing. December and May Second half of the month 1 Relaxation. 2 Marching: Select from previous lessons. 3 Exercise: A Postural: a (1) Hands on chest and straddle, Jump ! (elbows well back). (2) Position! b (1) Arms forward upward and heels, Raise! (head erect). (2) Position! Or select from previous lessons. Each two times. B Rhythmic: a Do " a " of postural exercise to count, One! Two! b Do " b " of postural exercise to count, One! Two! c Or alternate " a " and " b." d Or select from previous lessons. Each four times. C General: Select from previous lessons. D Breathing. January and June First half of the month 1 Relaxation. 2 Marching: Select from previous lessons. 3 Exercise: A Postural: a (1) Arms forward upward and half way downward side- ward (between vertical and horizontal, like the letter " Y ") and heels, Raise! (2) Position! b (1) Arms forward to hands on chest (elbows well back) left (right) leg backward and right (left) knee, Bend! 312 THE UNIVERSITY OF THE STATE OF NEW YORK (2) Position! Or select from previous lessons. Each two times. B Rhythmic: a Do " a " of postural exercise to count, One! Two! b Do " b " of postural exercise to count, One! Two! c Or alternate " a " and " b." d Or select from previous lessons. Each four times. C General: Select from previous lessons. D Breathing. January and June Second half of the month i Relaxation. 2 Marching: Select from previous lessons. 3 Exercise: A Postural: Select from previous lessons. B Rhythmic: Select from previous lessons. C General: Select from previous lessons. D Breathing. PHYSICAL TRAINING D Indoor Games Last Man {10 to 60 players) (Tag game.) Players seated at desks. Rows playing must be full rows. The game is much like " fox and squirrel." One player is " it " and there is one runner, besides the full rows of seats. The runner may come to the front of any row and call " Last man " and then each player in that row must move back one place, leaving the front seat for the runner, who is now safe. The last one in the rear of the row will be out of place and thus becomes runner. When a runner is tagged, he is " it " and the one who caught him becomes runner and must get out of the way at once. Hand over Head Bean Bag (10 to 60 players) The players should all be seated, there being the same number in each row of seats. On each front desk a bean bag should be laid. At a signal the player in each row lifts the bean bag over his head and drops it on the desk behind him, immediately clasping 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 PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 3I3 thus passed quickly to the rear of the line. When the last pupil receives it he runs forward at once to the front of the line. As soon as he reaches the front desk the entire row of players move backward one seat and the player who ran forward takes the front seat, immedi- ately passing the bag backward to the player behind him. The play thus continues until the original occupant of the front seat has again returned to it. Immediately that he is seated he should hold the bean bag up with outstretched arm as a signal that his row is finished. The row wins whose leader first does this. Just play alternate rows at a time as the children have to change seats in one aisle and run in the other. Variations: Have pupils stand in aisles, the bean bag being passed to outstretched hands of the pupil back of him. He in turn passes to pupil back of him till last one is reached, continuing game as above. Slap Jack {10 to 30 players) Children in seats. One person is " it," who slaps someone on the back. That one jumps up, running around outside of (only) room in opposite direction. The one arriving at that vacant seat first keeps it, and the other one is "it." Up Jenkins (6 to 20 players) Divide the players into two sides, with a captain for each side. Place all members of a side on one side of a table and the other players on the opposite. A coin, usually a quarter, is passed under the table from player to player of one side, by this means disguising from their opponents who has the coin. The captain of the opposite side calls " Up Jenkins! " Then all the hands of the opposite side are held up with palms toward their opponents, their fingers held down tightly over the palms, the quarter being hidden in one of the hands. The captain then says "Down Jenkins!" the hands are slammed down flat on the table. This should be down with enough noise to disguise the clink of the coin. The captain is the only one who can give orders that should be obeyed. The other players may give orders to confuse their opponents. The captain calls for a specified hand to be lifted. The player named must lift the hand indicated, and that hand must be taken from the table. If the captain can succeed in lifting all the empty hands so that the coin is left under the last hand, his side wins, and the coin passes to them. 314 THE UNIVERSITY OF THE STATE OF NEW YORK If the coin should be discovered before the last hand is reached, the side holding the coin adds to its score the number of hands remaining on the table and also keeps the coin for the next round. The side wins which has the higher score when the play ends. Zig-zag Passing (12 to 60 players) The players are divided into two teams of equal number, and each team into two groups. One group of each team lines up along the rear and front walls. The other groups line up across the middle of the room, facing their respective team groups. The first player in each group, next to the wall, has a ball, and at the leader's command, passes it to the first player in the opposite group, who immediately passes it back to the second player in the first group; the ball is passed across the room in this manner. The teams wins that first " zig-zags " the ball across the room and back again. Balloon Goal (The balloon ball is the light gas balloon usually sold on circus days.) A cord s feet long is stretched across each corner of the room, 7 feet from the floor. The players are divided into two teams. Two players, of the same height, one from each team, are stationed at regular intervals about the room, one couple near each corner. The two diagonal corners belong to the same team. The leader throws the balloon ball among the players, who endeavor to bat the ball over the cords into their own corners. The players must not jump in batting the ball and should not move out of their own territory, that is, more than half way toward the nearest couple. Any violation of the above rules entitles the opposing couple player to a free throw for the goal. One point is scored each time the ball is batted over the cord, and the team wins that has made the most scores at the end of the playing period. It is best to change goals at the end of one-half of the period. Bend and Stretch Relay This game consists of passing sideways two bean bags and two books alternately. This amount of apparatus should be placed on the floor in the outer aisle beside each player in one of the outside rows. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 315 Black and White (Heads and Tails) One player is chosen as leader, the rest being divided into two equal parties. Each player in one party should tie a handkerchief on the left arm to indicate that he belongs to the Whites; those in the other division are called the Blacks. The players stand around on the floor promiscuously, the Whites and Blacks being mingled indis- criminately. The leader is provided with a flat disc, which is white on one side and black on the other, and preferably hung on a short string to facilitate twirling it. He stands on a stool at one side or end and twirls this disc, stopping it with one side only visible to the players. If the white side should be visible the party known as the Whites may tag any of their opponents who are standing upright. The Blacks should therefore drop instantly to the floor, as in stoop tag. Should the black side of the disc be shown the Blacks may tag the Whites. Any player tagged scores one point for the other side. Dead Ball If there are many players in the room, one-half play at a time. The leader throws a ball into the air, among the players. The player who catches the ball immediately tosses it up and the player nearest the ball should endeavor to catch it. The action should be very rapid. The one who misses a catch is seated, the last player standing wins the game. Variations: Players number in twos and then scatter about the room. The odd and even numbered players form teams, respec- tively. The team wins that has the most players standing at the end of the playing period. Outdoor Games In and Out Relay (Apparatus: Indian clubs or a good substitute) The players are divided into two or more groups of like number, which compete against each other. The groups line up in single file behind a starting line, which is distinctly marked on the ground. Directly in front of each team, at the opposing end of the running space (which should be from 20 to 50 feet long) is a row of three Indian clubs standing about 2 feet apart. On a signal number 1 of each file runs forward and zig-zags between the clubs, without knocking any over, after which he makes a straight run back to his team touching the next player's hand, and then passes to rear end of line. The second player should be waiting for this " touch off " with toe just back of starting line and hand out- stretched. 316 THE UNIVERSITY OF THE STATE OF NEW YORK The second player repeats the run of the first, and so on until everyone has run. If a club is knocked over 1 it must be set up immediately by the one who knocked it over. The teams win in order of finishing, plus the smallest score on fouls. Fouls: (i) starting over line before the "touch off"; (2) not replacing clubs after falling. Method of Scoring Teams Order of finishing No. of fouls Order of winning A 311 B 252 C 17 3 Bombardment (jo to 100 players) The players are divided into two teams, each team standing on one of two parallel lines, 20 to 30 feet apart. Each player provides himself with an Indian club and one or two bean bags. He places the Indian club some distance back of the line and guards it with his feet and legs, while he endeavors to knock down the Indian club of any opposing player; he must remain back of the line when making the throw. The one whose club is knocked down becomes a member of the opposing team, but before he goes to the other side he may gather up any loose ammunition. The players should be cautioned against throwing too hard and the bags must not be thrown above the knees. The team wins that succeeds in knocking down all the opposing clubs. Variation: Each team retains its membership; one point is scored against the team each time one of its Indian clubs is knocked down. The team wins that has the lowest score at the end of the playing period. Poison Snake {10 to 30 players) (Gymnasium; playground) The players join hands to form a circle. About fifteen Indian clubs or tenpins are placed in the center of the circle with spaces between them in which a player might step. The players then try, by pushing or pulling their comrades by means of the clasped hands, to make them knock over the clubs. Any player who overturns a club or who unclasps hands must at once leave the circle, the club being replaced. The first players so leaving start a " scrub " circle; players disqualified in the scrub circle start another circle in their turn, etc. The player wins who is left in the original circle. Where PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 317 several circles have been formed, the several winners may form a circle at the close and play to determine the final winner. Volley Ball Mark out a court about 2 5 by 50 feet. Stretch a tennis or volley ball net across the court at its middle, the top of the net 7 feet high in the center. Players in two equal groups placed on opposite sides of the net. The light volley ball is used, and the object is to bat it over the net with open hands. One or both hands may be used. One player starts the game by " serving." To do this he stands with one foot on the rear line of the court, tosses the ball up and then bats it upward and toward the net. The other players watch the ball and if one of them can help the ball over by batting it he may do so, but no player can bat it twice in succession. If the ball goes over the net without touching it must be batted back by the opponents. The ball is in play as long as it is batted back and forth across the net; as soon as one side fails to return it, whether by letting it fall to the ground, batting it in the net, or batting it outside the court, it is out of play and must be started again by serving. The side failing to return the ball at any time when it is in play is said to " lose a point." If the side that served loses a point, they lose the right to serve, the ball going to the opponents. If the other side loses (serving side winning) it counts one score for the serving side. Only the serving side can make scores; the other side tries to win the point and thus the right to serve. Fifteen scores make a game unless it is fourteen all; in that case one side must get two more scores than the other to win. Whip Tag (Beetle Goes Round) {10 to 30 players) All the players but one stand in a circle, looking straight to the front and holding their hands open behind them. The one player who has been left out, the beetle, carries a knotted handkerchief round the outside of the circle, and puts it in the hands of any one of the players. Whoever receives it becomes beetle, and strikes his right-hand neighbor with it. This neighbor, to escape, immediately runs around the circle back to his own place, while the beetle pursues, striking at him whenever he is near enough. Meanwhile the player who first had the handkerchief has stepped into the place left vacant by the one to whom he gave it. This leaves the beetle alone outside the circle, as was the player at the beginning. of the game. The beetle, accordingly, does as that player did, and gives the hand- kerchief to someone in the circle. Then the game goes on as before. 3i8 THE UNIVERSITY OF THE STATE OF NEW YORK Folk Dances The Crested Hen i %9r-P P— *=E£^ 4* 15=*: w=> mm £ -&*#*- 4L £z J= P3= =£3 E3E -i — t -=t- 3= =t i St ^>H t -fcas. 3^ Formation: Danced by one boy and two girls or by three girls in small circles, the small circles forming one large circle. Step. Step-hop : step on left foot, hop on left foot ; repeat right foot. A Holding hands, circle to left with eight step-hops (meas. i-8). Repeat right. B Girls release each other's hands. Girl on right dances through arch formed by other two. She is followed by boy, who, still holding girls' hands, turns under his own uplifted arm. The left girl dances under arch formed by other two and is followed by boy. (Meas. 9-16.) Repeat. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 3I9 The dance is made more effective by stamping on the first step in the first and ninth measures. The whole dance may be repeated as many times as wished. Tantoli -fee: 2=fpsr t — i-— t — 1 — A w N ^ S--=t -S! -•-#-•- i * S :h«- £*£eEe£e! — i — — 1 — 1 — l^=^-J- +-9-f*-j •- f 61 £e£ -tz U- 1 1^.' £J U~ b»i £e£ t=t tJ — «- J^ *S**?Z 3 TlZ t- *=t=E — 1- 10 1-1— L^ :t=£ f^wa £=:=>:•. 13 Nbe z\zzzz^^z S=t= 14 V«g -■ — 1 — 2^ — 1- 1 is *& 16 5 t- t^ tJ -S*s> Formation: Double circle. Partners face forward. Join inside hands, outside hands on hips. Measures 1-8. Heel and toe polka, stamping on polka step. (Place left heel on floor in front, hop on right foot (count one and). Touch left toe behind, hop on right (count two and) then polka step (see " Practice Polka ")• Repeat to other side.) Begin with outside foot. 320 THE UNIVERSITY OF THE STATE OF NEW YORK Measures 9-15. With hands on partner's shoulders, step-hop, turning right. This may be taken without turning the first time, and with turning on the repeat. Measure 16. Stamp three times. Repeat from beginning. Maypole Dance -m wm -*_—*- r * r-^r^f m 1 1 1 ¥ ^ ^ilLJUUJ n B (twice) ^ * C (twice) K fe ^^t ^ 3 J_ "K The step used throughout is a vigorous skip, with high knee action and bending of body from side to side. Dancers in couples form a double circle, all facing around the circle. A 1 Skip twelve counts, swing in to face center, with four more skips. B 1 With four skip steps all advance toward pole. With four skip steps all move back from pole. Repeat. C 1 Partners join right hands and skip around each other (16 steps) ending with number 1 turned away from the pole and facing partner. (Number 1 in each couple is on left.) A 2 One polka step to right, hop and point left foot toward partner; hop again, touching left toe behind right heel (2 measures). Repeat all in opposite direction. B 2 Join right hands and turn partner with seven polka steps. All swing into single circle with one more polka step. C 2 Beginning with right foot, all dance around circle, sixteen skips. A 3 Repeat B 1 (four skips to pole, etc.). B 3 (Music of B and C.) With four skipping steps, first couple advance to pole and take ribbon in right hands. With four skips, back to place and face each other. Each couple do the same in turn. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 321 C 3 (Music of A and B.) With thirty-two skip steps all do grand chain, each number 2 going over partner's ribbon, under the next, etc. A 4 With four skips all advance to pole and drop ribbons. All join hands and move back with four skips. Advance and retire again. B 4 All dance sixteen skips around pole. C 4 Number 1 of first couple releases hand of dancer in front of her. All continue skipping and number 1 leads dancers in a string away from pole, all singing. French Vineyard Dance I & III Pantomime. h-ffrritrl^- 322 THE UNIVERSITY OF THE STATE OF NEW YORK <£.' i Pantomime: (a) Left hand on hip, with right hand make motion of digging ground (counts 1-2). Pat ground over (counts 3-4). (b) Both hands on hips, stamp three times, holding the fourth count. Do (a) and (b) four times; the last time turn around to right in the three stamps. 2 Chorus, (a) All join hands in circle. Take eight slides right; eight slides left. (The sliding should be vigorous and joyful.) (b) Lock partner's right arm in left arm in fifth position and in eight skips turn around. Repeat,, locking left arms. (Fifth position: the free arm is bent to the side with hand held above head in line with face.) (c) All join hands in circle and face right. Take eight skipping steps and about face. Take eight skipping steps and face partner. (d) Join both hands; keep them close to shoulders; take eight skips around to right and eight around to left. Practice Polka (Music: " Coming through ihe Rye," or any 2/4 music) Formation: Couples side by side with inside hands joined, outside hands on hips, facing around circle. Polka step. After a preliminary hop on left foot, step forward with right foot (one); close left foot to right foot (and); step forward again with right foot (two); hop on right foot (and). (Meas. 2.) Repeat same, beginning left foot. Counts. One-and-two-and. 1 Polka three times forward, starting with foot away from partner. 2 Stamp three times; face partner. 3 Polka three times forward, at same time turning toward partner, then away, then toward, letting arms swing well back, then forward and then back. 4 Clap three times; partners face. 5 Polka three times (see number 3). 6 Stand still three counts (facing partner). 7 Point right toe forward, place right elbow in left hand, shake finger at partner three counts. 8 Repeat left. 9 Polka once, each one turning in place with hands on hips. 10 Stamp three times. Repeat from beginning. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 3^3 Csehbogar i^Eigt -* — g- sf- 2$ j i ui i -• — =j=n- I—P** m I I » I ■ W=* 8 & 3 i 1 1 1 1 — • s^-i J — J 1 • I • i f^T-ii -4 - m 4 e iseball. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 34I Folk Dances Dutch Dance BraS^3 l=t: mi ^-h « ^ ■•- -•- -«- -•- l=^r| ♦ --r u -* — *- 2* Hi&^fee^^ »- > > 3 3 1 II ?«: & m. ^ ?? * * •*-* as =* V =t =t 3=Z=tz -z—n- H=* 4=4- *=*=* 5: 3: • • • 3F»|3 fe f PS i 3 !- l(S=r W=»r -:T W ^ 3 3* ?* 1 Four couples join hands and march forward, lifting leg well from hip. First couple directly forward, second to right, third to left, fourth completes square. At first " hold " couples bow to each other (bob curtsey), continue march and at next " hold " curtsey and turn to place. (Bob curtsey: place right foot back of left and bend both knees, boy's hands at waist, girl's hands holding skirts out a^little.) 2 The square now formed, couples bow to the next four measures of music four times, first to corners, then to partners. Then repeat. 342 THE UNIVERSITY OF THE STATE OF NEW YORK Next four measures face partner, join left hands and walk around partner back to place and finish with a curtsey. 3 Repeat first eight measures of music. Four couples advance to center, four steps, half turn and curtsey. Return to place, four steps, half turn and curtsey. Finish through the music with a grand chain, that is, right hand to partner, left hand to next person, etc. When back to place again, curtsey. Cornish May Dance jfe^g g*S II \ I — J-fl m- *£ fc* -P3-J • tl •- -*" -*- s=t zJ=Mz Village procession in search of the May i Form procession by joining hands, two by two. Trip forward with beating of feet (polka time), swinging arms to rhythm of song. 2 At II the possession halts, the two head couples face each other, and so throughout the length of the line, forming groups of four. The fours then forward (4 counts) and back (4 counts) and girls change, that is, girls join right hands, turn around each other and back to partner. Then each group form a ring; circle to left clear PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 343 around; the head couple of each group swing under arms of second couple and take their place just behind. The procession then starts up again and the whole is repeated as many times as desired. I Ye maids of Helston, gather dew, While yet the morning breezes blow. The fairy rings are fresh and new; Then mark them cautious as ye go. II Arise, arise! at dawn of day, The skylark trills his early lay, Care, get thee hence, from Helston fly, For mirth to none can we deny. Three Dance \St£L -f— 0- 53E ■•— *- -+— t- =?*=+- P£? t=£ % 3=3 i fc -*—+ EiiE 3=3: £ B ±± 0-T-0— — S-0- & §i=£ 0^- S^L ^J- i £ — >-*- gq-r tESEt d£E^ F &*£& — ju w—n -i— 6 S^ (— I- Continued on page 244 344 THE UNIVERSITY OF THE STATE OF NEW YORK Three Dance — {Continued) II: S3 -^j-- :t % t * IE s£ m 9 * "ft* ^=x ± it- 13 41-1*- 3!=zte: H 15. 16 ■+ ' B.C. Formation: In four couples in quadrille formation. Couple 1 and couple 2 stand opposite each other (head couples) while couple 3 and couple 4 stand opposite each other (side couples). The one taking the boy's part stands to the left of his partner. When the dance permits, hands are joined shoulder height, and free hands are always kept on hips. As many groups (four couples each) may be used as desired. Steps. Running steps, skips and hop-steps. Take skipping vigorously, going high on toes with knees well bent in front. Hop- step (meas. 1) step on left foot (1), hop on left foot (2); (meas.2) step on right foot (1), hop on right foot (2). Repeat one hop-step to each measure. A All eight dancers join hands and dance around (skipping) circle from right to left (meas. 1-8). (The circle should be spread to its fullest extent.) B With eight short running steps (beginning with right foot) couple 1 and couple 2 go forward and pass each other, couple 1 going between couple 2 (meas. 1-4). Without turning around, both couples run back to place. Eight short steps, this time couple 2 PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 345 going between (meas. 5-8) . Couples 3 and 4 repeat same (couple 3 going between first) (meas. 1-8). C Couples 1 and 2 advance toward each other (hop-step) at same time clapping hands 3 times (meas. 1-2). Each one takes partner opposite, hooks right arm and swings around once (hop-step) (meas. 3-5). Each one goes back to own partner, hooks left arm and swings around once, finishing in original position (meas. 6-8). Couples 3 and 4 repeat same (meas. 9-16). Repeat whole dance as desired. Highland Schottische i S 1~, m zazt •^t : S* r r** i^igi ** *5 -*-•-- TjtSl I r r .»*• Formation: Single circle. Partners face each other. Left arm in half circle over head. Right hand on hip.j Measures 1-4. (1) Touch 'Vight toe to right side, hop left. (2) Raise right in back of left knee, hop left. (3) Touch right toe to right side, hop left. (4) Raise right in front of left knee, hop left. (5-8) Schottische step to right — slide, cut, leap, hop. Repeat step, starting to left, right arm up. Measures 5-12. Partners hook right arms, left hands on hips. Starting with left foot, three running steps, and hop, extending right foot. Repeat three times. Hook left arms and repeat the exercise, starting with right foot. Repeat twice. On the last measure run forward four steps to meet new partner. Instead of running schottische, step-hop or hop polka may be used. Repeat from beginning. 346 THE UNIVERSITY OF THE STATE OF NEW YORK Rheinlander £? *E3 m mg BE tt -& i ?-i- 3=^=m. -* — • — •-»- t» — r 2 -P— *- ^Sf 5=2E *-t= j — r ^12 s 3=q=q=K: -» — p- 6 ^T-#* ^ *— "—*- £3= 1— T tt= ■cp- 4 S f*--f- gB£ =i=r=< S3 m/ §§£ t=! *-* .0 — ^ — # — — —\ -£**- &-*• -stSSh #%E £* 2sE jf-p-^-j-tL. -«-g-*-if^ E 17 18 19 J- 20 ^-£— - — J*&!±. taJ — ■"" ~^m* f— -»- -»- -a- -»- -i— r£- :t— t l*i£ 1=8=1; :ts--l? zp=ft=!t=t ^_«_«_I 23 ^ •- 24 J— 4- — * — *— PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 347 Measures 1-8. Sixteen steps walking around circle. Measures 1-8. Sixteen steps — hop waltz — around. Measures 9-16. Polka forward two steps (outer foot leads); girl turns under arm of boy. Four times. Measures 9-16. Start as above, but boy's arms folded, girl's akimbo. After two steps she whirls away from circle two measures, while he follows with polka, stamping as he follows. Four times. Measures 17-24. Boy kneels, girl goes around him, turning around at his shoulder — four polka steps. Then both go forward four steps. Repeat. Measures 17-24. Skater's position. Both start step with right foot crossed behind, turn toward center, then two running steps and heel forward in fourth position. Step left foot behind and run outward. Repeat. Measures 1-8. Boy kneels, girl goes around him — hop waltz, then both forward four steps. Repeat. Measures 1-8. Polka two steps forward, start on outer foot, turn with hop waltz and girl jumps up as she turns around. Se Pletyonka (A Russian Folk Dance) -•—#—#—#- 3t3t P3fe ■*- -e- I=IE ~fc=& Continued on page 348 348 THE UNIVERSITY OF THE STATE OF NEW YORK Piety onha — Continued m — 9 — = m — m — m •- 1 > — » — » — «- -=1 — i — =1 — •- U 1/ ■1 — • — =1 — m- 1/ u 1/ I — g — 1 ^= =f"=t -4=- ANe e 3=1=3: fl ;£*** r i i —U pg^ 1e^ ^ 3E ?=£ tr t — i- Formation: Any number of couples arranged in a single circle, partners facing each other. All begin left foot. Point foot sideward, with heel up, and hop on right foot (count one and). Swing left foot forward, hop on right foot (two and) (i measure). Repeat three times more — right, left, right (two measures). Hook right arm with partner and run one and a half times around partner with eight steps, beginning right foot. Finish on opposite side of partner (four measures). Keep partner's right arm and hook left arm with neighbor so as to make one large circle of people facing alternately out and in. Run around circle to left side of girls with twelve steps (six measures). Let go partner's arm and run around neighbor with four steps (two measures). Each partner repeats from beginning with neighbor. Continue changing partners as long as desirable. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 349 Gymnastic Drills, Marching and Games First Half Year First half i Marching. 2 Mass drill, with or without dumb-bells. Group A a (i) Raise arms forward, raise left leg forward. (2) Position. b (1) Raise arms sideward, raisejeft eg sideward. (2) Position. c (1) Raise arms forward upward, rase left leg backward. (Do not bend leg at knee.) (Head erect!!) (2) Position. Group B a (1) Arms forward, lunge left forward. (2) Position. b (1) Arms sideward, lunge left sideward. (2) Position. c (1) Arms forward upward, lunge left backward. (2) Position. Group C a (i) Arms forward, one-quarter left turn, lunge left forward. (2) Position. b (i) Arms sideward, one-quarter left turn, lunge left sideward. (2) Position. c (1) Arms forward upward, one-quarter left turn, lunge left backward. (Head erect!!) (2) Position. Group D a (1) Arms forward, jump left leg forward right leg backward. (Stride stand) (2) Position. b (1) Arms sideward, jump to straddle. (2) Position. c (1) Arms forward upward, jump to cross legs. (Head erect!!) (2) Position.jJ 3 General exercise: See grade^. 350 THE UNIVERSITY OF THE STATE OF NEW YORK 4 Breathing exercise: See grade 6. 5 a Group dances. b Apparatus work. c Gymnastic games. Second half i Marching. 2 Mass drill, with or without dumb-bells. Group A a (i) Left arm forward upward, right arm backward, step left leg forward. (2) Position. b (1) Left arm sideward upward, right arm one-half sideward, left leg sideward. (2) Position. c (1) Left arm obliquely forward upward, right arm obliquely backward (left behind right). (2) Position. Group B a (1) Left arm forward upward, right arm backward, lunge left forward. {Head erect!!) (2) Position. b (1) Left arm sideward upward, right arm one-half sideward, lunge left sideward. (2) Position. c (1) Left arm obliquely forward upward, right arm obliquely backward, lunge left obliquely backward (left behind right). (2) Position. Group C a (1) Arms forward to hands on chest, straddle jump. (2) Position. b (1) Arms sideward to hands on chest, straddle jump. (2) Position. c (1) Arms sideward to finger tips on shoulders, one-quarter left turn, straddle jump. (2) Position. Group D a (1) Bend forward, swing arms forward between legs and straddle jump. (2) Position. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 35 1 b (i) Bend forward, swing arms forward between legs, one- quarter left turn, straddle jump. (2) Position. c (1) Arms sideward finger tips on shoulders, one-half left turn, straddle jump. (2) Position. 3 General exercise: See grade 6. 4 Breathing exercise: See grade 6. 5 a Group dances. b Apparatus work. c Gymnastic games. Second Half Year First half i Marching. 2 Mass drill, with or without dumb-bells. Group A a (i) Arms forward, one-half deep knee bend. (2) Position. b (1) Arms sideward, bend trunk forward. (2) Position. c (1) Arms backward, bend trunk backward. (2) Position. Group B a (1) Arms forward, deep knee bend. (2) Position. b (1) Arms sideward to hands on shoulders, jump to straddle. (2) Position. c (1) Arms sideward, bend trunk left sideward. (2) Position. Group C a (1) Arms forward upward, deep knee bend. (Head erect!.') (2) Position. b (1) Arms sideward, twist trunk left sideward, one-quarter turn left and jump to straddle. (2) Position. c (1) Arms backward, bend trunk backward, kneel on left knee. (2) Position. 352 THE UNIVERSITY OF THE STATE OF NEW YORK Group D a (i) Alms forward, one-quarter turn left, jump to deep knee bend. (2) Position. b (1) Swing arms downward between legs, one-quarter turn left and jump to straddle. (2) Position. c (1) Arms sideward, one-quarter turn left, lunge left sideward, bend trunk left (left hand to floor). (2) Position. 3 General exercise: See grade 6, first half year. 4 Breathing exercise: See grade 6, first half year. 5 a Group dances. b Apparatus work. c Gymnastic games. Second half 1 Marching. 2 Mass drill, with or without dumb-bells. Group A a (1) Arms sideward upward, jump to straddle. (2) Position. b (1) Arms forward, hands to floor, bend trunk forward, left leg diagonally backward (back of right leg) bend right knee. (2) Position. c (1) Arms sideward, bend trunk left sideward, lunge left forward. (2) Position. Group B a (1) Arms sideward, one-quarter left turn and jump to straddle. (2) Position. b (1) Arms sideward (left hand to floor) bend trunk left, bend left knee, extend right leg backward. (2) Position. c (1) Arms forward upward, trunk backward, lunge left backward. (2) Position. PHYSICAL TRAINING SYLLABUS: ELEMENTARY SCHOOLS 353 Group C a (i) Arms forward, jump to legs crossed (left and right legs alternately in front). (2) Position. b (1) Arms forward to hands under left knee, lunge left forward. (2) Position. c (1) Arms sideward, trunk left twist, jump to stride stand, left leg forward. (2) Position. Group D a (1) Arms forward, one-quarter left turn and jump to legs crossed. (2) Position. b (1) Left arm forward upward, right arm backward, one-half left turn, lunge left forward. (2) Position. c (1) Arms sideward, upward, forward, downward and back- ward, trunk forward, straddle jump. (2) Position. 3 General exercise: See grade 6, first half year. 4 Breathing exercise : See grade 6, first half year. 5 a Group dances. b Apparatus work. c Gymnastic games. Syllabus for Secondary Schools PHYSICAL TRAINING B September and February First half of the month In schools where there is departmental work it is suggested that the school be divided into three groups for relief drills. For example, a language group, a science group, and a group composed of those departments or subjects which do not easily fall into either of the other two groups. Different groups may be formed if it is more convenient. Each group will have its own series of graded exercises, and the pupils in going from one teacher to another will receive the required drills with a constantly changing variety of exercises. The work for the first half of September need not be fully duplicated in February; but a review should be made. Such essentials, for example, as the necessity for good posture, should be covered fully. Marching need not receive the same detailed attention in February that it does in September. In September the pupils after a long vacation, will be somewhat out of practice, while in February they will come from another grade where they have had more or less practice for four months. As soon as a teacher receives a class it is suggested that it be organized for the relief drills. i Choose the boys and girls who will be of most assistance and most likely to have a good influence over the rest of your class. Assign and explain duties of health officers and arrange that those pupils open windows and inspect the room without further orders whenever a relief drill is announced. The time for the execution of their other duties should be determined by the teacher. Pupils not selected at first may be called on without warning. If this is understood, all the pupils will pay attention during these two-minute periods. 2 After this part of the organization has been completed teach the pupils the proper sitting posture. An exercise may be made out of those which govern correct sitting posture in the follow- ing way: I2 [355] 356 THE UNIVERSITY OF THE STATE OF NEW YORK Active, Position! (Pupils sit erect, feet on the floor under the desk, hips pushed back to the back of the seat, arms at the side; that is, the " active " position.) Passive, Position ! (Pupils maintain the correct erect carriage or posture of the trunk as above but rest against the back of the seat, bending at the waist; that is, the " passive " position.) Note. Alternate these two exercises and repeat several times. They may be jiven at any time during the day, especially when a general poor posture is noticed. They may be given as part ' of or independently of the two-minute drills. 3 Preparatory commands (may be used by all teachers for all lessons) : a Ready for exercises ! (Pupils stop whatever work they are doing. May take off coats or sweaters if it is found desirable.) b Active — Position! (Pupils sit erect with feet on floor under desk. Arms at sides.) c Class — Stand! (Pupils rise quickly and quietly and assume correct standing position; " chest high," and arms hanging easily at sides.) 4 o Make posture test (standing, marching, exercising). In schools where there is departmental work it is obvious that unless the test is given simultaneously in all classes on a chosen day and at a chosen hour, the pupils will be subjected to duplication of the test. Such a duplication would invite the ' criticism of the pupils because they might not be rated exactly alike by all their teachers. Also it is not necessary to test a pupil in more than one class. Inspect each pupil individually and be accurate as well as rapid in your judgment. Ask one of the pupils whose posture was good (or better, the one whose posture was the best) to secure the names of those standing at the end of the test. b Post class percentage. c Correct the posture of children who need such correction. The teacher should not limit corrections .to these two-minute periods. Each child should be encouraged to cultivate the habit of sitting straight, standing straight, and being straight. Good posture can come only from habit. To get the best results, constantly remind the pupils who need correction. For a teacher to be told her pupils have good posture is highly complimentary. PHYSICAL TRAINING SYLLABUS: SECONDARY SCHOOLS 357 5 Explain importance of posture. (See Bancroft, " The Posture of School Children "; Goldthwait, in Pyle's " Personal Hygiene.") This talk, like the test, must be given on a chosen day and at a chosen hour in the departmental plan schools or there will be duplication. The following exercises are intended to relieve the cramped fingers of the pupils who, in rural districts, may have been milking, working with a hoe, and so on. They may also be given in any school or in any district during or after periods of writing, drawing, working in the shops, and so on. a (i) 1 Shut fingers (make a fist — Gently). (2) Open fingers (extend the fingers very forcibly in order to procure the maximum extension of the cramped fingers)^ Four times with the arms hanging at the side ofij(|pe body; then four times with the arms moved to the front horizontal; then four times with the arms moved to the side horizontal; then four times with the arms moved to overhead; then call "Halt!" and bring the pupils to Position! b 1, 2, 3, 4, hand or wrist shaking. The hands are held in a loose, dangling position during the exercise. Done to the count of four with the arms at the side of the body; then to the count of four with the arms moved to front horizontal; then to the count of four with the arms moved to side horizontal; then overhead; then "Halt!" and bring pupils to position. 6 a Look over your classroom and find the best way to arrange your pupils for their exercises. The best way may be to arrange that boys pass to the aisles in the front of the room and girls to the aisles in the rear when such a grouping is needed for relief drills. b Select certain pupils to act as " drill leaders." You may use one pupil to a group or one to each aisle. Arrange to change leaders with enough frequency to keep the pupils interested in competition for these positions. ifhe numerals " 1 " and " 2 " indicate the counts, One! Two! One! Two! and so on. 358 THE UNIVERSITY OF THE STATE OF NEW YORK 7 a Explain the uses and importance of learning how to march; for example, in handling crowds, fire drills, and orderly movement of classes in school; value of alert response to command. He who has not learned to obey may not be trusted to command. b Left (right, face!) (i) Raise left toes and right heel, one-quarter turn on left heel, push with ball of right foot — one! (2) Having turned one-quarter left, bring the right heel to the left heel — two! (For Right, face! turn on right heel, push with left toes.) Note: Execute the facing at first with a pause between the first and the second counts. When pupils have thoroughly learned, face without pause. Give pupils individual attention if necessary. Class should finally respond with snap and in unison. Never permit any marching, halting, facing etc., to be begun or ended with a stamping of feet. Watch posture! c Mark time, March! Raise the feet, beginning with left, alternately about 2 inches from the floor. Count 1-2 and repeat, or 1-2-3-4 and repeat. Do not say, " left! left! " but you may say "left! right! left! right!" d Halt! Given as either foot strikes the floor. When the command " halt " is given while marking time, place the other foot on floor on first count and then place the first foot beside it with heels together on second count. When command " halt " is given while marching, advance the rear foot one step on the first count and then bring the other foot up to it with heels together on the second count. e Forward, March! (about the room if possible). Step out with left foot. Avoid shuffling. Keep about 14 inches of space between units. Last pupil in column starts at the same time the first one does. Come to a " Mark time " but avoid crowd- ing; then to a " Halt." Note: After children have learned how and if school conditions permit, march from room by twos and back again, as practice for fire drill. Insist upon good posture. Repeat in consecutive two-minute periods until pupils execute these movements promptly and in unison. PHYSICAL TRAINING SYLLABUS: SECONDARY SCHOOLS 359 September and February Second half of the month Note: Considerable variation may be secured in all the two-minute drills by having more marching at one period and only one ealisthenic exercise; or less marching and more calisthenics, or 1 ss of both and more of the " general exercises," and so on. i Relaxation: Class, Stretch! Position! (Raise arms sideward, upward a little forward of vertical; rise on toes and stretch.) Another relaxation exercise is described, by Doctor Crampton as follows: " Hands on shoulders, Place! Full breath! Fist tight! — Stretch. The pupils bend to side and back and twist slightly stretching the arms as they naturally would stretch when tired." ("Position" should be correct posture — chest high, and arms hanging easily at sides.) A second variation is a simple, informal command, — Stand up and stretch! That will permit each pupil to stretch in his own characteristic way. Call class to Position! 2 Marching: a Select orders from previous lessons. b About, Face! " Carry the toe of the right foot about half a foot length to the rear and slightly to the left of the left foot without turn- ing to the right on the left heel and right toe; place the right heel by the side of the left." Note: " About " is always done to the right unless the order is left about- The Infantry Drill Regulations do not call for " left about." It has a place in gymnastics, however, and is given for the purpose of producing better coordi- nation and development. c One step backward (or forward), March! d One step left (or right), March! In stepping forward (or backward) count one step more than the number of steps given; thus, one step forward (backward) count two; three steps forward (backward) count four. In stepping to the left (right) double the number of steps given; thus, one step left (right) count two; three steps left (right) count six. 3 Exercise: A Postural: Movements are done at the command of execu- tion; for example, "Arms forward to side horizontal, Raise! " The description of the exercise tells the pupils 360 THE UNIVERSITY OF THE STATE OF NEW YORK what they are to do, the word " Raise! " tells them to do it. Thus they respond to command. The word " Posi- tion! " brings the pupil back to the correct standing position. Each exercise is held for a few seconds in order to give time for making necessary correction of posture. Re- member that a general command to stand erect, to raise the head, etc., addressed to an entire class may produce overcorrection in the posture of those who have already assumed the correct posture. It is better to make indi- vidual corrections and also to commend those pupils who have a good carriage. Do not hold any position for more than a few seconds ; otherwise the work loses its recreative value and becomes nerve-racking. a (1) Arms forward, Raise! (2) Position! From — Hands on hips, Place! (Trunk to the rear) b (1) Left (right) knee upward, Raise! (2) Position! Each two times. B Rhythmic: Repeat the " postural exercise " to rhythmic count — One! Two! for four or five times; not too fast or too slowly. Exercises should be done slowly enough to give time to learn them and then the cadence may be increased. Some exercises, or parts of exercises, may have to be done to a slower cadence than others. March time is usually the best time for proper rhythm and ca- dence. Start the rhythmic exercises by command, " Begin! " Stop the exercise by command, " Halt! " C General: During the general exercises always place the hands on hips, thumbs to the rear, unless otherwise stated. Hop on left (right) foot, each eight times. D Breathing: Standing at attention with .hands on hips, (1) Inhale! (slowly through nose) (2) Exhale! (forcibly through mouth,— Blow!) Repeat four times. Or (1) Arms sideward upward and inhale (slowly through • nose rising on toes. (2) Arms sideward downward and exhale (forcibly through mouth, — Blow!) lower heels. PHYSICAL TRAINING SYLLABUS! SECONDARY SCHOOLS 361 Group A October and March First half of the month 1 Relaxation. 2 Marching: a Select orders from previous lessons. b Column left (right) March! A column is formed when the pupils are one behind the other A column may be a single file, two, four or more abreast. Column left (right), March! The head of the column turns to the left (right) and the rest follow when they arrive at the place of turning. 3 Exercise: A Postural: a (i) Arms forward, Raise! (2) Arms sideward, Place! (3) Return to i. (4) Position! b From — Hands on hips, Place! (1) Left (right) leg forward, Raise! (2) Left (right) leg forward, Step ! (3) Return to i. (4) Position! 'Each one or two times. B Rhythmic: (a) Do "a" of postural exercise to count, One! Two! Three! Four! (b) Do " b" of postural exercise to count, One! Two! Three! Four! (c) Or alternate " a " and " b." Each four times. (d) Or occasionally omit " b " and do " a " eight times. C General : Stationary run. D Breathing. Group A October and March Second half oj the month 1 Relaxation. 2 Marching: a Select orders from previous lessons. b Countermarch left (right), March! (for use in rooms having wide aisles). 362 THE UNIVERSITY OF THE STATE OF NEW YORK The head of the column turns (180 degrees), and marches in the opposite direction. The rest follow when they arrive at the place of turning. (The Infantry Drill Regulations do not call for "Countermarch"; it has a place, however, in the classroom and gymnasium.) 3 Exercise: A Postural: a (1) Arms forward to hands on chest, Place! (2) Arms upward, Thrust! (arms overhead, head erect). (3) Return to 1. (4) Position! b From — Hands on hips, Place! (1) Straddle, Jump ! (2) Trunk backward, Bend! Do not bend backward far. Have the bending at the chest, not at. the waist. (3) Return to 1. (4) Position! Each one or two times. B Rhythmic: a Do " a " of postural exercise to count, One! Two! Three' Four! b Do " b " of postural exerc'se to count, One! Two! Three! Four! c Or alternate " a " and " b." Each four times. d Or occasionally omit. " b " and do "a" eight times. C General: Stationary running, bringing the knees up higher than in the ordinary running. D Breathing. Group A November and April First halj of the month 1 Relaxation. 2 Marching. 3 Exercise: A Postural : a (1) Arms sideward, Raise! (2) Arms upward, Raise! (3) Return to 1. (4) Position! PHYSICAL TRAINING SYLLABUS: SECONDARY SCHOOLS 363 b From — Hands on hips, Place! (1) Left (right) leg, left (right) sideward, Step! (2) Heels, Raise! (3) Return to i. (4) Position! Each one or two times. B Rhythmic: a Do " a " of postural exercise to count, One! Two! Three! Four! b Do " b " of postural exercise to count, One! Two, Three! Four! c Or alternate " a " and " b." d Each four times or occasionally omit " b " and do" a" eight times. C General: Low vertical jump (jumping up and down). D Breathing. Group A November and April Second half of the month 1 Relaxation 2 Marching, 3 Exercise: .4 Postural: a (1) Arms forward, Raise! (2) Arms sideward, Place! (3) Return to i. (4) Position! b From — Hands on hips, Place! (1) Left (right) knee upward, Raise! (2) Left (right) leg backward, Stretch! (3) Return to i. (4) Position! Each one or two times. B Rhythmic: a Do "a" of postural exercise to count, One! Two! Three! Four! b Do " b " of postural exercise to count, One! Two! Three! Four! c Alternate " a " and " b." Each four times. d Or occasionally omit " b " and do " a " eight times. Each four times. C General: Straddle jump. D Breathing. 364 THE UNIVERSITY OF THE STATE OF NEW YORK Group A December and May First half of the month 1 Relaxation. 2 Marching. 3 Exercise: A Postural exercise : a (1) Arms forward, Raise! (2) Arms upward. Raise! (3) Return to 1. (4) Position! b From — Hands on hips, Place! (1) Heels, Raise! (2) Left (right) leg, Raise! (3) Return to 1. (4) Position. Each one or two times. B Rhythmic: a Do "a" of postural exercise to count, One! Two! Three! Four! b Do " b" of postural exercise to count, One! Two! Three! Four! c Or alternate " a " and " b." Each four times. d Or occasionally omit " b" and do " a " eight times. C General: Select from previous lessons. D Breathing. Group A December and May Second half of the month 1 Relaxation. 2 Marching. 3 Exercise: A Postural : a (1) Hands on chest, Elbows back, Place! (2) Thrust arms forward and straddle, Jump! (3) Return to 1. (4) Position! b (1) Arms sideward, Raise! (2) Trunk left (right), Twist! (3) Return to 1. (4) Position! Each one or two times. PHYSICAL TRAINING SYLLABUS: SECONDARY SCHOOLS 365 B Rhythmic: a Do "a" of postural exercise to count, One! Two! Three! Four! b Do " b" of postural exercise to count, One! Two! Three! Four! c Or alternate " a " and " b." Each four times. d Or occasionally either " a " or " b " eight times. e Or select from previous lessons. C General: Select from previous lessons. D Breathing. Group A January and June First half of the month 1 Relaxation. 2 Marching. 3 Exercise: A Postural: a (1) Arms forward and left (right) leg forward, Raise! (2) Arms sideward and left (right) leg forward, Step! (3) Return to i. (4) Position! b (1) Arms forward and heels, Raise! (2) Arms upward and deep knee, Bend! (almost a squat). (3) Return to i. (4) Position! Each one or two times. B Rhythmic: a Do "a" of postural exercise to count, One! Two! Three! Four! b Do " b" of postural exercise to count, One! Two! Three! Four! c Or alternate " a " and " b." Each four times. d Or occasionally either "a" and " b " eight times. e Or select from previous lessons. C General: Select from previous lessons. D Breathing. 366 THE UNIVERSITY OF THE STATE OF NEW YORK Group A January and June Second half of the month i Relaxation. 2 Marching: Select from previous lessons. 3 Exercise: A Postural : Select from previous lessons. B Rhythmic: Select from previous lessons. C General: Select from previous lessons. D Breathing: Select from previous lessons. Group B September and February The work for the months of September and February is common to all groups. See pages 355-360 for those lessons. Group B October and March First half of the month 1 Relaxation. 2 Marching: A Select orders from previous lessons. B Column left (right) March! A column is formed when the pupils are one behind the other. A column may be a single file, two, four or more abreast. Column left (right), March! The head of the column turns to the left (right) and the rest follow when they arrive at the place of turning. 3 Exercise: A Postural: 0(1) Arms forward, Raise! (2) Arms sideward, Place! (3) Return to 1. (4) Position! b From — Hands on hips, Place ! (1) Left (right) leg forward, Raise! (2) Left (right) leg backward, Swing! (3) Return to 1. (4) Position! Each one or two times. PHYSICAL TRAINING SYLLABUS: SECONDARY SCHOOLS 367 B Rhythmic: a Do "a" of postural exercise to count, One! Two! Three! Four! b Do " b " of postural exercise to count, One! Two! Three! Pour! c Or alternate " a " and " b." Each four times. d Or occasionally either " b " and " a " eight times. C General: Stationary run, raising knees higher than in ordinary running. ; D Breathing. / Group B October and March Second half of the month 1 Relaxation. 2 Marching: A Select orders from previous lessons. B Countermarch left (right), March! (for use in rooms having wide aisles). The head of the column turns (180 degrees) and marches in the opposite direction. The rest follow when they arrive at the place of turning. (The Infantry Drill Regulations do not call f or a " Countermarch "; it has a place, however, in the classroom and the gymnasium.) 3 Exercise: A Postural: a (1) Hands on chest, elbows back, Place (2) Arms sideward, Thrust! (3) Return to i. (4) Position! b From — Hands on hips, Place! (1) Trunk left sideward, Bend! (2) Trunk right sideward, Bend ! (3) Return to i. (4) Position! Each one or two times. 368 THE UNIVERSITY OF THE STATE OF NEW YORK B Rhythmic: a Do "a" of postural exercise to count, One! Two! Three! Four! b Do " b " of postural exercise to count, One! Two! Three! Four! c Or alternate " a " and " b." Each four times. d Or occasionally omit " b" and do " a " eight times. C General: Low vertical jump (jumping up and down). D Breathing. Group B November and April First halj of the month 1 Relaxation. 2 Marching. 3 Exercise: A Postural: a (1) Arms forward upward, Raise! {head erect!) (2) Arms sideward, Place! (arms horizontally at the sides). (3) Return to 1. (4) Position! b From — Hands on hips, Place! (1) Left (right) leg forward, Raise! (2) Bring left (right) leg back to heels together and deep knee, Bend! (3) Return to 1. (4) Position! Each one or two times. B Rhythmic: a Do " a " of postural exercise to count, One! Two! Three! Four! b Do " b " of postural exercise to count, One! Two! Three! Four! c Or alternate " a " and " b." d Or occasionally omit " b" and do " a " eight times. Each four times. C General: Straddle jumps. D Breathing. PHYSICAL TRAINING SYLLABUS: SECONDARY SCHOOLS 369 Group B November and April 1 Relaxation. Second half of the month 2 Marching. 3 Exercise: A Postural: a (1) Arms sideward upward, Raise! (2) Arms forward, Place! (3) Return to i. (4) Position! b From — Hands on hips, Place ! (1) Heels, Raise! (2) Deep knee, Bend! (3) Return to i. (4) Position! Each one or two times. B Rhythmic: o Do " a " of postural exercise to count, One! Two! Three! Four! b Do " b " of postural exercise to count, One! Two! Three! Four! c Or alternate " a " and " b." Each four times. d Or occasionally omit " b " and do " a " eight times. C General : ' Stationary run. D Breathing. Group B December and May 1 Relaxation. First half of the month 2 Marching. 3 Exercise: A Postural: a (1) Arms forward, Raise! (2) Arms sideward, Place! (3) Return to i. (4) Position! b From — Hands on hips, Place! (1) Left (right) leg backward, Stretch! (2) Left (right) leg backward, Lunge! The leg lunging is carried backward to a little more than a step; is bent and the foot turned outward. The other leg is straight and both feet are flat on the floor. (3) Return to i. (4) Position! Each one or two times. 370 THE UNIVERSITY OF THE STATE OF NEW YORK B Rhythmic: a Do " a" of postural exercise to count, One! Two! Three! Four! b Do " b " of postural exercise to count, One! Two! Three! Four! c Or alternate " a " and " b." Each four times. d Or occasionally omit " b " and do " a " eight times. e Or select from previous lessons. C General: Select from previous lessons. D Breathing. Group B December and May Second half of the month i Relaxation. 2 Marching. 3 Exercise: A Postural: a (i) Arms forward, Raise! (2) Arms sideward and left (right) leg sideward, Raise! (3) Return to 1. (4) Position! b (1) Arms forward upward, Raise! (head erect!). (2) Trunk left (right) sideward, Bend! (3) Return to 1. (4) Position! Each one or two times. B Rhythmic: a Do " a " of postural exercise to count, One! Two! Three! Four! b Do " b " of postural exercise to count, One! Two! Three! Four! c Or alternate " a " and " b." Each four times. d Or occasionally either " a " or " b " eight times. e Or select from previous lessons. C General : Select from previous lessons. D Breathing. PHYSICAL TRAINING SYLLABUS: SECONDARY SCHOOLS 371 Group B January and June First half of the month 1 Relaxation. 2 Marching. 3 Exercise: A Postural : a (1) Hands on chest and straddle, Jump! (2) Thrust arms (hands) sideward and trunk left (right) sideward, Bend! (3) Return to i. (4) Position b (1) Arms forward and heels, Raise! (2) Arms upward and left (right) leg, Raise. (3) Return to i. (4) Position! Each one or two times. B Rhythmic: a Do " a " of postural exercise to count, One! Two! Three. Four! b Do " b " of postural exercise to count, One! Two! Three! Four! c Or alternate " a " and " b." Each four times. d Or occasionally either " a " or " b " eight times. e Or select from previous lessons. C General : Select from previous lessons. D Breathing. Group B January and June Second half of the month 1 Relaxation. 2 Marching: Select from previous lessons. 3 Exercise: A Postural: Select from previous lessons. B Rhythmic: Select from previous lessons. C General: Select from previous lessons. D Breathing. 373 THE UNIVERSITY OF THE STATE OF NEW YORK Group C September and February The work for the months of September and February is common to all groups. See pages 355-360 for those lessons. Group C October and March First half of the month 1 Relaxation. 2 Marching: a Select orders from previous lessons. b Column left (right), March! A column is formed when the pupils are one behind the other. A column may be a single file, two, four or more abreast. Column left (right) March! The head of the column turns to the left (right) and the rest follow when they arrive at the place of turning. 3 Exercise: A Postural: a (1) Arms forward, Raise! (2) Arms upward, Raise! (3) Return to 1. (4) Position! b From — Hands on hips, Place! (1) Heels, Raise! (2) Deep knee, Bend! (almost a squat position). (3) Return to 1. (4) Position! Each one or two times. B Rhythmic: a Do "a" of postural exercise to count, One! Two! Three! Four! b Do "b" of postural exercise to count, One! Two! Three! Four! c Or alternate " a " and " b ." Each four times. d Or occasionally omit " b " and do " a " eight times. C General : Stationary run. D Breathing. PHYSICAL TRAINING SYLLABUS: SECONDARY SCHOOLS 373 Group C October and March Second half of the month i Relaxation. 2 Marching: a Select orders from previous lessons. b Countermarch left (right), March! (for use in rooms having wide aisles.) The head of the column turns (180 degrees) and marches in the opposite direction. The rest follow when they arrive at the place of turning. (The Infantry Drill Regulations do not call for a " Countermarch "; it has a place, however, in the classroom and the gymnasium.) 3 Exercise: A Postural : a (i) Arms forward, Raise! (2) Arms sideward, Place ! (3) Return to i. (4) Position! b From — Hands on hips, Place! (1) Left (right) leg forward, Step! (2) Quarter right (left), Turn! (turn on heels). (3) Return to i. (4) Position! Each one or two times. B Rhythmic: a Do "a" of postural exercise to count, One! Two! Three! Four! b Do " b " of postural exercise to count, One! Two! Three! Four! c Or alternate " a " and " b." Each four times. d Or occasionally omit " b" and do " a " eight times. C General: Low vertical jumps (jumping up and down). D Breathing. 374 THE UNIVERSITY OF THE STATE OF NEW YORK Group C November and April First half of the month i Relaxation. 2 Marching. 3 Exercise: A Postural: a (i) Arms forward, Raise! (2) Arms upward, Raise! (head erect!) (3) Return to 1. (4) Position! b From — Hands on hips, Place ! (1) Left (right) foot forward to toes touching floor, Place! (2) Left (right) knee, Raise! (3) Return to 1. (4) Position! Each one or two times. B Rhythmic: a Do "a" of postural exercise to count, One! Two! Three! Four! b Do " b" of postural exercise to count, One! Two! Three! Four! c Or alternate " a " and " b." Each four times. d Or occasionally omit " b " and do " a " eight times. C General: Stationary run, raising knees higher than in ordinary running. D Breathing. Group C November and April Second half of the month 1 Relaxation. 2 Marching. 3 Exercise: A Postural: a (1) Arms forward upward, Raise! (Head erect!) (2) Arms forward downward, and backward, Raise! (3) Returnjjjto 1. (4), Position. PHYSICAL TRAINING SYLLABUS: SECONDARY SCHOOLS 375 b From — Hands on hips, Place! (i) Left (right) leg forward, Raise! (2) Left (right) leg backward, Stretch! (3) Return to i. (4) Position. Each one or two times. B Rhythmic: a Do " a " of postural exercise to count, One! Two! Three! Four! b Do " b " of postural exercise to count, One! Two! Three! Four! c Or alternate " a " and " b " Each four times. d Or occasionally omit " b " and do " a " eight times. C General: Straddle jump. D Breathing. Group C December and May 1 Relaxation. First half of the month 2 Marching. 3 Exercise: A Postural: a (i) Arms fcrward, Raise! (2) Arms upward and left knee, upward, Raise! (3) Return to i. (4) Position! b (1) Arms forward, Raise! (2) Arms sideward and trunk left (right) sideward, Bend! (3) Return to i. (4) Position! Each one or two times. B Rhythmic: a Do "a" of postural exercise to count, One! Two! Three! Four! b Do "b" of postural exercise to count, One! Two! Three! Four! c Or alternate " a " and " b." Each four times. d Or occasionally either " a " or " b " eight times. e Or select from previous lessons. C General : Select from previous lessons. D Breathing. 376 THE UNIVERSITY OF THE STATE OF NEW YORK Group C December and May i Relaxation. Second half of the month 2 Marching. 3 Exercise: A Postural: a (i) Arms forward, Raise! (2) Deep knee, Bend! Almost a squat position. (3) Return to 1. (4) Position. b (1) Hands on hips, Place ! (2) Trunk forward, Bend! (Keep back arched; bend only from hips; head erect. One can not bend far forward.) (3) Return to 1. (4) Position. Each one or two times. B Rhythmic: a Do "a" of postural exercise to count, One! Two! Three! Four!' b Do "6" of postural exercise to count, One! Two! Three! Four! c Or alternate " a " and " b." Each four times. d Or occasionally either " a " or " b " eight times. e Or select from previous lessons. C General: Select from previous lessons. D Breathing. Group C January and June 1 Relaxation. First half of the month 2 Marching. 3 Exercise: A Postural: a (1) Arms forward, left (right) foot forward (toe touch- ing floor), Place! (2) Arms upward and left (right) knee, Raise! (3) Return to 1. (4) Position! b (1) Arms sideward upward and heels, Raise! (2) Arms forward and deep knee, Bend! (3) Return to 1. (4) Position! Each one or two times. PHYSICAL TRAINING SYLLABUS: SECONDARY SCHOOLS 377 B Rhythmic: a Bo" a " of postural exercise to count, One! Two! Three! Four! b Do " 6 " of postural exercise to count, One! Two! Three! Pour! c Or alternate " a " and " b." Each four times. d Or occasionally either " a " or " b " eight times. e Or select from previous lessons C General: Select from previous lessons. D Breathing. Group C January and June Second half of the month i Relaxation. 2 Marching: Select from previous lessons. 3 Exercise: A Postural: Select from previous lessons. B Rhythmic: Select from previous lessons. C General: Select from previous lessons. D Breathing: Select from previous lessons. Indoor or Schoolroom Games Last Man (jo to 30 players) (Tag game.) Players seated at desks. Rows playing must be full rows. One player is " it " and there is one runner, besides the full rows of seats. The runner may come to the front of any row and call " Last man," and then each player in that row must move back one place, leaving the front seat for the runner, who is now safe. The last one in the rear of the row will be out of a place and thus become runner. When a runner is tagged, he is "it," and the one who caught him becomes runner and must get out of the way at once. All-up Indian Club Race (10 to 60 players) Draw two tangent circles, each 3 feet in diameter. In one of the circles place three one-pound Indian clubs. At a point 30 to 60 feet distant from a line passed through the center of the circles, and 378 THE UNIVERSITY OF THE STATE OF NEW YORK parallel to it, draw a line to be used as a starting line. On the signal the pupil runs from the starting line, transfers the three clubs, one after the other, to the vacant circle so that they remain standing, and runs back to the starting line. The pupil makes three such trips, finishing at the starting line. The pupil is permitted to use but one hand in transferring the clubs. The surface within the circles should be smooth and level. A wide board may be used when the test is made out of doors. Over and Under Relay {10 to 100 players) Two or more files of equal numbers. The number i's each have two balls or bags. At signal, one ball is passed back over the heads of players to rear player, who keeps it. Number i's count ten when they pass the second ball back under between their feet, players bending forward to pass it along. When second ball reaches last player, he runs forward with ball in each hand and passes one over, counts ten, and passes the other under. The line wins whose leader first returns carrying both balls. Vaulting Seats {10 to 60 players) This game is played the same as " Changing seats," except that the pupils vault over the seats instead of sitting in them. The game may be played anywhere above the third year. The teacher gives the order " Right, jump! " whereupon all the pupils jump over their seats toward the right-hand side of the room. The row that is displaced, now standing in the right-hand aisle, runs at once around the room to the left-hand aisle. The teacher then repeats her command. The directions for the vaulting should be varied and unexpected, several being given to the right, then several to the left, etc. The method of vaulting is to place one hand on the edge of the desk at the back of the seat to be vaulted over, and one hand on the desk that goes with the seat to be vaulted over. The hand should preferably be placed halfway between the two aisles, to assist both the jump and the landing. While placing the hands, pupils should crouch in a position ready to spring, with the heels raised, knees spread outward, and back straight and erect. They should land in the same position, as the bend of the ankle, knee, and hip joints breaks the jar of landing. PHYSICAL TRAINING SYLLABUS: SECONDARY SCHOOLS 379 Automobile Race {20 to 30 players) This schoolroom game is played with most of the class sitting, being a relay race between alternate rows. The first pupil in each alternate row, at a signal from the teacher, leaves his seat on the right side, runs forward around his seat and then to the rear, com- pletely encircling his row of seats, until his own is again reached. As soon as he is seated the pupil next behind him encircles the row of seats, starting to the front on the right side and running to the rear on the left side. This continues until the last pupil has en- circled the row and regained his seat. The row wins whose last player is first seated. The remaining alternate rows then play, and lastly the two winning rows may compete for the championship. Interest may be increased by calling the race an international one, the teacher providing small flags of different nations. The first pupil in each row chooses the country he will represent by the selec- tion of a flag at the beginning of the game This he places on the rear desk, and it is held aloft by the last player when he regains his seat, indicating that his country has come in first, second etc., in the automobile race. Numbers Change {Exchange) (10 to 30 or more players) The players stand in a large circle and are numbered consecutively. One player takes his place in the center. He calls two numbers, and the players whose numbers are called must change places while the center player tries to secure one of their places. The one who is left without a place changes places with the center player. This game may be adapted for classroom use by selecting two players as chasers, who take their places in the front of the room. All the other players are seated, having been numbered. The teacher calls two numbers, when the players bearing those numbers must rise at once and exchange seats, the two chasers trying to catch them before thay can get ta their seats. When a game is played under these circumstances, it is not per- missible for the chaser to take a vacant seat; he must catch the player who is running for it. No player, having once left his own seat, may return to it, but must keep up the chase until he is caught or reaches the seat for which he is running. 380 THE UNIVERSITY OF THE STATE OF NEW YORK Schoolroom Captain Ball (10 to 60 players) (Adaptation made by Mabel L. Pray of Toledo, Ohio) The class is divided into two teams, with a center captain and five bases on each side. The remaining players of each company serve as guards, and are placed on the opposite side from their captains and bases to prevent opponents from catching the ball. The teacher or umpire tosses a basketball alternately to the guards, the first time to team 1, the second time to team 2. The guards, in turn, toss it to their bases, who try to get it to their captains, the opposite guards opposing by guarding with the arms and jumping to catch the ball. The game continues until one captain catches the ball from a straight throw (not a bound) from a base (not a guard). The side catching the ball scores a point, and the umpire then tosses the ball to the guards of the opposite team, etc. The game is played in time limits, the side having the highest score at the end of 10 or 15 minutes win- ning the game. Fouls are: holding the ball longer than 5 seconds; snatching the ball; knocking the ball out of an opponent's hand. In case of a foul the ball is given to the opposite team. Any number may play the game, provided the sides are even. Outdoor Games Whip Tag {Light the Candle; Beetle-goes-Round) (10 to 30 or more players) This game may be played with a knotted towel, though it is per- haps more skilful and interesting when played with a " beetle," a small cylindrical sack about 20 inches long, stuffed with cotton, and resembling in general proportions a policeman's club. All but one of the players stand in a circle with hands behind their backs. The odd player runs around the outside carrying the beetle, which he drops in the hands of any player in the circle. That player immediately turns to chase his right-hand neighbor, beating him as much as he can find opportunity for while he chases him around the circle and back to his place. It is obviously to the interest of this neighbor to outrun the beetle and escape a buffeting. The one holding the beetle then takes the place of the first outside player, that one joining the ring. The new beetle man, in turn, runs around on the outside and drops the beetle in any hands which he chooses. PHYSICAL TRAINING SYLLABUS: SECONDARY SCHOOLS 38I Jump the Shot (Sling Shot) (10 to 60 or more players) For this game a shot bag, such as is used to weight the ends of the rope that is drawn over jump standards, may be used, and the game takes its name from this. This bag, however, being heavy and hard, may lead to accidents by hitting the ankles of players, and other things are more desirable unless the players be expert. A bean bag, sand, or oat bag will do just as well, tied to the end of a rope. The players stand in a circle, with one in the center holding a rope with a weight on the end. The center player swings the rope around to describe a large circle on the floor, with a sufficient length of rope to place the bag in line with the feet of those in the circle. The circle players jump to avoid being caught around the ankles by the rope. Anyone caught in this way must retire from the circle, the player winning who longest retains his place. Playground Ball (10 to 30 players) Since playground ball does not require so much space as does baseball, and since the ball can not be batted far because it is large and rather soft and the bat is not heavy, the game may be installed where ordinary baseball could not be thought of. Play area. Distance between bases, 35 feet. From home to pitcher's box, 30 feet; to second, 50 feet. To locate first and third bases, take a line 70 feet long and with the ends fastened at home and at second, and grasping the line at its middle point, stretch it as far as it will go to the right and then to the left. Bats and balls. Bats 5 to 40 cents each, balls 25 cents to $1 each. The bats are 33 inches long, and 2 inches in diameter at the thick end. The balls are 12 or 14 inches in circumference, the larger being used where the playing space is most restricted, as on a road, or in small inclosures. The game. Ten players on each side, including a right short-stop. The pitcher stands in his box, 30 feet from home plate. Before delivering the ball he must hold it fairly in front of his body and in plain sight .of the umpire. He must not take more than one step in delivering the ball. No overhand throwing allowed; just a regular pitch or toss, with the arm swinging parallel with the body. Rules for strikes, balls, fouls, dead ball, block ball, and all other matters not mentioned herein, are the same as in regular baseball. 382 THE UNIVERSITY OF THE STATE OF NEW YORK Overhead Relay (20 to 60 players) Alternate rows play, and there should be the same number of players in each row, all players seated. The first pupil in each row has an eraser or book or bean bag upon his desk. Upon command the pupil seizes the object with both hands, and passes it over his head. The object is immediately grasped by the next player who passes it over his head, with both hands, and so on until the last player receives the object. Upon receiving the object, the last player runs up the right side of the row, while the other players, using the left aisle, move back one seat, leaving the front seat vacant. The last player, after seating himself in the front seat, passes the object over his head with both hands, and the relay continues as before. The row that first returns all of its players to their original seats, wins the relay. Variations: (1) pupils hop to the vacant seat; (2) players run to the front passing around an Indian club, before seating themselves; (3) the whole room may play at the same time, if the players in rows 1 and 2 move back in the aisle separating the two rows, while the players of row 1 run up the right side of their row, and the players of row 2 run up the left side of their row. The players of rows 3 and 4, and 5 and 6 move in like manner. No conflict whatever will occur; because all players in the same aisles are moving in the same direction. Basketball Distance Throw (jo to 30 or more players) This is an interesting and simple athletic event, as well as a good game. It is especially useful for players drilling on the handling of the basketball or shot-put, and is a good substitute for shot-put for girls. A full circle 6 feet in diameter is drawn on the ground.' A heavy line is drawn across its center, which serves as a throwing line. The player stands in the circle and throws the basketball from this throwing line toward other lines drawn in the throwing space as specified below, the ball scoring according to its landing in relation to these other lines. The lines drawn across the throwing space must be parallel with the throwing line in the circle. For players from the seventh and eighth year of the school course (that is, 13 and 14 years of age) these three lines should be respectively 15, 21 and 31 feet from the forward edge of the circle. These measurements are for girls. For PHYSICAL TRAINING SYLLABUS: SECONDARY SCHOOLS 383 boys the longer distance given between lines will be found generally advisable, and they may even be increased. The players are divided into competing teams, members of each team throwing in rapid succession. Each player has but one turn, unless the ball should strike some obstacle before touching the ground, when another trial is allowed. A thrower must at the start stand in the circle and toe the throwing line, drawn across the center of the circle; in completing the throw he must not fall or step forward over the outer line- of the circle in front of him. If at any part of the throw, from its start to finish, the thrower be out of the circle, it is considered a foul and does not score, the number of players in the team being counted as one less when the total or average is figured. The best form for throwing is that described for battle ball (see Bancroft). For each throw to the first line (the 15-foot line) or any point between it and the next line, a team scores one point. For each throw to the second line (the 21-foot line), or between it and the next line, a team scores three points. For each throw to or beyond the third line (the 31-foot line) a team scores five points. The team averaging or adding the largest score wins first place in the event. If the number of players be not even, the score is decided by an average instead of by adding. Where several groups or teams are competing, if there be a judge for each team and floor space for more than one diagram, two or more teams should throw at once. Three Deep (15 to 60 players) To form the class quickly command: 1 Break ranks! Fall in! (in double ranks). 2 Grasp neighbor's hands ! To a front circle — March ! 3 Release hands ! Six steps backward — March ! The class now is in a position for the game, standing two deep (one behind the other). Next select one pair as a runner and a catcher. The runner runs around the outside of the circle and places himself in front of a pair, thereby forming a rank of three, " three deep." This must never be. The last one of these three, therefore, runs and places himself in front of some other pair, again forming three. In the meantime the catcher is chasing' the runner, trying to tag him before he places himself in front of a pair. As soon as the runner is tagged he becomes chaser, and the former catcher is the runner. The game then continues. 384 THE UNIVERSITY OF THE STATE OF NEW YORK In order to have a splendid game, note the following: Do not allow any running through the circle; insist that the players always run around the outside. Do not allow the playing of " partners." Encourage short runs, so as to get quick changes. If some players persist in running around the circle once or oftener put them in the center of the circle to watch and learn how the game ought to be played. Do not allow the boys to indulge in hard slapping. After playing from 8 to 10 minutes, stop. End with a short individual tug of war, as follows. Partners face each other and grasp right hands. Upon command, a pupil tries to pull his oppo- nent to his side, namely, toward the center of the circle, or away from it. Halt. Announce the winners. Dismiss the class. Poison (jo to 30 players) Divide the players into small circles of about six to eight pupils each. In the center of each circle place an Indian club (or a large hollow ball, or a stick of cord-wood about 15 inches high, or pile up a number of boys' hats or caps). This object in the center of the circle is " poison." The players grasp hands and, by pushing and pulling, try to make one of the players touch or overthrow the "poison." The player doing so is poisoned and must leave the circle. Any player releasing hands must also leave the circle. This continues until one is left. This is a very strenuous game, and may be played during the coldest weather. As soon as six or seven players have been eliminated, form them into a circle and continue the game. Captain Ball (14 or more players) Draw as many circles on the floor as half the number of players. Circles are 2 feet in diameter and half of the circles are arranged in a symmetrical group in each end of the room, with a neutral strip 3 feet wide across the middle. Form the players into two teams, each equally divided into basemen, who occupy the circles, and guards, who guard the basemen of the opposing team. Team A has the group of bases in one end of the room and team B the bases in the other end. Scores are made by the basemen, when they catch the ball; when all the basemen of a group have caught the ball in turn, an extra score of two points is given; when after this they make a successful throw to the captain, who occupies the center base, it counts two points more. For additional rules, see Bancroft. PHYSICAL TRAINING SYLLABUS: SECONDARY SCHOOLS 385 Kick Ball {10 to 30 players) Players axe distributed in two equal teams, called fielders and kickers. The field used is the same as for baseball, except that there is but one base, which corresponds to the second base in baseball, from 40 to 80 feet from home base. The foul lines correspond to first and third base lines in baseball. The ball used is the football or soccer ball. Three outs retire a side and regular game runs nine innings. The fielders distribute themselves in the field according to space, but not nearer than 20 feet to home plate, as any kicker not kicking the ball 20 feet is out. The ball is put in play each time by placing it on home plate, then a kicker kicks the ball and attempts to reach the base. He may be put out by kicking two fouls, by being hit with the ball before he reaches the base, or in his attempt to return to home plate. The kicker may also be put out by having one of the fielders catch a fly ball, which has been kicked. Runners reaching the base may return home on the next player's kick or remain, thus having any number of men on base, but if they An not get home by the time the last kicker has reached the base, the side is retired, at which time the kickers and fielders change positions. Note: A canvas-covered ball is less dangerous than a leather covered one and is also cheaper. Dual Basketball For a class of twenty to forty men or older boys to warm up with at close of period, or after apparatus work, etc. Divide into two equal sides. Pick two centers from each side, the rest of the players being evenly divided into guards and forwards. Start the game by throwing both balls up at once between the opposite centers. Both balls are in play until a basket has been thrown; then both are dead and are thrown up again. Each basket counts one point. There are no fouls. The game will be rough at first until both teams begin to see the best thing is to spread out and do some passing. The two balls introduce an element of luck and keep the game fast. It is a rough game for those who occasionally like that sort of thing. It is not meant for a competitive game. 386 THE UNIVERSITY OF THE STATE OF NEW YORK Pass and Run Zig-Zag Ball This is a good game to teach beginners to handle a basketball and to pass accurately and rapidly, and is a good team game. It is fast and clean, with no chance for roughness. Form two even lines, facing the center. Have two basketballs and two goals at ends of floor. The teams shoot for separate goals. The game starts by each of the two men on end of line farthest from basket dribbling the ball up to the basket and shooting until he has made the goal. Then he passes the ball to the man at the top of his line and himself runs to opposite side of the floor to receive the ball from man to number 1. Number 1, as soon as he has passed to starting player, runs across to opposite side of floor. The starting player throws ball back to number 2 and then runs back to the place number 1 held at head of line. Number 2 passes to number 1 and then runs across. Number 1 passes to number 3 and then returns to his place in line just below starting player. Number 3 passes to number 2 and runs across number 2 to number 4 and returns. The game continues by passing and running until end man is reached. He then runs to the basket dribbling the ball and the game continues as before. The first team to have all its men shoot a basket wins. Bombardment (jo to 100 players) (Ball game.) Played much like " newcomb " but instead of making scores by the ball striking the floor they are made by knocking down a row of Indian clubs stood up on the rear line of the court. There should be a score keeper for each end of the court. Each club knocked down counts a score, whether by a ball or by a player accidentally. When boys play the game alone the rope may be dispensed with; this makes the game faster but less safe. Black and White (Heads and Tails) (10 to 60 players) (Tag game.) Form the players into two teams of equal numbers, named black and white. Draw a line across the middle of the play- ing space and have all the players stand with one toe at this line, ready to jump either forward or backward as occasion demands. PHYSICAL TRAINING SYLLABUS: SECONDARY SCHOOLS 387 blacks on one side and whites on the other side of the line. A disk or coin is tossed into the air by the teacher or leader, one side of the disk having been decided upon as belonging to the black side and the other to the white side. When the disk falls the leader looks at it and calls " black " or " white," according to the side that is up. The team whose side falls uppermost may tag their opponents, who must get away as quickly as possible, to escape capture. There should be a line drawn 10 feet away from the center line on each side as a safety line, and no one can be caught beyond this line. Those who are tagged must come over the line and join the opponents. Then all come up to the line as at first and the game begins again with a toss of the disk. The side that gets all the opponents or that is most numerous when time is up is the winner. End Ball (10 to 30 players) Use the newcomb court without the rope. Draw a line across th e center and another about 4 feet from each end line. Form the players into two teams of equal numbers, each with a captain. The captain of each team chooses one-third of his players as " catchers,'' and places them in the small space next to the end of the court and back of the opposing " guards." Two-thirds of the players are " guards " or " throwers." For example, beginning at the south end of the court we will place the catchers of team A ; between them and the center line will be placed the throwers of team B; then across the center line the throwers of team A; and finally at the north end the catchers of team B . Scores are made by having the throwers or guards throw the ball over the heads of the opposing guards so that it can be caught by your own catchers. The umpire calls a score for each successful catch made in this way. If the catchers get the ball, whether they catch it or not, they throw it back to their own guards so that another try can be made. No score is counted on the return, even if the guards catch it. As long as a side can throw accurately enough to keep the ball from the opposing team they can continue these trials for a score. Whenever any opponent gets the ball it is handled by that side in the same manner. Stepping over the line is a foul, and this forfeits the ball if made by the side having it, or gives a score if made by the side which has not the ball. It is also a foul to advance with the ball. Teams change sides after half the time has been played. 13 388 THE UNIVERSITY OF THE STATE OF NEW YORK Dodge Ball (10 to 30 players) (Tag game.) • Form the players into two equal groups. One group forms a circle, with the other group within. The outside group has a volley or indoor baseball with which it tries to hit the players within. As soon as one is hit he must join the circle and help hit the others. When all have, been tagged in this way, groups change places and repeat. The two players who were last to be hit in the two games are captains to choose players for the next time. Another kind of ball may be used and it may be rolled instead of thrown if desired. Progressive Dodge Ball (75 to 45 players) Draw two lines on the floor, dividing the space into three equal parts. Form the players into three teams, occupying the three spaces. Name these teams red, white and blue, and make a score board on blackboard with the three headings. When the game is played between boys alone or girls alone, a basketball or indoor baseball may be used. When it is a mixed class a volley ball or other light ball should be used to prevent injury. The game is played in three divisions of 3 to 10 minutes each. Scores are made by hitting of another team with the ball. It does not count to be hit after the ball has hit the floor. The umpire calls a score for the team hit every time the ball hits a player before striking the floor, as " red," " white," " red," " blue " etc. As soon as the ball strikes the floor or a player, the players in that section should try to get it before it rolls to another section of the floor, and throw at opponents. It is allowable to run up to the boundary line to throw but not to step over it. Players not having the ball may run to the far side of their space and dodge in any way they please to escape being hit. When the first division of the time is up, the middle team changes places with one of the end teams, and at the end of the second division this second middle team changes with the other end team, so that each plays in the middle for one period. When these changes occur the umpire must keep the names of the teams clearly in mind and not make mistakes in calling the score. The team having the lowest score at the end of the third period wins. This game is sometimes played under the rule that a player hit must leave the floor, but such a rule is always objectionable, as it keeps out of play those who need it most. PHYSICAL TRAINING SYLLABUS: SECONDARY SCHOOLS 389 Potato Race iS to 30 players) On a direct line draw four circles, each 12 inches in diameter and S yards apart from center to center. Five yards back of the center of the first circle and at right angles to the direct line, draw a line to be used as a starting line. This is also the finish line. On the first circle place a basket or other receptacle not over 2 feet in height and with an opening not exceeding 1 foot in diameter. On signal the pupil runs from the starting line, takes one potato from the basket and places it in the first vacant circle (the one nearest the basket), runs back to the basket, passes between it and the starting line, takes the second potato from the basket, places it in the second circle, returns to the basket, passes between it and the starting line, takes the third potato from the basket, places it in the third circle and runs back to the starting line. From the starting line he runs to the first circle, picks up the potato and replaces it in the basket, passes between the basket and the starting line, runs to the second circle, picks up the potato, replaces it in the basket, passes between the basket and the starting line, runs to the third circle, picks up the potato, replaces it in the basket, and runs across the finish line. If a potato is dropped anywhere but in the circle where it should be placed or in the basket, it must be picked up and properly placed before another is touched. To qualify in this event for a first test badge, a girl must cross the finish line within 42 seconds from the time the signal to start is given. To qualify in this event for a second test badge, a girl must cross the finish line within 39 seconds from the time the signal to start is given. Wooden blocks may be substituted for potatoes. Shinny (jo to 30 players) Same as cat and mouse, except rougher. Suitable for older boys. Players stand in a circle. Each player is equipped with a stick and digs a small hole in front of where he stands. There should be one hole less than the number of players. In the center of the circle a larger hole is dug in which the ball is placed. At. the beginning of the game players stand in the center around the ball, with the ends of their sticks under it. At a given signal the players lift the ball into the air and run to place the ends of their sticks in the holes of the circle. The player who finds himself without a hole is " it," and must try to return the ball to the center hole by pushing it with 390 THE UNIVERSITY OF THE STATE OF NEW YORK his stick. The circle players try to prevent this by pushing the ball from the center with their sticks. If at any time a player is left without a hole he becomes "it." When the ball is pushed into the center hole and " it " cries " shinny " three times before some of the players push it out, the game begins again. Shuttle Relay (20 to 60 players) Instead of having all the runners at one end of the running course, half may be placed at each end. Then the first runner runs across the course and " touches off " the foremost runner at the opposite end of the course, and so on. This relay can be used to great advan- tage in " class athletics." All the pupils of one grade, room or school can, in this race, be pitted against all those of another. Hurdle Relay (20 to 60 players) This relay may be run to a definite mark and back to starting point or run in a circle. In both cases the number of hurdles will depend upon the distance run. Teams are to be equally divided and the leaders all start at the same time. The team finishing first wins. Soper Kick Ball (jo to 30 players) This is a kicking game. It requires a medicine ball, ten Indian clubs, and a set of parallel bars or jumping standards. Two teams of any equal number may play. The game starts with a kick-off by one of the teams, all of whose players must be back of the ball when it is kicked. The other team is spread out over the floor. The ball must not be held in the hands except by the pin guard or pin tender. He may catch the ball or pick it up and throw it to any of his side, who may stop it but not catch it. Every pin knocked down by the ball counts one point for the other team. Every time the ball is kicked through the parallel bars one point is scored for the team toward whose goal the ball is kicked (that is, toward the pins that team is defending). The game continues till one team has scored ten. Bucket Brigade Contest This game is suitable for team contest between older boys or adults. It is a strenuous game. It exercises all the large muscles PHYSICAL TRAINING SYLLABUS: SECONDARY SCHOOLS 39I and trains endurance. Skill in dipping and passing a pail of water is required, and the power to work together for a common object is promoted. It was once a part of every citizen's duty to take his place in the line of the bucket brigade. Community virtues have been lost when this duty has been given over entirely to the paid fire company. In this game, the contestants may live over again the emotional experiences of their ancestors. This game may be used in military camps, with an entire company acting as a " brigade." It may have a useful purpose also in filling the water barrels for camp use. Object. To see which of two teams can first fill a barrel or hogshead with water, conveying the water from a pond, lake, stream or other source of supply in buckets passed from man to man. Equipment. Water supply; pails or buckets, about half as many as there are contestants; two barrels or hogsheads. Old clothes or bathing suits should be worn until contestants become expert. Number of contestants. Ten on a side is suggested if barrels are put 30 feet from water. One hundred on a team would be a splendid contest ; in such case, simply move barrels farther back. About one man for each 3 feet of space gives best results. Procedure. Each team lines up between its barrel and the water, with an equal number of empty pails besides the leader, or " dipper." On the starting signal, each leader dips a pail into the stream, fills it, and passes it to the next man in line. He hands it on to the next, and so on to the last man, or " pourer," who pours it into the barrel and sets down the empty pail. The leader continues dipping and passing. As soon as there are two or four empty pails at the barrel, the " pourer " runs with these to the end of the line and takes the place of the " dipper," the others moving up toward the barrel (the last " pourer " is now the " dipper "). This process continues until the barrel is filled. The team first filling its barrel so that water runs over the top wins the contest. Cautions and suggestions. The " dipper " will soon learn not to fill the pail too full. Slopping wastes energy. A small box placed near the barrel for the " pourer " to stand on will make for speed and save his strength. The bank or wharf from which the " dipper " works should be selected with care. Unless the contestants are bare-footed, a board or plank put over the water is desirable. 392 THE UNIVERSITY OF THE STATE OF NEW YORK Variations, (i) For speed in returning empty pails, and for eliminating the running feature, a double line may be maintained. The empty pails are thus returned by passing down the second line. This is the best contest for large number. In this form of contest, smaller boys (or even girls) may be utilized in passing back the empties, as in the olden days the women and children had to do. The " dipper " and " pourer " must be chosen with care as to endurance. It will be wise to " spell " these two men by having others " change off" with them. (2) When the source of water supply is a well or a pump, it will be necessary to have each company compete separately— the one making best time to be the winner. The same method enables two teams to compete when only one barrel is available. (3) A similar contest may be had in moving a pile of stones or a cord of wood. This method might be utilized by a group of farm cadets in moving a stone wall and transferring the stones to build a fireplace, hut or dam. In moving the wood, it might be well to have two " pourers," who would act as " pilers," and the contest might be between two schools, as to which could, in the shortest time, transfer a cord of stove wood from the yard into the woodshed and pile it up. Folk Dances The Irish Lilt (Music, Irish Washerwoman) Irish Washerwoman k^ si X £*E& m m tei W^M 1 • S ^ m F=F^ PHYSICAL TRAINING SYLLABUS: SECONDARY SCHOOLS 393 Irish Washerwoman — Continued PS y-lT ? m^ & ^ *± m i m ^m *== m=- & I s^ ^& SB 3# ^ ^=£ ^ $ Pupils standing in regular class fonnation. Exercise i. (i) Hop left and raise right leg forward; (2) hop left and swing right leg sideward; (3) spring to right foot and raise left leg backward; (4) hop right and hold left leg in same position; (5-12) repeat the preceding right and then left; (13) spring into stride position sidewise; (14) spring with feet together; (15) hop left and swing right forward; (16) hop left and bend right knee'at right angles, knee raised high. Movements 13 to 16 make what is called the " break," and this is the finish for each exercise of the lilt. Exercise 2. (1) Hop left and tap right toe forward; (2) hop left and strike right heel in place of toe; (3) hop left and tap right toe behind left heel; (4) hop left and raise right leg forward; (5 to 12) repeat right then left; (13 to 16) " break." Exercise 3. (1) Hop left and raise right leg sideward; (2) hop left and swing right leg forward; (3) hop left and quickly flex and extend right knee; (4) repeat 3; (5 to 12) repeat right and then left; (13 to 16) " break." Exercise 4. (1) Hop left and tap right toe sideward, toeing in; (2) hop left and strike right heel in place of toe; (3) hop left and 394 THE UNIVERSITY OF THE STATE OF NEW YORK tap right toe behind left heel; (4) hop left and raise right leg sideward; (5 to 12) repeat right and then left; (13 to 16) " break." Exercise 5. (1) Hop left and tap right toe forward; (2) hop left and raise right leg forward; (3) spring on right, crossing it over in front of left and raise left leg backward; (4) hop on right and raise left leg forward; (5 to 12) repeat right and left; (13 to 16) " break." Exercise 6. (1) Hop left and strike right heel forward; (2) change to same position with left heel forward; (13 to 14) change right and left alternately as in the preceding; (15 to 16) stamp left, right, and left in the time of two counts. Russian Polonaise Intro. £ 8 Polonaise 2 — N- e SeE ^ «SFeeE ££ P -H f mi m m 1 • i^f ni Err^ i W 1 1» r 1 - 1 j .