A MANUAL OF % PHysicaL EDUCATION FOR THE TEACHERS OF THE CLEVELAND PUBLIC SCHOOLS BY Mita KO BAKER, A. MiyoM.°D.; SUPERVISOR OF fe PHYSICAL EDUCATION AND ‘SCHOOL SANITATION... ure Se 8 Oe ee he? 0 . TQOI—1g02. THE Brivron PRINTING COMPANY, Caxton Bldg., Cleveland, O. CONTENTS. SSF res Preface - : - - - - - - - - 3 Rationale of Modern Physical Education - 2 : 4 Swedish System of Educational Gymnastics — - - - 8 Essentials to Success in Teaching Gymnastics - . 9 Progression - - - - - - - 9g, 17 and 18 Hall and School Yard Exercises - : - - - 13 Home Exercise - - . - - - I4 and 53 Home Gymnasiums or Recreation Rooms - : - 14 A Few Typical Games : - - - : - - 1s. Supervision - : - - - - - : = V7, Outline of Progression - : - - - - - 18 Exercises Illustrating Progression — - . - - - 19 Exercises for the First Grade — - - - - - - 20 x¢ “ “ Second Grade - . - : : 24 ‘ “ “Third Grade; -~ - : - - - ry : S05 —Pourth Grade - - - - - 30 Ee fits eth orages © = - - - - - 34 i SO Sixth uGrades. = . - - - - 38 ‘i “co “Seventh: Grade - - : - = agg : 6“ Eighth Grade - - : - : 47 School and Public nay f Grotnds ‘- - - 52 and 64 Private Play Grounds : : o8 oe itil = 5 e 53 Notes on Hygiene, of me Special Senses : - . - 38 Notes on Hygiene ‘ot the: ScltdolRowa: ie is 2 : z 59 Bibliography . - - - : 2 5 : , 63 - PREFACE. Since the Teachers’ Manual of Physical Education was issued in 1896 -many suggestions concerning various phases of physical education together with many sets of exercises have been printed for the use of teachers. While the system in use remains as outlined in the Manual the supply of copies was exhausted several years ago . Therefore, it seemed wise to reprint such of the matter in the manual as may still be of use and to add some of the suggestions which we have found useful in our work within the field of school hygiene. While the system of physical training remains the same it has gradually been perfected in some of its details so that now it is much more clearly de- fined in the minds of the teachers than was the case five years ago. The old, restricted term “physical culture’ we have come to consider a misnomer and have replaced it with the more concise term “physical training,’ when we refer 1c any of the various phases of physical exercise practised by the pupiis of the schools. We now look upon school and home exercises, whether in games or gymnastic movements, as affording the neuro-muscular system of the child the general and appropriate training which is the foundation tor special technical forms of physical training such as writing, drawing, success- ful use of the vocal apparatus, or of the hands, as in the production of instru- /menta! music. We have gone a step farther in bringing into use the term physical edu- cation ‘to indicate that we not only prescribe a general physical training of the 'motor centers and of the activities of the muscular system which these centers govern, but that in addition we strive in various ways to educate the children ‘in correlative matters. We suggest to them exercises which they may, with esafety, practice at home. We suggest methods by which they may make ‘home exercises and games attractive. We print sets of exercises and games and cuts which illustrate home play grounds and gymnasiums, and give them ito children who desire to use them. We encourage the children to learn to swim and to indulge in similar beneficial forms of physical training in their ‘season. We suggest to the children that they arrange to spend as much of itheir vacation time as they can in the country. We agitate for private and jpublic play grounds free bath houses and in all ways within our power en- ideavior to suggest the provision of such facilities as will enable the children to acquire that most valuable of human possessions, a good constitution. In the third place we enter the realm of school hygiene, and instruct the children in the more essential matters of anatomy, physiology and hygiene. We carefully explain to them the direct effects of the narcotics upon the nervous system of childhood and incidentally of their effects upon the other parts of the body. We examine their special senses and not only notify par- ents of defects when we find them, but we strive to modify school conditions m favor of such children. Through our teaching in hygiene we endeavor to teach the children how to preserve health through attention to all matters. fof personal hygiene. Further, we consider the conditions which surround us in the school house and endeavor in so far as we can to eliminate those influences which militate against the preservation of good health. In this connection we con- sider the school grounds, the building, the room in its relation to the building, ind the conditions within the room, such as seating and desking, lighting, wall ‘ints, ventilation, etc., etc. 3 AQ UC\ RATIONALE OF MopERN PuysicAL Epucarion. The Greeks laid such stress upon the physical side of education that it became a most important element in their educational curriculum. The one element which has distinguished Grecian public education from that of other peoples. With its successful elaboration came Grecian political and intellectual pre-eminence. With its abandonment the Grecian state decayed. During the period in which this ele-— ment was prominent the Greeks furnished a far larger proportion of eminent gen- erals, statesmen, law-givers, philosophers, orators, sculptors, poets, painters, his- torians and athletes, than has been the case in the history of any like number of people. Most of these men were proud to recall their ancestors by their victories in national games, while many of them were themselves great athletes. At the same time they were able to maintain their political supremacy against overwhelming odds. But physical training in Greece finally began to depend for its existence upon popular national games, such as the Olympian, Nemean and Pythian. Therefore it ultimately failed. Modern physical education would surely go the way of ancient gymnastics did it not rest upon a broader and more sub- stantial basis. The modern theory not only calls to its support the interest elicited by games but through the investigation of the physiological and hygienic aspects of the sub- ject seeks to point out reasons for the training of the body more potent in holding the interest of humanity than were those entertained by the Greeks. This theory holds that there is a certain correlation in the development of muscle, nerve and brain which, if fostered, maintains their health and assists largely in facilitating educational processes. That thought and feeling, judgment and volition must be expressed by the muscular acts which are under the direct control of the brain. This will be well or poorly done in proportion to the educa- tion the brain has received, (through muscular activity) in controlling the actions of the muscles. That any disturbance of this correlation interferes with the development and health of the brain thus impeding the process of education. A partial view of the physiological theory regarding the nervous element is obtained from the following quotation from Du Bois Raymond, veteran professor of physi- ology in the University of Berlin. “It is easy to demonstrate that such bodily exercises as gymnastics, fencing, swimming, riding, dancing and skating are much more exercises of the nervous system, of the brain and spinal marrow, preeminently nerve-gymnastics, if, for brevity, we may apply the term nerves to the whole nervous system. Man is adapted to self improvement by means of exercise. It makes his muscles stronger and more enduring; his skin becomes fortified against all injury; through exercise his limbs become more flexible, his glands more productive ; it fits his central nervous system for the most complicated functions ; it sharpens his senses ; and by it his mind, reacting upon itself, is enabled to augment its elasticity and versatility.” Mention of some of the more noticeable results which are derived from physical training will serve to illustrate its influence upon the body and the mind. Muscular strength, endurance, symmetry, quickness, grace, muscular control, self-control, physical judgment and physical courage, all find a place in the category. : Under continuous and powerful contractions a muscle gains in weight, size and strength, and while not so important an element as some would suggest, no scheme of physical education is complete which does not provide for the develop- ment of a fair degree of strength. The bulk of humanity carries a physical burden mainly because the muscles are not quite strong enough to do the day’s work with — ease. No matter how light the work may be it seems toilsome to muscles “which have no reserve of strength above that needed for the tasks of the day. The 4 ve development of a strong muscular system should begin with the child, and if necessary artificial means, such as gymnastics should be resorted to in order to keep 1 fair degree of strength during adult life. This is peculiarly the case in an ze when machinery and the division of labor has specialized work and allotted ~to a very limited number of muscles, leaving the rest out of work. These un- » sed muscles were made to work and will make mischief if allowed to remain idle. The continuous action of certain groups of muscles stimulates the nerves ot the heart. This causes it to contract with greater force and rapidity until the blood cells: fairly tumble over each other in their haste to reach and feed some nerve or muscle cells, made hungry by the unusual exertion. Loading themselves with waste products, the blood cells rush on their way to the lungs gasping. for fresh air. They crowd every avenue and by-path of the lungs, calling loudly for oxygen as they throw upon the air cells their loads of refuse. At once the nerves which stimulate the muscles of respiration are excited. Powerful and rapid _action takes place. Large quantities of fresh air rush into the lungs. The blood cells receive a new supply of oxygen and at once return to their work of rejuvena- tion. With the continuation of this process, day after day, nerve tissue responds the more readily to stimulation, muscle tissue becomes seasoned and is less easily worn out, less refuse matter is found in the capillaries, obstructing the path of the blood cells. Hence their transit from heart to cell through capillary back to lungs is accomplished with increased facility and greater ease of action of heart and lungs for the same degree of rapidity and force of musculdr activity. When this correlation is established for a given exercise, or exercises, we call it endurance. This enables us to understand why a person, unaccustomed to running, can run but a few yards at first and that slowly. But with a few weeks of daily practice rod after rod will be added, the length and rapidity of the stride increased, until a mile run is a matter of less time and effort than were a few rods at the beginning. Ideas of symmetry are influenced by interest and custom. The gymnast who confines himself to some forms of turning loses sight of his comparatively small and insufficient legs, while he admires his broad shoulders and muscular arms. Custom dictates an hour glass waist for women, and no appeal to artistic ideals or .personal hygiene can divest her waist of constrictions and replace her disarranged viscera until some such influence as a gymnasium, a game, or a bicycle forces a change of custom in costume. So that while symmetry means the harmonious de- velopment of the body, who is to define harmony of proportion? Shall we inquire of the leaders of fashion, the teacher of some special form of physical culture, the believer in averages and means, the artist, or the physiologist? Let the artist, the physiologist, and the physical trainer each select, say a thousand men whom they consider symmetrically developed, and of a given weight, height, age and type. In the selection all men who were notably deformed, undersize, undeveloped in certain parts of their anatomy, or over developed in parts, would be omitted. Then request the anthropologist, to make sufficient measurements of each man to complete the record of his proportions. The sum of the breadth of the shoulders of the three thousand men divided by three thousand, the number of men, gives us a breadth of shoulders which, when compared with other proportions, obtained in the same way of the same men, would appear to us to be symmetrical. Let the artist embody the proportions of a man. whose measurements most nearly corresponded to the list of measurements of each given part by three thousand, in a full length portrait. The reproduction would be a figure in which the eye of the average individual would recognize symmetry. The heights, depths, lengths, breadths and circumferences of trunk and limbs, would be in such relation to one another that they would not infringe upon our sense of proportion. We should have before us an ideal type of one of the objects for which physical training has always striven—symmetry. j Quickness involves rapid interaction between the muscles and the brain cells which govern their action. It may be technical and the possession of a few muscles only, as in piano, or violin playing, or it may be a general accomplishment, as is often the case with a thorough gymnast. Our general concept of a quick person refers to the latter. We think of such a one as being able to perform almost any simple or complicated series of brief muscular acts with dispatch. The education of special senses, in connection with light muscular activity, has much to do with the production of quickness. Grace comes with the ability to govern one’s musclar movements to such a degree that while one group of muscles is accomplishing a movement or a series of movements, the mind is free to direct the action of other muscles in doing other movements of a totally different character, or, to restrain all muscles from exer- tion except those actually needed for a given effort. Perfect grace would allow the mind to use any muscle or muscles in any manner desired, with the exclusion of all antagonism from the contraction of opposing muscles. As in a portrait pre- senting perfect bodily symmetry the eye discovers no waste timber, so in a series of graceful movements the eye sees no actions unnecessary to the expression of the idea which the movements express or emphasize. Thus many exercises, at first difficult and demanding much strength, are done with ease and finish after all muscular antagonism is eliminated and the mind possesses a sort of automatic knowledge enabling it to call upon the muscles to be used, and no others, and en- abling it to inform them of the exact amount of service required. Many forms of gymnastics cultivate grace. This is especially true of light club swinging when carried to the extent of performing difficult movements. Among the mental effects of physical education muscular control is eminent. It underlies excellence in some of the most important work of some of the pro- fessions and in many of the trades. To obtain it the cerebellum must be trained to preside with accuracy over all simple or complicated movements attempted. Manual training brings this element into prominence and, for its popularity, de- pends largely upon it. With the practice of a sufficent variety of gymnastic move- ments to give the brain quick and good control of one or more groups of muscles, acting in a similar or in a dissimilar manner, at the same moment, with varying de- grees of strength, rapidity and grace. With such practice, comes muscular control. The continued cultivation of this quality will render its possessor apt in doing all forms of exercise whether general, as in games, or special and technical as in type- writing or in performing surgical operations. Self control comes with the confidence arising from the knowledge that our muscles are strong and enduring, able to resist; that if need be we can use them quickly and with perfect control in effecting an escape from an emergency. This confidence in our ability to act as we please enables us to hold our physical activi- ties in check until we are satisfied that the time for their use has arrived. Self control is accentuated in games in which an individual, for the sake of his team, will compel himself to refrain from making a brilliant play which, while a loss to the team, would bring him much personal glory. In another instance it is exemplified in the athlete who will forego many pleasures and hold himself down to the strict regimen of training in order that on the day of contest he may present splendid combinations of mental and muscular. activity. The cultivation of instantaneous and exact obedience in well executed school gymnastics is another remarkable example of the cultivation of self control. Physical judgment enables one to tell at a glance the mathematical relation- ships of an object in space. The wing shot sees something suddenly emerge from a tree top. He must instantly identify it, calculate its distance from himself, its 6 size, the velocity with which it is traveling and the angle of flight. Then he esti- mates the position in which he must hold his gun in relation to the object. If the bird falls he is pleased to think that his physical judgment was correct. The pleas- ure derived from playing games with missiles comes mainly from the cultivation of this quality. It enables us to tell where our bodies, or any of their parts, should be in.any given emergency. By it we know when and where to place ourselves in or- der to avoid a collison with some passing object. Its absence marks the person much in need of an accident policy. Physical courage is a state of mind.. It depends upon our consciousness that the body, from having acquired the ability to perform difficult feats through the doing of them, will readily obey us if we call upon it. A blade, tried in many a contest, we draw with confidence. “The body which has been repeatedly and severely tested in its physical attributes gives its possessor a confidence in its powers which does not shrink before old or new forms of contest. Through turning the Prussians cultivated that courage in their soldiers which finally overthrew the empire of Napoieon. The exercises which are practiced in our school work may be given in such a manner as to develop, in greater or less degree, the qualities mentioned. If these results are not obtained, it is simply because the teacher lacks variety in the treat- ment of the subject. The work of the drill period should be supplemented by many forms of exercise before and after school. It is hoped that the conscientious teacher will so familiarize herself with the whole subject that she will be in a posi- tion to make judicious and enthusiastic suggestions to her pupils regarding their games and other forms of exercise. As a result of the proper cultivation of such physical and physico mental qualities, strength, gracefulness, etc., we maintain an equilibrium between the mus- cles, nerves and brain which admits of their free, painless, continuous and ener- getic action. This we call good health. Strong, symmetrically developed muscles hold the spinal column in place or, if it gets out of position on account of misfitting seats and desks, they pull it back to the normal as soon as the strain is removed. The processes of circulation, respiration, digestion, absorption and secretion are affected unfavorably by idle or undeveloped nerve and muscle tissue, while they are promoted by the activity and development of the muscles and nerves immediately incident to their existence. What better insurance against consumption than the full development of all of the muscles of respiration, the development of lung capacity and strength of lung tissue through running and other respiratory exer- cises such as the continuous practice of suitable breathing exercises? How shall we escape fainting if not through a strong heart muscle whose even rhythmic con- tractions cannnot he disturbed by slight mental ailments ? The hygienic line of thought in school gymnastics is as follows: For some time previous to the exercise period all of the powers of the pupils have been concentrated upon study and recitation. In many cases and much of the time, they have been doing work in a sitting posture with the chest somewhat con- stricted. Often the upper part of the body has been leaning forward upon, or against the desk. While in this cramped position, bending forward and down- ward, the abdominal viscera is crowded upon and the venous circulation therein impeded. The same is true to a less extent of the lungs. The spine, especially in the dorsal and cervical regions, has been held in positions which, if frequently maintained, tend toward the production of curvature or rotation of the spine, or both, by strengthening certain muscles which hold it in these abnormal positions at the expense of the opposing muscles. The eyes have been at work, possibly at a wrong angle or under poor illumination, or perhaps long enough to have be- come tired. Prolonged concentration of the mind has depleted the brain cells, ren- 7 dering the mind fatigued. Incident to these conditions there is decreased respira- tion and force and rapidity of circulation. Hence more or less passive congestion in the muscles, brain and viscera. The relief of these conditions comes through gymnastic drills if, reinstating a vigorous respiration and circulation, all waste products which hamper the activity of the brain and muscle cells, are removed so that muscle, nerve and brain are relieved. Not only relieved, but rejuvenated. The mind is rested also through an entire change of occupation. The muscles of the eye and spine, having an opportunity to relax, spring back into the normal posi-. tion. The spine and all the viscera are again in proper place, while an increasing rapidity of the reconstructive process is adding to their stability. SWEDISH SYSTEM OF EDUCATIONAL GYMNASTICS. “Starting with the proposition that the mental training of children has in- troduced an unnatural physical environment, which, if not corrected, will, in nine cases out of ten tell upon subsequent bodily health, and so, in too many cases, upon mental and moral health as well,” this system claims ‘“‘that it is one of the main functions of physical education to correct the injurious effects of the un- natural environment created by mental education, and to do this without endan- gering the efficiency of that mental training.’ In other words it proposes, primarily, “to conserve the physical man during his mental training, so that, when the period of schooling is over, he shall have a body physiologically capa- ble of sustaining him in the work of his life.” In attempting to achieve this result the following is considered: In order to make the work practical for the use of school children under a great variety of circumstances, little apparatus is used, and that which is used is made subservient to the exercise. In many cases alternate lines of pupils act as living supports, thus supplying the place of ordinary apparatus. Special stress is laid upon selection in prescribing exercises, holding that anatomical deformity may result from the over use of certain groups of muscles, together with the improper use of other goups of muscles. Hence this system insists upon well trained teachers. The school life produces anatomical and physiological faults. These the “corrective” gymnastics of this system strives to prevent or correct. Great stress is placed upon this point. In daily work a variety of execises are given following a certain definite “Day’s Order” or “Progression.” ‘ Since this is used in the Cleveland Schools essentially as followed by Swedish teachers reference to page 18, is all that is necessary, in connction with intsruction, to obtain a working knowledge. A general statement of the subject is also made on pages 11 and 12 of a reprint of Medical Inspection of Schools, which was sent to the teachers some time ago. It may be added that the advocates of the system do not approve of the use of music with free standing gymnastics, claiming that this leads to ineffective, lackadaisical movements thus squandering the time which should be diligently used in fighting the evil effects of misfitting seats and desks. This we can not agree with holding, rather, that neither Swedes nor Germans, at least in this country, have developed the art of giving calisthenic exercises with muSic. We further claim that not a few of the Cleveland teachers have learned this art within the past six years and that the use of music has rendered their work of greater value from the “‘corective” point of view, by delighting and inspiring their children to work with a hearty good will at every opportunity. 8 PROGRESSION. To accomplish our object we use a series of movements, the first of which should attract the mind from previous lines of thought and turn attention to the gymnastic work. - : 1. “Order movements, such as attention gymnastics! left, (right,) face! etc., are used for this purpose. They can scarcely be called muscular exercises and should take only sufficient time to enlist the attention of the school. 2. Then come movements which expand the chest and induce a fuller respira- tion. They include backward bending or arch-flexions and lifting or heaving movements. They may be accompanied by simple leg or arm movements. ‘Gen- eral results of this part of a series should be a better oxygenation of the blood, venous drainage, relief of the mind from previous strain, and its concentration upon the muscular response. More specifically, the arch-flexions expand the inferior portion of the chest, give extensibility to the upper part of the abdomen and straighten the dorsal region of the spine. The uplifting movements, aside from strengthening the arms, expand the superior portion of the chest. 3. Breathing exercises are then taken with the lifting movements. 4. Of the more specific movements, balance movements, co-ordinating the action of different groups of muscles, are now in place. The walks, taken while in the toe-standing position, are fair examples of balance movements. They especially cultivate grace and muscular control. 5. Back, including shoulder blade movements, such as cross a firmly executed, strengthen and equalize the muscles which hold the spine and scapulae in place. If practiced with sufficient frequency and force they prevent curvature of the spine. The West Point “Setting Up Drill,” having for its object a good carriage, places great stress upon the frequent and vigorous practice of such exercises. These are usually accompanied by walks in the upper grade exercises. 6. Abdominal movements not only strengthen the abdominal muscles, but also, by alternate increase and decrease of abdominal pressure, stimulate digestion. Exercises similar to those in 2 are again practiced. 7. Lateral trunk movements consist of various forms of bending and twisting the trunk, thus not only strengthening the abdominal, intercostal and spinal mus- cles, but also increasing the mobility of the ribs and of the vertebral column. 8. Between the various exercises in 7 and 9g repetition of breathing exercises is required. The test of force and rapidity of movement in the series thus far, is the production of deep, free, but undisturbed respiration. Near approach to breath-_ lessness in 7 now demands more moderate action. This is furnished, at this juncture, through slow leg and arm movements with deep breathings. While the heart is allowed to rest from the rapid beating produced by the vigorous trunk exer- . cises and recuperate, before taking up more energetic forms of exercises, the blood, through the breathing exercises, is being well oxygenated, thus preparing it for the strenuous work incident to the jumping or springing movements. At the same time the respiratory exercise is extracting vapor from the lungs and thus prevent- ing undue perspiration. 9 The fallouts, half crook, knee-bendings and the use of a spring in changing the position of the feet in the walks, especially when they are taken while in the toe-standing position, are examples of springing movements. These exercises, especially when accompanied with arm or trunk movements, and executed with variety, cultivate all the physical attributes heretofore mentioned. They are the most violent in the series, often leading to the verge of breathlessness, while forcing the heart to beat more rapidly. l 10. To prepare for rest, exercises slowing the respiration and circulation must be taken. These are supplied by deep breathing exercises. Somtimes a 9 lifting movement, such as upw. stretch or a shoulder blade movement—cross a— slowly executed, accompanies the breathing. Outside of the action of the respira- tory muscles, however, there should be very little muscular activity. In these, as in other breathing exercises, the inspiration should be even, full, deep, — through the nose, and noiseless. Expiration should be like unto it and should force as much air out of the lungs as is compatible with comfort. Continue this _ class of exercises until perspiration and rapidity of heart beat are thoroughly abated. Then observe the ventilation. Some Essentials to Success in Teaching Gymnastics in the Cleveland Public Schools. I.—ENTHUSIASM. This is a mental condition resultant largely from the attitude of the mind rela- tive to the subject of Physical Education and the physical qualifications of the body for teaching. The first infers an intelligent study of the topic, mastery of the principies laid down and the instructions given. The second, the following of a hygienic regimen calculated to keep the teacher in condition for work. An intelligent study includes, perhaps, the reading of representative writings. In order to take an interest in a subject we need to know something about it, not only in a special but in a general way. That there is sufficient in the history and present status of physical education to awaken the keenest interest in a thorough teacher there can be no doubt. (See page 64.) A thorough study of the rationale of modern gymnastics will give sufficient insight into the principles underlying physical training to enable the teacher to apply them in giving exercises. Having in advance a clearly defined idea of the physical, mental and hygienic results to be obtained from certain gymnastic pro- cedures, she can observe, with heightened interest the production of these re- sults. With increase of general and special interest, the mastery of the details of instruction becomes a matter of ease, rather than of drudgery. As time goes on and the teacher finds that through the intelligent use of gymnastics, she has wrought well defined and beneficial changes in the physical and mental make-up of her school, she will conclude that in physical training she holds an instru- ment most potent not only in supplementing other.processes of education, but in giving her a ready control of herself, and of her school. Teaching is an exacting profession, requiring the constant outlay of physical and mental force. So notable is this that physicians of experience state that a large proportion of the young women who teach are, in three or four years, in delicate health. Manifestly this condition is not the one in which to do our best work. Clinical teachers do not consider the work incident to teaching accountable for this state of things, but rather a lack of knowledge of what should be done to prepare and keep the mind and body in condition for these peculiar duties. Following the regimen of his trainer in preparing for a contest, an ath- lete will, for months, follow rigorously the dictates of hygiene. His hours of sleep will be regular, and sufficient in number. His clothing, while it will in no way hamper his body, will afford ample protection. His diet will be regular and of such character, as to favor the processes of digestion and assimilation. At regular intervals he will take exercises calculated to strengthen those mental and physical qualities most used in the contest. Gradually he gets into “condition.” This means the state in which he most easily and readily exerts all physical and mental faculties brought into play in a given line of action. Within a few hours’ time he can display a variety and amount of physical and mental activity which is an astonishment to an untrained man. What is true of the athlete should be true 10 ’ of that mental athlete, the teacher. During girlhood many forms of physical activity should build for her a strong and enduring constitution. While at the normal school she should be carefully instructed and induced to follow such a hygienic regimen that at the end of her course her physical trainer and her physi- cian could say: ‘‘Here is a girl in whose mental and physical powers there is harmony. While all her faculties have been strengthened nature’s balance of power remains undisturbed.” Practical study of this phase of her education should enable her when taking up the duties of teacher to make out for herself a hygienic regimen adapted to herself. A well balanced course of work, relaxa- tion and recreation. A regimen in which every element of hygiene would receive proportionate attention. Not having had the advantage of such a training in a normal a teacher should make a ‘study of the matter. If in doubt as to just what she should do, let her consult someone in whose understanding of such matters she has confi- dence. After a careful review of the surroundings, of the things which she can, and needs to do, a regimen, in accord with both hygiene and com- mon sense, can be suggested. The danger is that we rush into some fad which is so partial in its results that it soon disgusts us with the whole matter so that we fall back upon the old plan of neglecting ourselves during the ten months of the year when we most need our mental and physical vigor and spend the other two months in “vacation” trying to nurse ourselves back into some sort of condition for the opening of the school year. When teachers learn to depend on hourly vacations daily, instead of two month vacations yearly, they will have gone a long way toward making their work one of more enjoyment and less of uneasiness and pain. Then, when - the long vacation approaches, they will be in shape to enjoy it rather than in condition to visit the hospital or the sanitarium. — II.— VARIETY. This is brought about by changes in the velocity, duration and degree of force of a movement ; by combining movemerits thus forming complex exercises; in the use of commands, music, hall. drills, new series of exercises, short talks concerning the results of exercises, etc., etc. Rapidity or velocity vz aries with the character of the exercise, and its place in a series, the familiarity of the school with the exercise, the character of preceding or succeeding movements, the condition of the school as influenced by previous work, the character of the day, age of the pupils, etc. Every series should contain slow, medium and rapid movement. Rapid movement cultivates some qualities scarcely affected by slow movement. Duration. If a movement is repeated a given number of times, or during a given number of counts, say sixteen, it is called rote work. This is a prominent element in monotony. Except in exhibition drills, and not always even in these, pupils should rarely know just when th ey are to finish.a given exercise. An exercise may be repeated a dozen times or oftener. Each time it is repeated its rapidity and force may vary. Teachers whose schools have a thorough mastery in the use of the alphabetic positions, so that no time is lost in explanaton; or in giving orders, may find it an advantage to devote six or seven minutes to another series during the afternoon. Ten minutes seems a short period in which to ac- complish any result, but it is long enough, if filled with active, well arranged exer- cise, to have very appreciable effects upon a school. At least we cannot consistently ask for more time until we use well all of the time allotted to exercise. Muscular strength will be gained only when the movements are done with force. This may be accomplished by doing a movement slowly and bringing the muscles used into powerful contraction and then voluntarily contracting their op- 11 posing muscles. If at the same time that this is being done the rapidity of the movement is increased still more powerful contraction will usually result. Interest in a simple movement, such as cross a, can be sustained by combining it with some other simple movement, thus forming a complex exercise. Commands may be so given as to create variety. Sometimes, when the movements are simple, execute by command. A complex exercise is usually built up by giving several alphabetic positions by command. ‘Then counts may be used. While some authorities discard music, we do not feel that we are ready to do so. Most of our teachers seem to recognize the danger in using it. Hence they make the music accompany the exercises and not the exercises the music. Practice will soon give a teacher sufficient skill so that she can not only direct the exercising of the school, but also govern the time. There is scarcely a feature of the exercise period more recreative and pleasure giving than good music in which the time is wisely varied to suit the character of the different exercises, varied, in some instances, during the execution of individual movements. The greatest care must be taken, however, not to let it detract from the vigor of the exercise. It should be remembered that good music will not make poor gymnastics good gymnastics. On the other hand, some of the best specimens of work are found in the rooms in which music in not used. It is upon the teacher, and not upon music, that the production of good gymnastics depends. Teachers will find it a decided advantage to introduce new series of exercises frequently. This is one of the important elements of variety and one of the greatest advantages of the system in use. Before the close of one year a thorough teacher should be able to improvise a correct series without reference to lists of exercises. Remember that the pupils in the schools have been drilled upon the simple exercises and the doing of the simple exercises in combinations for years until they are now able to advance rapidly. This has led to gradation. Up to the seventh year the exercises increase in difficulty from year to year. During the sixth year seat and desk exercises are introduced. The seventh grade uses wands with exercises similar to those of the fifth grade. In the eighth year the dumb-bells are used and the forms are similar to those of the fifth and sixth years. The exercise forms are different, however, though scarcely more diff- cult of execution. If we have a moral motive for persisting in a given course of action, we are the more apt to keep up our interest and succeed in it. In gymnastics the teachers can supply this by short talks regarding some of the results of exercise, their bearing upon the future constitution of the pupil and upon his ability to engage in games and sports. \ She can recall the inability of the school to perform a certain exercise at first. thus illustrating their growth in physical training. She can point out to them that whatever mastery they attain is a training for the manly sports and games as well as for all of the physical activities of life. As the result of much personal experience the supervisor can heartily recommend suclr talks provided they are very brief, and to the point, so that they do not encroach too much upon the time of the — exercise period. Some examples of what may be termed faults are noted here for the benefit of teachers who desire criticism. Loss of time through slowness in getting the school into active standing posi- tion; hesitation in giving commands through unfamiliarity with the exercises or lack of attention to instructions ; loss of the attention of the school while stopping to discipline a pupil; fussing over one exercise instead of doing a series; tendency — +2 to monotony through doing rote work; loss of force and precision of alphabetic movements on account of a musical accompaniment ; too much severity during the exercise period ; too much talk and not enough exercise ; excusing pupils from exer- cise rather than interesting them in it; attempting to follow some plan of work other than that laid down; use of the exercise period for other work; lack of dis- tinctness, enthusiasm and snap in giving commands.While we may not stop to dis- cuss these faults should any teacher recognize any of them in her work she can free it from them by a vigorous use of the section on essentials. to success. MAK ieANIy GALL: EXERCISES, For several years considerable attention has been given to exercises in larger groups in spaces larger and more unobstructed than the class rooms. The trial has been thorough and the result satisfactory. Hall drills were held in those buildings in which the hallways permitted and a method of rapid formation was secured. In many buildings ‘hall drills are now popular throughout the year. The same may be said of exercises in the yards. During April and May thirty to forty half days are found on which the weather is appropriate for out door work. On at least some of these days the children are exercised in the school yard. During September and October we may have much fine weather for out door work, and it is expected that teachers will take advant- age of it. The main difficulties which have confronted us have been lack of time on account of the shortness of the period for formal exercise and lack of sufficient hallway or of good play ground surface. To assist in overcoming the former Mr. Jones directed that on one day during the week five minutes may be added to the exercise period in order to enable teachers to move their schools to the yard or hall and back again. We also dispense with most of the exercises under numbers I, 2 and 3 on these occasions. The inexperience of teachers in effecting formations is responsible for the loss of much time, and hence the following method of effecting a quick and satisfactory formation is suggested. This has enabled me to march three or four schools of the same grade to the hall, secure a satisfactory formation for exer- cise and return all of the children to their seats in less than one minute. Where the children do not need to climb stairs forty seconds will suffice. The practice of this formation can be combined with some of the fire drills. The formation suggested is for three large schools. The semicolons show the pupils as they arrive at the place for exercise in twos. When the lead- ing set of twos is about thirty feet from the position in which they are to halt command—forward reach! Touch! March forward until the first set of twos has arrived at the exercise position and on the command—halt! all pupils imstantly stop. The left lines step one pace to the left, the right lines one pace to the right on the command—open order! Command—cross c! The lines are then standing as shown by the lines of 1’s, ready for exercise. T, shows the posi- tion of the teacher who gives the commands. ol tS es Nh oad OO dd OE WA RD BK co Pier her fer Ye ey er ar pee SA ATO Sc Seba UR Rc NOR ed RRS WR eR eS hc Pista elute iy bit bl dol oh shale 1 ae ‘INDOOR EXERCISE. Could we follow the trite advice of the doctor and our own inclinations and “take outdoor exercise’ it would be well. Unfortunately, this is out of the ques- tion for most of us during seven or eight months. It is during these months that the health of the children suffers. If we are to maintain health in cities during these months through physical exercise, it must be largely through the indoor variety, and we must make some provision for it, artificial though its forms may be. The gymnasium is the modern muscle factory. But the supply of good gym- nasiums is entirely inadequate at present. The supply of competent instructors is very limited. It will be many years before the people will be properly supplied with ample accommodations for recreation. Three years ago some of the teachers suggested to their pupils that they practice exercises at home. During one term as many as 2,000 pupils were reported as engaged in home exercises. While such work is entirely voluntary on the part of pupils and teachers, certain teachers, who are enthusiastic about the value of exercise, presented the matter to their pupils in such a way that most of them committed and practiced exercises regularly a certain number of times a week and kept a record of the same on cards prepared for the purpose. This is true physical education. Such children form the valuable habit of exercise for its own sake. At first we suggested that children commit some of the school exercises and practice them at home. Some times they played school and the little teacher gave the other gymnastics which made up in vigor for anything that they may have lacked in form. Then we suggested that the children use dumb-bells and clubs while practicing their exercises. Also, that when convenient, they introduce the social element by exercising in groups and that they use the piano while so doing. We also suggested home gymnasiums. The idea is striking a root and some further suggestion along this line is now in place, through which indoor exercise at home may be made more attractive and hence more lasting and more universal. HOME GYMNASIUMS. It is suggested that teachers, in the well-to-do parts of the city, read to their pupils the following suggestions regarding a recreation room. In very many of the unfinished attics a most delightful play room for chil- dren may be installed. People who intend to build homes can, at small additional expense, include such a room in their building plans. This is feasible in houses costing $2,000.00 and upwards. In the larger homes such a room can be used not only for exercise, but also for private theatricals, recitals, dances, games, etc. When an unused attic is available the following alterations will usually suffice: If the house is heated by a furnace, place a large register in the floor of the at- tic over the hall. If by steam, introduce pipes the length of the attic near the eves of the roof. Hair felt, an inch thick, covered with sail cloth, makes a fine floor. It deadens sound and prevents accidents.The cloth should be painted with the rubber paint, used for running tracks, to render it durable. Sail cloth may be used to cover the rafters, but hard pine is preferable. Fur- ther suggestions may be gleaned from the following description of an attic which, though used for a play room and gymnasium, also served as a dormitory for the boys. The heating apparatus procured an even distribution of heat and allowed — of a temperature ot 60 F. on a very cold day. Plenty of light was admitted through a large skylight, of opaque glass, on the north side of the room. Heavy wire screens, securely fastened, protected the windows from missiles, at the same 14 } —_— time preventing the younger members of the family from falling out while under the excitement of play. Small gratings, placed about the walls near the floor, gave place for the exit of foul air, while fresh air was introduced and directed upward in such a way that the occupants of the room were not subjected to draughts. The girders, upon which the joists for the floor were placed, rested, at their ends and centers, upon rubber plates two inches thick, a foot long and as wide as the girders. This prevented vibration of the superstructure. The floor was laid over deadening material, and was of kiln dried rock maple. Hard pine was used for the walls and ceiling of the room. The walls were con- structed of ceiling five feet long, extending from the floor to the roof. The space between this and. the eve of the roof was “used for storage room. Pulley weight machines and other fixed apparatus were attached to the walls, thus leaving the main floor unobstructed. The ceiling extended from the top of the partition form- ing the walls, to the peak of the roof. Having in mind the rough usage to which the room would be subjected, the walls and ceiling received a dead finish as prefer- able to varnish. A gable, excluded from the main room by curtains, formed a cot room for the boys. When they retired their cots were rolled into the main room. When they were made up in the morning they were returned to the gable. Papa’s work bench, tool chest, lathes, etc., were placed in the other gable. This was separated from the main room by heavy wire screening. A wire door, the key to which papa always carried himself, gave admittance to the room. Here he ‘taught Joe and Dick how to care for and how to use the tools. In a small tower room the floor and walls were lined with cement. Chest firm, L. (R.) twist, 1! Position, 2! * i CR). bend, 1! 2h. 1!:ct a! 2! d! 1! 2! Neck firm! 1! 2! 1! c! 2! 1! a! aon twist tl els... .2l al... rl. Chest: firm!,.2!1!2! bl.al.1!.2! Positional Waist firm, breathe in!....Push in breathe out!..(Repeat 6-8 times.) (Counts, 20-30.) Stretch, ‘touch, deep knees bend, 1! Position, 2! 1! 2! ect. Cross b-d, breathe in!....Position, out!....(6-8 times, eraceful gesture.) Note.—For rate of movement and other instructions regarding these sets of exercises see Progression, page 18. 27 Lama Ll Pe EIA ee ede Pg. aCe I PSPS ET SAS PONE. Gok, Ht 17. Cross e!..b!..d!..a!..Chest firm!..d!..Upward clap!..Stand! Fallout b! Neck firm!..Backward bend!....Coss d!.... Position! Through cross a-d breathe in!....Arms down, out! (Repeat 6-10 times with graceful gesture and with full inspiration and expiration.) | ; Half crook! Cross c!..Left bend!..Slowly, right bend!.... Position! (Counts, 20-32.) Upward stretch, clap, 1! Cross c, 2! 1! 2! 1! 2! ect. Backward fallout c!.. Backward bend!..Cross c!..d!..a!.. Position! (Counts, 20-32.) L. (R.) bend, 1!. Position; 2). 1!2)-1!21 eet. L.(R:)-bend;:1!2! 1! Néck firml-2! 1) atalivr!..ch..2l. cdit lh weleloiame (Counts, 20-32.) Chest firm, L. (R.) twist, 1! Position, 2! 1! 2! 1! 2! ect. Ly. CR) twist], s20s. rb. sStretch touch cat r hy ela? ae Cross c! Breathe in! Fill the lungs!.. Waist firm! Push in, breathe out!.... (Repeat thoroughly, 8-10 times.) (Counts, 20-32.) Half crook, 1! Position, 2! 1!2!1!2! ect. (L.R.L.R.ect.) Stretch, touch, breathe in!..Arms outward downward breathe out!.. (With graceful movement of arms and deep, full inspiration and expiration repeat 8-10 times. Observe ventilation.) 18, Stand! Deep knees bend!....Fallout c!....Legs change!.... Position! Half crook!....Neck firm! Backward bend!....Legs change!. . Position! Repeat 3—set 17. » : “ 2—18. (Counts, 20-32.) Cross a-c, 1! Position, 2! 1! 2! r! 2! ect. Right face!....Fallout e! Neck firm! Backward bend!..Position! L. face! (Repeat 7—set 17.) ce 8 ce ‘ce (Counts, 20-32.) Half crook coss c, 1! Position, 2! 1! 2! 1! 2! ect. (Repeat 10—set 17.) 19. Stand! Walk e!..a!..b!..d!..Backward, d!..a!. .Legs change!..d!..a! Heels raise!.. Backward bend!..Forward bend!..Eyes front!. . Position! (Repeat 3—set 17.) : Heels together! Heels raise!....Cross e! Left bend!..R. bend! Position! (Counts, 20-32.) Cross c walk e, 1! Position, 2! 1! 2! 1! 2! ect. (Repeat 5 slowly, using waltz time—1! 2, 3. 1! 2, 3. ect.) (Repeat 7—set 17.) “ec 8 ce “ce (Counts, 20-30.) Walk e knees bend, 1! Position, 2! 1! 2! 1! 2! ete. (Repeat 10—sét 17.) 28 eee — = © WN OD IO, CON WW WHROYNH 20. stand!..,..Fleels together! Heels:raise!....Sink!..Walkc!..b!..al..el.. d!....Backward, d!....a!....b!..Legs change!..d!..a!..e!.. Position! Stand! Cross c breathe in! C to position, out! (Repeat, gracefully, 6-8 times, emphasizing graceful movement and full deep respiration.) Cross c! Heels together!..Heels raise!.. Knees bend!..Knees stretch! (Counts, 20-30.) Cross c walk e, 1! Upward stretch, clap, 2! 1! 2! 1! 2! ect. Hips firm! Forw. bend!..Heads up! Eyes front! Backward bend!. . Position! (Counts, 20-30.) L. (R.) bend, cross a-e, 1! Position, 2! 1! 2! 1! 2! ect. Pea beng. risatris ich. .otal tect el. dlovalicer tic. bh Posten! (Counts, 20-30.) L. (R.) twist, cross a, 1! Position, 2!. 1! 2! 1! 2! ect. yee cwiste T).2 a's ato 1). .ele bl.2! Fl. Neckifirml... “Position Neck firm! Breathe in!....Cross d! Breathe out! (Observe ventilation and repeat breathing thoroughly 6-8 times.) (Counts, 20-32.) Cross c, knees bend, 1! Position, 2! 1! 2! 1! 2! ect. Neck firm, cross c, breathe in! Arms down, out! (Slowly, eracefully, thoroughly. Notice ventilation.) 21. Cross a!....Rise!.... Knees bend!.. Fallout d!..Legs change!... Position! Left upward stretch!.. Arms change! Climb, 1! 2! 1! 2! ect. (Repeat 3—set 20.) Half crook!.. Knee clasp!.. Knee bend!..Stretch!..egs change! (Repeat.) (Counts, 20-32.) Alternate lines, cross c, 1! Neck firm, 2! 1! 2! 1! 2! ect. ** Other lines, neck firm, 1! Cross c, 2! “ Cross a-d, backw. bend, 1! 2, 3. Position, ge eee (Repeat slowly 4-6 times.) Repeat 7—set 20. Repeat 8—set 20. (Counts, 20-32.) Cross c, knees bend, 1! Upward clap, 2! 1! 2! 1! 2! ect. (Alternate lines clap on 1! The other lines on 2!) (Repeat 10—set 20.) 22. Stand! Upward clap! Cross c! d!c! d!c! d!1!a2!1!2!1!2!1! 2! 1! a2! Cross a!x!p!o!c!q!a! Walk e! Half crook! Legs change! Position! Forward lean! Bodies straight! Hips firm! Shoulders backward roll! Stand! (Repeat 3—set 20. Fill the lungs full at each inspiration.) Hips firm! Half crook! Slowly left twist!....Right twist!.... Position! (Counts, 20- 32.) Alternate lines cross a, walk ait Position, 2! riginiat ete: Other 7: c, walk e, “ fg “ a (Change exercises and repeat.) ! Slowly, forw. bend, 1! Backw. bend, 2! 1!....2!....c!1!..b!..2!.. Position! (Repeat 7—set 20. Give each movement thoroughly.) (Repeat 8—set 8.) (Counts, 20-32.) Alternate lines, cross c, knees bend, 1! Position, 2! 1! 2! ect. _ Other ~ a half crook, “ 4: ¢ Repeat 10—set 20.) Heads up! Four paces, forward march!.... Halt! Backward march!....Halt!..Sit! Cross a!..c!..Upward clap! Sit! 29 as \ IO. wh EXERCISES FOR THE FOURTH GRADE. Ti = Attention! Gymnastics! Active sitting position! Cross d! Hands above head, clap! In front, clap! Grip! Shake! Hips firm! Stand! Quietly, sit! Cross a! Strong! Chest firm! Firmer! L. cross c! Change hands! (As quietly as mice), rise Hips firm! Heads up! Bodies straight! Forward lean! R dress!....Heads up!..Eyes right!. Front! L. dress!..Front! Walk e! (Carefully, accurately), a! Backw., d! Heads up! (Is the step right?). Change feet!....Chest firm! Firmer! Half crook! ee up, toe pointing downward! (ls it right?). Change feet! -Cross c!.a!....Walk.e! Fallout b! Toe stand! Change teeth. Backw., walk a!. dl. .c!.. Position! (During the first two weeks exact the utmost accuracy in alphabetic work). Counts! Cross c. walk b, backw. bend, 1! Position, 2! (1!2!Ect.) (Four slight bends with strong, slow, c’s). (Gracefully), cross c, breathe in!.. .Position, out!....In!..Ect. Heels raise! Upw. stretch! Fingers touch! Backw. bend! Heels up! Hold it!.... Half crook! Cross c!- L bend!.:R bend... Position! (Counts, 30 to 40.) Cross a,1! Position, 2! (rl2!ri!2!rla!rl2! Ect.) ce ce 6c walk ae TH “ce ce (Begin slowly in good form and increase gradually to rapid movement.) Chest firm! Firmer! Forward bend!....Heads up! Eyes front! Walk e! Backw. bend! Cross c! Stretch the c!....Cross a! Strong! For- ward bend!.. Position! (Counts, 30 to 40.) Hips firm! L.(R.) bend, 1! Position, 2! (1!2! Ect.) (Counts, 30 to 40.) Cross a! L. (R.) twist 1! Position, 2! (1! 2! Ect.) L. bend, 1! Cross a! 2! R. bend, 1! Cross c! 2! 1! Walk b! 2! Chest firm 1! 2! Crossa! L.R. twist, 1!2!1!2! Cross e!1!b!2! Hips firm! I! Walk e! 2! 1! Change feet! 2! Position! Cross a! Walk a! ~ Breathe in!....Out!....Cross c! Fill the lungs! Full! Walk e! Breathe out! In!..Out!..In!..Out!..Waist firm! Breatnedantl, -.-Out!..inlsurosition! Hips frm! Knees bend, 1! Position, 2! (1! 2! 1! 2! tial sicte Cross c! Knees bend, 1! Position, 2! (Slow to fast keeping form as in V.) Waist firm! Heads up! Push in! . Against hands, breathe in!....Out!.. Push!..In! Out!..In!..Out!..L. bend! Breathe in!..Out!..R. bend! Breathe in!..Out!..In! Position, 2! 2. A few order movements in seats such as—Attention! Gymnastics! Active sitting position! Cross a! c! Up. stretch! Fingers touch! Cross d! Above head hands strike! (repeat three times). Rise! Slightly, forward lean! Chest firm! Heads up! Eyes front! Hips firm! H. crook! Cross c! a-d! Change feet! Toe stand, fallout c! Backward bend! Backward toe stand, walk c!_ Forward bend! (Keep up on toes.) Up. stretch! L. bend! Walk e! R. bend! Position! Backward bending as in 2, series I. Breathing exercises as in 3, series I. Up. stretch! Fingers touch! Knees bend! R. bend!:.:.L. bendl!.... Backw. bend! Half crook! Heel raise!....Change feet!....Cross c! a-d! Position 30 i a ho aA 10. © ONT OV 10. S a CONIA w 1—Cross a-c, toe stand, walk c (1! 2! 1! 2! ect.). 2—Cross a-d, toe stand, walk d (1! 2! 1! 2! ect.). Backward bending as in 6, series I. L. R. bending and twisting as in 7, series I. 8. Breathing exercises as in 8, series I. I—Cross a (strong), toe stand, fallout c (1! 2! 1! 2! ect.). 2—Chest firm (strong), knees bend. 1—Cross ¢, slowly, inhale, 1! Quickly, quickly lips slightly parted, exhale, 2! 2— Reverse the process, breathing in, quietly and quickly, out, slowly. 3—Breathing exercises, as in 10, series I. 2h Exercises similar to those in I, series I paying particular attention to such of the alphabetic positions as are still poorly executed. Cross a, backw. bend, walk a (L. R. F. B. as in No. V), slowly (rl2tr!2! ect.). Cross a-d, backw. bend, walk*an( Le R. Fi Bicas:in No. Wc Breathing exercises as in 3, series I. Chest firm! Heels raise! Backw. bend! Up. stretch! Up on toes!... Fingers touch!...Steadily, slowly, half crook! (Keep toe stand, b. bend) .. Position! 1—Cross d, walk e, 1! Position, 2! (1! 2! 1! 2! ect.) 2—Forw. reach, cross a, walk a, 1! Position, 2! (1! 2! 1! 2! ect.) Backward bending as in 6, series I. L. R. bending and twisting as in 7, series T Breathing exercises as in 8, series I. 1—Chest “firm, toe stand, fallout b;- 1! Position, 2! (1) 2b akaléct) 2—Cross a-c, h. crook, 1! Position, 2! (1! 2! 1! 2! ect.) 3—Hips firm, knees bend, 1! Position, 2! (1! 2! 1! 2! ect.) Breathing exercises as in 10, series 1. 4. Review Dressings and Facings. Marching. Hips firm! Heels raise! Forward, (walk b step, 2-6 paces according to room), march!....Halt! Mark time! Backward, (L.R.), March! Halt! Mark time!....Halt! Position! Repeat. Backward bending as in 2, series I. Breathing exercises as in 3, series I. imei! stlali “crook! “Lo bend!....Cross cl. R. up. stretch! Arms change! R. bend!....Feet change!...(Keep the bend). Cross a! Backw. bend! Position! / f—Forw. reach, cross c, walk b,.1! Position, 2! (1! 2!.1! 2! ect) 2—Neck firm, elbows well back, walk c (1! 2! 1! 2! ect.). ° Backward or forward bending as in 6, series I. L. R. bend and twist, as in 7, series I. Breathing exercises as in 8, series I. 1—Chest firm, toe stand, fallout c, 1! Position, 2! (rh2I u! 2! ect.) 2—Neck firm, knees deep bend, - 3—Cross c- Sa half crook, 1! Position, al(rh2t at gf ect.) Breathing exercises as in 10, series I. 34 EO AP aie ees eae te LO: Lael Se pe ee ee 33 Review 1, series 4—marching. Give firm and crosses and i, ie bending while the school is marching or marking time. Backward bending as in 2, series I. Breathing exercises (thoroughly), as in 3, Series 4: H. crook! L. knee clasp! Heel raise!....Hands change! Feet change! Hands change!....Cross c!.... Position! 1—Cross a-d, walk dg, i! Position, 21 Ga! 2!1! 2! ect.) 2—Cross e-c, walk c, “ “ Backward or forward bending as in 6, series I. L. R. twist, walk a, (L. R. F. B.) (1! 2! 1! 2! ect. , 30-40 cutee P. | Daa de bend as in 7, series I. Breathing exercises as in 8, series I. 1—Forward reach, cross e, h. crook, 1! Position, 2! (1! 2! 1! 2! ect.) 2—Up. stretch (fingers touch), knees| bend, 1! Position, 2!.1! 2! 1! 2! ect.) 3—Cross c, fallout c, 1! Position, 2! (1! 2! 1! 2! ect.) Breathing exercises as in 10, series 7. 6. Cross c! Ma stretch! Touch! L. bend! R. bend! Neck firm! Stand! Walk a! d! e! Half crook! Position! ¢ Cross a! Stretch! Backw. yee bend! To cross c! neck firm! Position. Cross a-c, breathe in!....Out!....ect. = Half crook! Toe stand! Cross c....Hold it! Slowly—Change feet! Hold ~ it!.... Position! ; Cross c, walk e, 1! 2! 1! 2! ect. Cross c, 1! Neck firm, 2! Position, 3! 1! 2! 3! ect. 1—Cross a, (strong) L. R. bend, 1 !2! 1! 2! ect. 2—(Bend slowly and execute firms and crosses by commands.) 1—Chest firm, L. R. twist, 1! 2! 1! 2! ect. 2—Twist slowly and execute firms and crosses 2 commands.) Cross c! Breathe in!....Out!....In!....Out!... Waist: firm! Intjses Onthi iInt. 9). Position! Cross c, half crook, 1! 2! 1! 2! ect. = Cross a-c, breathe in! Position, out! 1! 2! ect. Cross a, in!....c, out! d, in! . Position! 32 “NS bet awe: y “ot a A ee ON OF EX-ERGISES, WITH A VARIETY OF FORMS q ; IN NUMBERS 5,.7 and 9. |. 1. A: few commands, such as; Cross c! Neck firm! Forw. reach! Cross a! ’ - Stand! Walk d! a! e! Change feet! Toe stand fallout d! Position!. 2. Fallout (toe stand), b! Cross a-c! Slightly beckw. bend, stretch!. 3. As heretofore thorough breathing exercises. Cross a-d ‘breathe in! Out! ect. . 4. Toe stand, fallout a! Quietly, with a spring, change feet! i 1—(Counts, 30 to 40.) Forward reach, cross a, I! Position, 2! (lair 12! ect.) 2— . Cross a-c, 1! Position, 2! 3— ° Forw. reach, chest firm, 1! Position, 2! a 4— p Forw. upw. ‘stretch, touch, 1! Position, 2 ¥ 5— ? Forw. upw. stretch, neck firm,1! Position,2! “ 6— : Cross b-d, 1! Position 2! . 7— . Cross c, walk e, 1! Position, 2! * 8— * Chest firm, walk d, 1! Position, 2! - 6. Slightly backw. bend! Cross c! Forw. bend! Forw. reach! Touch! Stoop! Floor touch! Upw. stretch! Reach! Backw. bend! Cross d-c!.... Position! 7. 1I—(Counts, 30 to 40.) Hips firm! L. R. bend (1! 2! 1! 2! ect.). Hips firm! L. R. twist (1! 2! 1! 2! ect.). L. bend, 1! cross'c; 2! a! R: bend, 1! e! 2! a-c! 1! Neck firm! 2!. Hips firm! 1! Position! Twist, 1! a! 2! Head firm! 1! e! 2! 1! b! 2! Chest firm! Position. ; 2—(Counts, 30 to 4o.) Cross a! L. R. bend (1! 2! 1! 2! ect.) (Counts, 30 to 40.) Chest firm! L. R. twist (1! 2! 1! 2! ect.) Bend, 1! Cross c! 2! 1! 2! a! 1! Upw. stretch! Touch! 2! 1! 2! Neck firm! 1! Position! Twist, 1! a! 2! e! 1! 2! Chest firm! 2! 1! 2! Neck firm! 1! Position! 3—(Counts, 30 to 40.) Cross a-c, L. R. bend (1! 2! 1! 2! ect.) (Counts, 30 to 40.) Hips firm, L. R. twist (1! 2! 1! 2! ect.) Bend, 1! c! 2! a-c! 1! 2! 1! e-a! 1! 2! Neck firm! 1! d! 2! Chest firm! 1! 2! Position! Twist! Hips firm! 2! 1! 2!a!c!1!e!a!d!1!2!1!c! Position! 4—(Counts, 30 to 4o.) Cross c, L. R. bend (1! 2! 1! 2! ect.) (Counts, 30, to 40.),. Cross by L. R. twist. (1!'2!-1! 2! ect:). Bend, t!a!2!1!cl2! Neck firm!1!2!1!e!2!2! 1! Position! Twist, t!2!i!2!ur1!a!a2te! 1! b! 2! Head firm! 1! 2! 1! a! 2! 1! Chest firm! Position! 8. Waist firm! Breathe in! Out! In! Neck firm! Out!..Waist firm! In!.. Out!..In!. 9. ae 30 to 40. ) Hips firm! Knees bend (1! 2! 1! 2! ect.). 2 Hips firm! Half crook, knees bend, (1! 2! ect.) 3— . Hips firm! Half crook, deep knee bend, (1! 2! ect. ) 4— Cross c! Half crook, (1! 2! 1! 2! ect.). 5— ‘i Chest firm! Toe stand, fallout b, (1! 2! 1! 2! ect.). 6— = Chest firm! Toe stand, fallout d, (1! 2! 1! 2! ect.). 7— 2 Chest firm! Toe stand, fallout c, (1! 2! 1! 2! ect.). 8— S Hips firm! Toe stand, fallout a, (1! 2! 1! 2! ect.). To. Cross a-c, Breathe in! Out!....Again! In!....Out! Waist firm! In!....ect. A few order movements as in I if pupils are warm. 33 EXERCISES FOR THE FIFTH GRADE. I. 1. Order movements such as—Cross e! b! x! Upw. stretch! Touch! Stand! a! cho 2. L. face! Fallout e! Backw. bend! Neck firm! Slowly backw. stretch !Position ! 3. Thorough breathing exercses. Cross a-c, breathe in!..... Outi.” 7zeet 4. Half crook! Knee clasp! Body straight! Slowly, heel raise!... Knee bend!. 3 5. (Counts, 30 to 40.) Forw. reach, cross a, 1! Position, 2! (1! 2! ect.) Forw. reach, cross e, 1! Position, 2! (1! 2! 1! 2! 11-2!) Forw. reach, cross e-c, 1! Position, 2! (1! 2! 1! 2! ect.) 6. Knees deep bend! Slightly backw. bend! Slowly, with finger tips, heels touch! 7. (Counts, 30 to 40.) Cross c, L. R. bend, 1! Position, 2! (1! 2! ect.) L. bend, 1! Cross e-c, 2! R. bend, 1! Cross b! a! 1! c! 6 bg Sd twist; cross a, 1! Position, 2! (rt 2d ect) L. R. twist, 1! at e! 21 Stretch! 1! bl al 2 tae aloha tetelgt-at Cross:a!. walk e! Breathe in!....Out!..In!...Out!..c! In! Repeat! 9g. (Counts, 30 to 40.) Cross a, walk a, knees bend, 1! Position, 2! (1! 2! ig oe A ee res (Counts, 30 to 40.) Chest firm, toe stand, fallout d, 1! Position, 2! (1! 2! Biel al elect.) (Counts, 30 to 40.) L face! Cross a, fallout e, 1! Position, 2! (1! 2! ect.) “ec ce ~ 10. Cross e- c, breathe int... Out!....Again, in!....Out! Add knees bend. in!.. .Qut!...:Upw. stretch, touch, oy Sree eee Out !. ..Repeat, in! Out!.. inh. Site 2: (Order Movements.) Cross c! d! c! d! c! d! Upw. clap! Cross c! Fingers snap! Stand! Ll 2.) (Sitl, Neck firm'!...yes close!. .Backwi ‘stretcht....<.) Eyes open! Stand? 3. Stretch, touch, breathe in! Fill the lungs!..Hips firm! Breathe out!....... cross a-d, breathe in!....C and down, out!....Repeat two or three times. 4. Cross c! Heels lift! L. foot forw. extend!... Slowly, change feet!.... 5. Cross a, Walk a, 1! Position, 2! (1! 2! ect.) Cross a-e, Walk e, 1! Position, 2! (1! 2! ect.) Cross d, Walk d, 1! Positon, 2! (1! 2! ect.) 4 6. Neck firm! Backw. bend! L- ee stretch! Arms change! Forw. bend! — Cross c! d! Backward. bend!....knees bend!....Stretch, touch!....c!.. Stretch! Position ! ve L. R. bend, cross a. 1! Position, 2! (1! 2! ect.) B: L. R. bend, r!2! rle!la!tc!li!a!trid!atrtale!c!2!1! aa L, R. twist, cross b, 1! Position, 2! (1! 2! ect.) 8. Walk b! Breathe in!..... Hips firm! Fill the lungs!....Breathe out!.. Trl cee. Out!. C! Knees bend! Breathe in!....A! Gaal: oc aa In! Fe QO. Forw. reach, toe stand, fall. a, 1! Position, 2! (1!2!1! 2! ect.) Upw. stretch, touch, c, half crook, 1! Position, 2! (1! 2! ect.) Chest-hips firm, toe stand, 1! Knees bend, 2! (1! !2!1!2! ect.) Io. Cross a-c, breathe in!. Out !. Repeat several times. Forward four ~ steps, march!. . Backw. four steps march!....Stretch, touch! Sit! eT Note.—While the counting in numbers 5, 7 and g will not be indicated in subsequent sets of exercises teachers should count for these exercises as im the first set of exercises. 34 SD) o 10. 3 Attention! Stand! Forw. clap! Backw. clap. Upw. clap! Backw. clap! Repeat, 1! 2! 3! 4! Cross d, 1! c, 2! 1! 2! 1! 2! 1! 2! 1! 2! Faster! 1!2!1!2!1!2!1!2! Hips firm! L. bend! R. bend! Position! Cross a, walk a, backw. bend, 1! Cross c, 2! Position, 3! (L. R. F. B. 16 waltz measures.) Cross c!..Stretch the c! Slightly backw. bend!.. Cross a! Forw. bend! Position! : As heretofore thorough breathing exercises for about 60 seconds. meee, Dreatne int... Out ls inlsce. Out b../doee late: Out hints I—Fall. b! Hips firm! Change feet! Toe stand! L. bend! Position! 2—Half crook! L. hand ankle clasp! Slowly (R.) knee bend!..Stretch!.. 3—Change feet and repeat 2. Toe stand! Backw. bend! Half crook!.. 4—Deep knee bend! Forw. jump! Backw. jump! (For hall or yard exercise. ) 1—Cross c, (long) walk d, 1! Position, 2! (1! 2! ect.) 2—Forw. reach, cross b, walk a, 1! Position, 2! (1! 2! ect.) 3—Upw. str., touch, walk e, 1! Position, 2! (1! 2! ect.) Backw. (slightly) bend, 1!..Cross a! 2! c! 1! e! 2! b! 1! a-e-d!..2! Fast bending. Cross a, L. R. bend, 1! Positon, 2! (32 counts, 16 bends.) Fast twisting. Cross b, L. R. twist, 1! Position, 2! (32 counts.) Slow bending. 1! 2! 1! cross a-c! 2! Hips firm! 1!..fall. b.!..2! (ect.) Slow twisting 1!..2!..1!a!2!c!1! Head-neck firm! 2! (ect.) Position. As heretofore thorough breathing exercises during 60 seconds Peeps tin) «2 (.) face, fall. e, 1! L. (Ri) ** «Gross by, walk ctl :Position 2) 4 8— - “Cross b-c, walk a, 1! Position, 2! eS 6. Knees deep bend! Slightly backw. bend! Finger tips touch! 7. I—Hips firm! Walk e, L. R. bend, (1! 2! 1!2!1!2!1!2! ect., 20-30 times). Cross a, L. R. twist, L. bend, 1! Cross e! c! 2! R. bend 1! Neck firm! Choss c! 2! r!a!le!c!2! R. (L.) twist, I!al2!c!1!eal2!b!d!1!2!1!c!2!1! Neck firm! 2! 2—Cross c, L. R. bend, (1! 2! 1! 2! 1! 2! r! at ect. 20-30 times). Chest firm, L. R. twist, L. bend, 1! a! c! 2! R, bend, 1! e-c! 2! 1! 2! 1! Chest-head firm! 2! L. twist, r!a!e! 2! R. twist, 1!b!le!2!1!2!1!a! Head-chest firm! 2! 3—Cross c, walk c, L. R. bend (1! 2! 1! 2! 20-30 times). Head-neck firm, L. R. twist _ Cross c! L. (R.) bend, 1!a! 2! 1! e-a! 2! 1! c-e! 2! Neck firm! 1! 2! Hips firm! L. (R.) twist, 1! 2! 1! Upw. stretch! Touch! 2! 1! 2!c!1! 2! 4—Cross a-c, L. R. bend, (1! 2! 1! 2!1!2!1!2! 1! 2! ect, 20-30 times). Neck-hips firm, L. R. Twist, L. bend, 1!2!R. bend, t!a!2!r!c!2!ae!x!i1!a! i bi ciost 1! 1! L (R.). twist, 1! a! 2! e-c! 1!....Fallout d! 2! r! Half crook! 2! 8. Cross a! Fallout c! Breathe in!.. pee firm! Out!....€ross c! In. .ect. £9. 1— (Counts, 30-40), Cross a, wall a, knees bend, ae 2hriks beck ‘ 2— Chest firm, toe stand, fallout d, (rots te heets) 3— rs S L. face! Neck firm, toe stand, faltout a, (1! 2! ect.) 4— - of Forw. reach, cross a, toe stand, fallout a, (ro ects) — 4 z Upw. stretch, touch, cross c, half crook, (1! 2! ect.) 6— °) . Chest-hips firm, toe stand, fallout b, (1! 2! 1! 2! ect.) 7— Be - Cross c, toe stand, fallout c, (1! 2! 1! 2! ect.) g— ai i Chest firm, knees deep bend, (1! 2! 1! 2! ect.) Io. Cross e-c, breathe in!....Out!..Again, in!....Out!...Cross c, knees bend, in! Stretch! out!....Neck firm! Breathe in!..Out!..In!..Out!. .ect A few order movements similar to those in 1, if pupils are warm. 37 IO. eas » EXERCISES FOR THE SIXTH GRADE. 1 Attention! Stand! Fall. a!....d! Hips firm! Heels raise! Change feet! Half crook! Cross c! Backw. fall. a! Change feet! Cross e! d! c! Neck firm! Elbows back!..Stretch!....Walk e! a-c!. Stretch! Fall, b! Forw. bend! Heads up! . L. foot raise!....Slowly, change feet! Position! As heretofore spend about 60 seconds in thorough breathing exercises. I—Half crook! Heel raise! Cross c! Slowly, backw. bend! 2—Change feet and execute the above. 3—Knees bend! With a spring, L. or R. about face! (for hall or yard.) 1—Up. stretch, touch, walk e, 1! Position, 2! (32 counts, 16 movements. ) 2—Forw. reach, cross c, walk a, 1! Position, 2! (32 counts, 16 movements. ) Cross c, backw. bend, 1! Walk d, 2! Position, 3! (8 measures waltz time. ) 2 Cross a, fall. a, slight backw. bend, se an Position, 1! 2,3. (8 measures.) @ Cross a, walk e, L.R. bend, 1! Position, 2! (32 counts, 16 benas.) Cross b, Ieee twist, 1! Position, 2! (32 counts, 16 bends in 16 seconds. ) Cross c, L. R. bend, 1! Hips firm, 2! Position, 3! (32 measures.) Half crook, L. R. twist, 1! cross a, 2! Position, 3! (32 measures.) Hips frm! Deeply! Inhale!....Push in! Exhale! (Ect. for 60 seconds.) 1—Cross a-c, walk e, knees bend, 1! Position, 2! -(32 counts.) 2—Cross a, fallout b, 1! Position, 2! (32 counts, 16 movements.) 3—Cross c, half crook, 1! Position, 2! (32 counts, 16 movements. ) Breathing exercises as heretofore during 50 seconds. If time allows or pupils are warm give a few easy order movements. 2. Attention! Cross c!..Hips firm! Stand! Fall. d! Half crook! Change feet! Ect. (Use about 30 seconds for 1.) Cross c! backw. bend!..Fall. a! forw. (heads up!) bend !—heels raise! Change feet! Backw. bend!..Chest firm! Neck firm! Slowly,—Stretch! Breathings as heretofore. (Waist firm! Inhale !—Deeply !—Exhale !—Ect. ) 1—Cross e! Half crook! toe stand!....Cross c!....Change feet!. 2—Half crook! L. (R.) twist! L. chest firm! R. neck firm! Slowly, heel raise!.. 3—Repeat 2, twisting in the other direction. (Use about 60 seconds for 4.) | 1—Chest-hips firm, walk e, 1! Position, 2! (32 counts, 8 measures. ) 2—Cross e-a, walk a, 1! Position, 2! (32 counts, 8 measures, quick step.) Palms on highest part of back of desks,. . place! Slowly, knees raise! Arms straight! Heads up! Chests out! ( By thus using the double half crook the body can be supported by the arms for a few seconds. With practice the time may be prolonged. Within a few weeks the elbows may be bent and the arms then straightened, thus lifting the weight of the body.) Neck firm, half crook, L. R. bend, 1! Position, 2! (32 counts, 16 bends.) — Cross a, knees bend, 1s R. twist, 1! As heretofore, slow bending and twisting. Cross c, 1! Fall. a,2! L.R. bend, hips firm, 3! Position, 4! (L. R. F. B: twice. ) Head hips firm, 1! L. R. twist, 2! Chest firm, 3! Position, 4! Thorough breathing exercises as heretofore, for about 60 seconds. 1—Neck firm, toe stand, fall. d, 1! Position, 2! (L.R. F.B., 32:countsm 2—Cross a..R. (i3) face, falloe a. Position, L. GR) face) ; ‘2! 38 “cc y 10. SSE NS BO. 3—When I and 2 are well executed the alternate lines can perform 1 while the other lines execute 2. The two divisions can then change exercises and repeat. Cross a-c, breathe in! Out! Again! In....Out!....Waist firm! In!....Out!....In!..Fall. a! Out!..In!..Devote about 60 seconds to ro. 3. Cross c! Forw. reach! (Desk and seat exercises.) Desks firm! Desks stand! (Swing to standing position on hands: knees in double half crook.) (Keep hands in place.) Deep knees bend!—Desks stand! L. sit! R. sit! Deep knees bend! Desk lean! Stand! L. bend! Cross c! Seat lean! R. seat lean, 2! Left, 1! 1! 2! 1! 2! ect. (Number different positions and play seat and desk games. ) Waist firm! Breathe in!....Out!..In!....Out!..a-c, in!....Position. Stretch, touch! half crook! L. twist! Slowly, heel lift!.. (Same with other leg.) L. cross c. R. neck firm, (alternate) walk a, 1! 2! 1! 2! ete. Neck firm 1! walk d, 2! ¢ to position 3! 1! 2, 3, ect. (Emphasize the 1! in the waltz time.) I—Cross a-c, walk e, L. R. bend, 1! 2! 1! 2! ect. I—Neck firm, knees bend, L. R. twist, 1! 2! 1! 2! ect. 2—Fingers interlock! walk e, L. R. bend, 1! 2, 3. ect. 2—Stretch, touch, chest firm, L. R. twist, 1! 2, 3. 1! 2, 3. ect. Pera. preatne inl... Out!) Int... . Heels lift! change feet! Out!..In!.... Position! Cross e-c, walk e, knees bend, 1! 2! 1! 2! ect. a ecedtinesii:...Out!. Again! Int... Out). :a,.in! 2.2 Onutlo: ine 4. Order movements similar to those in 1, series 1. Rise! L., chest firm! R. cross c! Hands change! L. bend! R. up. stretch! R. bend! Position! Desk exercises as in I and 2, series 3. 1—Cross c. inhale deeply, 1!....Quickly, quietly (lips slightly parted), ex- hale, 2! Repeat. Knees bend! Up. stretch! Fingers touch! Backward bend!....Knees stretch! Toe stand! H. crook! Cross c! L. cross a! Hands change!....Position! I—Cross e-c, walk c. 1! 2! 1! 2! ect. 2—Cross a-d, walk e. 1! 2! 1! 2! ect. 3—L. cross c, R. cross a, walk a, 1! 2! 1! 2! ect. Backw. or forw. bending as in 6, series 1, L. R. bend or twist as in 7, series I. Cross a-d, walk d, 1! Inhale Cross a, walk. e, 2! Exhale! Waist firm, walk c, 1! Inhale H. crook, 2! Exhale!....Repeat. Cross a-c, toe stand fallout c. (rl2t sects) Up. stretch, fingers touch, knees deep bend. y Cross c-d, h. crook. Breathing exercises similar to those in 10, series I. 39 Repeat. “é 10 9 SID 10. poe OR ON Ia, 5. Attention! Gymnastics! Hips firm! L. bend! R. bend! Cross a-c! Po- sition! Rise! L. up. stretch! R. cross a! Walk d! Change hands! Change feet! H. crook! Toe stand, fallout c! Change feet! Cross a! 3ackw. bend!. Heels raise! Position! Seat and desk exercises as in 2, series 3. Breathing exercises as in 3, series I. H. crook! Crossa! L. turn! Heel raise!....R. turn!....Fallout c! Toe stand! Backw. bend! Cross d! Backward, toe stand, fallout c! L. bend! 1-—Cross-e-¢, walkie, 1) 2) 1! 21 ect. 2—Neck firm, cross c, walk d, 1! 2! 1! 2! ect. 3—Head-chest firm, walk a, 1! 2! 1! 2! ect. Backward bending as in 6, series I. I—L. R. bend (or turn), cross a, walk a, 1! 2! 1! 2! ect. 2--1.. R. twisting as in’7, series 1, 1! 2! 1! 21 ect. Breathing exercises as in 8, series I. 1—Hips firm! Heels raise! Very fast h. crook (stationary run), 1! 2! 1! 2! e== Cross -c, talloute a) 2a nit lect. 3—Up, stretch, fingers touch, knees bend, 1! 2! 1! 2! ect. Breathing exercises similar to those in I0, series I. 6. Attention! Cross a! (False signals) x! g! e! o!c! Chest....hips firm! Rise! Seats! Head....chest firm! Rise! Forward lean! Chest firm! Strong! Position! Cross a! Walk e! a! d! Backw. a! Change feet! d!e! Forw. a!d! Heads up! c! H. crook! Change feet!....Cross c-e! b-d! Fallout c! Change feet! Chest firm! Position! Seat and desk exercises as in 2, series 3. Breathing exercises as in 3, series I. Hips firm! Fallout b! Forw. (prone until body is horizontal) bend! Un- — til it is in the same plane as the body (horizontal). R. foot backw. upw., raise!....Position! Execute the same movement standing on the L. leg. Keep raised toes extended. 1—Cross a, h. crook, toe stand, walk c, 1! 2! 1! 2! ect. 2—Cross c, h. crook, toe stand, walk d, 1! 2! 1! 2! ect. 3—Cross d, h. crook, toe stand, walk b, 1! 2! 1! 2! ect. Backward bending as in 6, series 4. L. R. bending or twisting as in 7, series 6. Breathing exercises as in 8, series 3. 1—Cross a-d, fallout c, 1! 2! 1! 2! ect. 2—Cross a, neck firm, knees bend, 1! 2! 1! 2! ect. 3—Hips firm! Heels raise! Walk e, Knees bend! Spring to walk e position R. side, L. side, R. L. R. L. by counts, 1! 2! ect. Breathing exercises and order movements. 40 : me iM yy A PROGRESSION OF EXERCISES, WITH A VARIETY OF FORMS IN NUMBERS «, 7 AND 9. 1. To fix attention use a few commands such as: Chest firm! cross c! e! ect. 2. Seat and desk exercises as in 1 and 2, series 3. 3. As heretofore thorough breathing exercises. Cross a-d, breathe in!... 4. Hips firm! L. (R.) twist! Heels raise!....Slowly L. (R.) bend!.. 1— (Counts, 30-40). Cross a, walk a, 1! Position, 21 (rlapiry2! ect) 2— Cross a-e-c, walk a, I! ag 3— ‘““ Cross e-a, walk’ e- EVAR St is 4— “Cross a-neck firm, walk dir! 4 5— “ Forw. reach, chest firm, walk e-d, 1! 4 6— “ Forw. upw. stretch, touch, c, walk e-b, 1 2 7— “ Forw. stretch L. chest, R. neck firm, 1! - _ 8— “Cross c,.neck firm, cross a, walk a, 1! * : — ‘‘ Head-neck firm, walk d, 1! ¥ 10— “ Chest-hips firm, walk e-d, 1! - II— Piles bth wore B 1! Walk a, 2! Cross c, 3! poster 4) CED eat AVECEs) 12— ieee LOSS acc: °F Walk e- a, 2! Chest firm, 3 i posit), Ales 6. L. upw. stretch, R. cross a, slowly alternate and pull hard as when climbing a rope. 7- 1—Hips frm! Walk e, knees bend, L. R. bend, (1! 2! 1! 2! i! 2 lec) Fists clinch! Cross a, walk a, ie R. twist. L. (R.) bend, r!a!lc! 2! 1! 2! 1! Neck firm! Fallout b! 2! a!1!2!ec! I! o! 2! position ! L. (R.) twist, 1! 2! 1!a!x!e!o!2!1!a!'Neck firm! 2! 1! Head firm! 2—Chest-hips firm, La ee pends Cid: 2 tort 2) wl lect. 20-30 times. ) Head-neck firm, L. R. twist, Petre.) pend: 1! 2! if:a-c! x!o! d! 2!c! m!.1! 2! gf Upw. streteh, touch! 2! 1! 2! position! L. (R.) twist, 1! 2! 1! Fallout b! 2! 1! 2! cross a! 1! 2! Change feet! 3—Cross c, half crook, L. R. bend, (1! 2! 1! 2! 1! 2! 1! 2! ect. 20-30 times. ) Chest firm, forw. walk aL: R. twist, Cross a, cas, (R.) bend, 2! Cross c, 3! position, 4! (1! 2! 3! 4! ect. 16- 20 times.) Neck firm, 1! L. (R.) twist, 2! Chest firm, 3! posit., 4! (1! 2! 3! 4! ect.) 4—Half crook, knee clasp, L. R. bend, (1! 2! 1! 2! 1! 2! ect. 20-30 times. ) Hips firm, Knees bend, L. R. twist, at 1! 2!1!2! ect, 20- 30 times. ) Cross a, 1! Fallout b, a! L. (R.) bend, s) BAP HOR 4 (1!2!3 114 ent) Neck firm, Ap oe (R.) twist, 2! Knees bend, 3! posit., OV tela 4! ect.) 8. Cross e-c! Breathe in!. ‘Out..a! In!....d! Qut!.. saned: sect, 9. I— (Counts, 30-40), Cross a-c, toe stand, fallout d, (1! Laktialriatect) 2— R. face! Head- chest firm, fallout e, Nae 3— bc otoss:.a,. half, crook; fallout b, a 4— “Cross c, half crook, walk e, ih 5— “ Forw. upw. stretch, touch, knees bend, sf 6— “Neck firm, knees bend, fallout b, a 7— * Cross d, fallout d, cross e, walk e, ie 8— > + Head, chest, hips frm, L..(R-.) face, fallout‘e, “ 9— “Cross a, 1! Fall. b, 2! Chest firm, 3! position, 4 (1! 2! 3! 4! ect.) 10o— ‘“ Forw. upw. stretch, touch, 1! Knees bend, 2! c, 3! position, 4! fon) ross a-d, breathe in!:..:Hips firm! Out!....In!....Out!.....a-c,-in! ect, If the school is warm a few order movements similar to those in I. 41 y SEVENTH GRADE EXERCISES. (WiTH WANDS). Leg work :—Performed as heretofore. Trunk work ;—Performed as heretofore essentially. The arms are held in the same positions as in free-hand firms and crosses. The same muscles are con- — tracted. Position. Arms down at side, back of hands front, hands grasping wand about midway between ends and centre. Hips firm. Thumb (flexor), surface of wrist rests on hips instead of thumb and forefinger. Head firm. The wand takes the place of the fingers on the forehead. Neck firm. The wand takes the place of the fingers at back of neck, elbows’ raised. 2 Chest firm. The wand rests on upper back and shoulders, elbows close to sides. Cross a. Hands grasp wand midway between end and centre, elbows hori- zontal. Cross b. Slide hands to ends of wand. Cross c. Extend L. arm to the cross c position, R, arm following. Cross d. Extend L. arm to cross d position, R. arm (palm down) fol- lowing. Cross e. The wand is held above head, hands at the end, arms in cross e position. Forw. reach. The wand is grasped midway between ends and centre. Upw. stretch. The wand is held as in Forw. reach. Carry wands. The wand is held vertically by the thumb and first and second fin- gers of R. hand midway between end and centre, long end touching shoulder in front, arms down at sides. (Used in marching. ) Exceptions.—Crosses ¢ and d, as in foot work, move to the left first. In count work they alternate, L. R. L. R., etc. Both arms are kept horizontal. General.—In all cases, as in free hand work, the elbows are drawn well back and the muscles are forcibly contracted when firms and crosses are executed. In crosses b, c, d and e the hands grasp the wand at itsends. In all other cases about midway between the ends and centre. As in free hand work one hand may occupy one posi- tion while the other is in another. Any class which can exe- cute free hand with music can readily do the same with wands, and the fixing of the hands will give a more uniform appear- ance. 42 iar eal Be ° Fe ~~ oe See 1 Nie MINS tn, py Ga) IO. = ee - Io. Tre Attention! Rise! First file, march! (Those in the aisle nearest the wands march past the wand holder and take wands, followed immediately by the others, and march back to the original position. ) Attention! R. (L.) dress! Heads up! (To R. or L.), straighten lines! Front! Position! Upw. stretch! Fallout b! Neck firm! Walk e! Cross c! Change feet! Change hands! Cross d! Position! Upw. stretch, chest firm, walk e, slight backw. bend, 1! 2, 3. Position, 1! 2,3. (Bend 8 times.) Slowly, upw. .stretch, breathe in, 1!....Cross c, out, 2!..In!..Out!..In! Neck firm! Breathe in! Out!..In..Out!..In!. . Position. Chest firm. Half. crook! L. bend! Upw. stretch! R. bend! Backw. bend! Neck firm! Forward bend! Heads up! Toe stand! Back. bend! (Counts, 30 to 40.) Crossc, walk e, 1! Positions, 2! (1! 2! etc.) L. cross a, R cross b, (alternate). walk b, Position, (1! 2!) Cross a-e, walk a, (8 slight backw. bends), 1! 2, 3. (Bend 8 times. ) (Counts, 30 to 40.) Cross a, walk a, L. (R.) bend, 1! Cross c, position, 2! (Counts, 30 to 40.) ‘Cross e, walk e, L. (R.) turn, 1! Cross c, position, 2! (Slow, L. R. bending and twisting with arm movements by command.) Walk e! Chest firm! Breathe in!..Out!..In!..Out!..Neck firm! Fill the lungs!..Exhale!....Breathe in!..Walk d! Out! In.. Position! (Counts 30 to 40.) Upward stretch, chest firm, fall out b, 1! Cross a, posi- home (it 2! etc.) (Counts, 30 to 4o.) Half crook, 1! Crossc, 2! Knee bend, 3! Position, 4! (Similar four part movements can be given and counted—1! 2! 1! 2! Neck firm!. Breathe in!..Out!..L. bend! In!..Out!..R. bend! In!.. Out!..In!..Out!..Forw. bend! Upw. stretch! In!..Position! (Please notice that all of the details of the Progression are the same as in free hand work.) 2: Proceed as in 1, Series 2. L. cross d, R. head firm, walk d, backw. bend, (8 times, hands alternating.) Forw. upw. stretch, breathe in, 1! Sidew. downw. out, 2! (Four times, slowly, gracefully.) Alternate L. R. Cross d, breathe in! Out! Toe stand! Fall out b! Cross a! Backw. toe stand, cross d, L. bend, fall out b, 1!..R. bend, cross a-c, 2! Forw. upw. sidew. to c, half crook, toe stand, 3!....Cross a! Position! Peetese aneck firm, R.-d, ¢Alt.) (1! 2! 1! 2! etc.) Alternate, L, chest firm, R. cross c, walk e Cross a-d, toe stand, fallout c, backw. bend, 1! 2, 3. Position, neck firm, ere ee Cross a-neck firm, backw. bend, 1! c! 2! Chest firm! 1! a! 2a e-c! 1! Crossa-c, 1.) R. bend, toe stand, fall out b, (1! 2! 1! 2! etc.) Head- chest firm, walk gg ee twist,2! L. (R.) bend, 1! Fall out boat. Cross a,3l Position,’ at. #71 t 2tat ay) L. (R.) twist, 1! Crossa,2! Neck firm, 3! Position 4! (1! 2! 3! 4! etc.) Cross c, walk d,1! Breathein! d,d,2! Breathe out! a,a,1! In! Neck firm, walle e2! Out! In! Out! Backw. fall out b, Out! ‘L. bend! In} Out! R. bend! In! Position! L. Cross a-c (alternate) toe stand fall out c, (1! 2! 1! 2! etc.) Forward upw., sidew. downw. stretch, knees bend. Waist firm! Breathe in! Out! In! Out! Out! a-c, in! Out! Forw. upw. downw., in! Out! Crossc! Fall out b! Breathe in....Out! . In! 43 3- Attention! Cross a! c! L. bend! R. bend! Backw. bend! Stand! Cross a-d, fall. d, backw. bend, 1! Cross c, hips firm, 2! Position, 3! (L. R. F. B. four times, using 32 measures of slow waltz time.) Breathing exercises as heretofore. : Cross -d,:'walk d;‘r!" €Cross’c, walk e, 21. Position; 31 (Waltz tine, 1 Rete Ss eA Lanes.) 1, A. Cross a-e, walk a, 1! Position, 2! 2. B. Chest-hips firm, walk e, 1! Position, 2! (Call alternate lines divi- sion A, the other lines division B. When A and B. have executed 5-1 and 2, L. R. F. B. twice, 16 counts, have the divisions change ex- ercises and count again. Then have the halves of the school face toward the center and the divisions repeat I and 2. Again have the divisions change exercises. Then have the outside lines face outward and the middle lines of each half of the school face front or rear and repeat I and 2. If desired; a similar formation can be used in 7 and 9.) Walk e, cross a, 1! 2, 3. Cross d-c, backw. bend, 1! 2, 3.. Position, 1! 2, 3. (Waltz time, 32 measures. ) A. Cross a-c, walk b, L. R. bend, 1! Position, 2! (8 measures fast march music. ) Head, chest firm. L. R. twist, 1! Position, 2! (8 measures fast march music. ) A and B exercises change! A. 7 Fall,a, cross'a, 1) 2,°3.°-L:-(R:) bend, 1 base5ePostien #12 measures slow waltz music). Ba ds (Ri) twist, cross.a, 1! 2,'3. L: (R.): bends rl 2.3.” Pesitien cat 2aae (8 measures slow waltz music.) A and B exercises change! Cross a-c, fall. b, 1! 2, 3. Inhale..(3 measures waltz time). Position, 1! 2,53. Exhale! (L. R. F. B. once. Take position on 1! 2, 3. Breathe in for three meas- ures. Return to fundamental position on 1! 2, 3. Exhale during three measures, etc. ) 9. A. Head-chest firm, fall b, 1! 2,3. Hips firm, 1! 2, 3.. Position 7) gee (L. R. F. B. twice..8 measures waltz time.) B. L. cross a, R. chest firm, (alternate), 1!'2, 3. Kmees bend, 1! 2; 3: Position, 1! 2, 3. (8 measures waltz time. ) A and B exercises change, 1! 2, 3, etc. (8 measures waltz time.) (As soon as the exercises in 9 are well executed the formation suggest- ed in 5 can be used effectively. When the forms suggested in 5, 7-and g become stale, substitute new exercises with the same formations. This has been successfully tested in a number of seventh grade rooms.) 44 10. 10. 4. Breathing exercises as heretofore. (A few alphabetic positions. ) Upw. stretch, neck firm, 1! 2, 3. Position, cross a, 1! 2, 3 (8 measures.) Chest firm! Breathe in! 1! 2, 3, out 1! 2, 3. Reach, stretch, breathe in, 1! 2, 3. Neck firm! Upw. str. 1! cross c)2. Neck firm, 3. ‘1! 2) 3. ete. (16 measures, waltz time. Add a balance step.) Cross c, walk e, 1! Chest firm, position, 2! 1!2! 1! 2! etc. (Medium to fast march time.) . Slight backw. bend, chest firm, walk b, 1! 2, 3. Position, cross c-d, 1! 2, 3. (16 waltz measures.) I. L., (R.) upw. stretch, R. (L.) cross e, L. R. twist, 1! 2! 1! 2! ete. 2. Neck firm! Cross a L. R. bend, 1! Neck firm, posit., 2! etc. I. (Similar forms with waltz time.) “5 5 6é “cc 6é ee “cé 2: Upw. stretch! breathe in!.... Cross c! out!.. prcetciptalst.?:..a!- out!.;eh dale. Girls, (alternate lines,) c, knees bend, 1! e, posit. 2! Boys, (alternate lines,) stretch, half crook, 1!e, posit. 2! Exercises change! (16 measures, march time.) 5. Neck firm, walk e, cross c, breathe in, 1! 2, 3. Position, neck firm, out, 1! 2,3. (16 measures.) Attention. Cross a!c! Hips firm! Stand! March!...... Position ! Upw. str. neck firm, 1! Fall. b, 2! Cross c, backw. bend, 3! Position, neck firm, 4! (24 measures waltz time.) Slowly, gracefully, a-c, inhale!....Exhale!....To the right, inhale! Cross a-d, fall. a, 1! 2, 3. Head firm, 1! 2, 3. Position, 1! 2, 3. I—(Counts, 30 to 40.) Upw. stretch, chest firm, walk e, 1! Position, 2! 2— “Cross a-c, walk a, 1! Position, 2! 3— Sate, takerl:.B,.2,, Position 2"! 4— “A and B exercises change! (The two sections of the school may execute as in the formations suggested in No. 5, series 4. Chest firm, fall. a, 1! 2,3. Backw. bend, cross c, 1! 2, 3. Position, 1! 2, a I—A. Cross a-c, walk e, L. (R.) bend, 1! Position, 2! B. Cross a, chest firm, L. (R.) twist, 1! Position, 2! 2—A and B exercise change! (In I and 2 use a quickstep, eight measures to the movement. . 32 counts. ) Gee alc cross a, (i273. Neck fitm, L. (R:): bend; 1 a, 35 - Position, Pi ee. B. Walk d;chest orm, Tl 2, 3! L. CR.) twist; cross:e; 1! 2°31 “Posi- lone t 2, 3! 4—A and B exercises change! Fall. b, neck firm, 1! Deeply, inhale!....Exhale!..Repeat!..Slowly, L. bend! Repeat!..R. bend! Breathe deeply!.... Position! I—Fall. d, cross a, 1! Fall. a, head firm, 2! Cross e, walk e, 3! Neck firm, position, 4! : 2—R. (L.) face, fall. e, upw. str., 1! Walk e, neck firm, 2! L. (R.) face, 3! Position, 4! 3—A. execute I. B 2, (With 9 use fast waltz time. Execute each movement L. R. F. B. twice.) While marching breathe in during four steps and out during the next four.,. Repeat several times. Forward march! 45 A’ -PROGRESSION OF EXERCISES; WITH A, VARIETY OF PORMS ial bg 2 RY S10. IN NUMBERS 5, 7 AND 9. Take wands and prepare for exercise. . Fallout b, 1! Cross a-c, 2! Slightly backw. bend, 3! Position, 4! (Re- peat L: R.-F. B. ) As heretofore thorough breathing exercises. Cross a-e-d, breathe in!. .ect. Gross c; toe stand | fallout,.:c,.L oC Ri): bend; 0 2745. ostinato a I—(Counts, 30-40.) L. Cross c, R. cross a, walk e, 1! Position, neck resol’ (atari |-ects) 2—(Counts, 30-40.) L. forw. reach, chest firm, R. Cross a, (1! 2! ect.) ce L. Cross a-c, R. upw. stretch, (1! 2! 1! 2! ect.) ogee ee B Repeat 3 with walk d, (1! 2! 1! 2! ect.) . y R. La; walkie, Heb itetecs) 6— ¥ ¢ Cross a-d, walk d, (1! 2! 1! 2! ect.) ioe ms Cross a, 1! walk a, 2! Hips firm, 3! position, 4! Os « Walk e! Chest firm, 2! Cross c, 3! position, 4! Fallout b! Cross c! Stretch! Backw. bend! Forw. bend! Backw. stretch! I—(Counts, 30-40.) Cross a-neck firm, walk e, L. R. bend, (1! 2!1!2! ect.) zs =. Cross a-chest firm, knees bend, L. R. Twist, ect. y af Cross e-c, 1! L. (R.) bend, 2! Walk d, 3! position, 4! 2 Cross b, 1! Fallout b, 2! L. (R.) twist, 3! position, 4! 2— iE a Upw. stretch, neck firm, L. R. bend, (1!.2! 1! 2! ect.) ° : Cross c, chest firm, L. R. Twist, (1! 2! 1! 2! ect.) L. a-R. c, (alternate), half crook, L. R. bend, ect. R. face! Cross c, 1! Fall. e, 2! L. (R.) twist, 3 posi- tion, 4! 1! 2! 3! 4! ect.) 3— y ‘: R. chest-L. e, (alternate), L. R. bend, (1! 2! ect.) Z s The same with L. R. twist, (1! 2! 1! 2! ect.) ," Cross c, 1! L. (R.) bend, 2! Half crook, 3! position, 4! (1! 2! 3! 4! ect.) Neck firm, 1! Fall. b, 2! L. (R.) twist, 3! position, 4! 4— ‘ i Upw. stretch, neck firm, walk e, L. R. bend, (1! 2!) ‘i BS The same with L. R. twist, (1! 2! 1! 2! ect.) Ny + L. a-R. b, 1! Walk e-knees bend, 2! L. (R.) bend, 3! position, 4! e 3 Chest firm, 1! Fall. d. 2! L. (R.) twist, 3! position, 4! Hips firm! Breathe in!....Out!....Fill the lungs!....Out!....Breathe in! (an eutl., Crossia-c} Int... dt\Outl, Neck firm iim. I—(Counts, 30-40.) Forw. reach-cross d, walk e, knees bend, (1! 2! ect.) 2— L. cross a, R. hip firm, (alternate), half crook, ect.) 3— ‘3 tS Hips-head-chest firm, toe stand Fallout b, (1! 2! ect.) 4— i +i L. (R.) face, upw. stretch, touch, fall. e, 1! posit., 2! 5— ig Add chest firm to the above and repeat, (1! 2! ect.) 6— 3 ¥ Head-chest-neck firm, toe stand, fallout d, (1! 2! ect.) 7— A . R. cross e-c, fallout c, knees bend, (1! 2! 1! 2! ect.)* — un ri Cross a-d-c, fallout c, knees bend, (1! 2! 1! 2! ect.) o— epee Cross e-c, 1! Walk e-knees bend, 2! Neck firm, 3! posit., 4! Breathe in!..Out!..In!....OQut!..Head-hips firm! In....Out!. .Inhale! ,. Hxhale!. ...Inhale!....Breathe out!...In!.... If the school is warm give a few order movements similar to those in 1. 46 . 7. > Io. EXERCISES FOR THE EIGHTH GRADE. May be executed with dumb-bells. it Attention! Stand! Fall. a!....d! Hips firm! Heels raise! Change feet! Crosse! d,c,1!2!r!a!r!2!r!a!r!atr!atr1!2!1!2! Position! Neck firm! Elbows back!..Stretch!....Walk e! Stretch! Fall. b! Forw. bend! Heads up! Position! : As heretofore spend about 60 seconds in thorough breathing exercises, with firms and crosses. | 1—Heels raise, cross c, 1! 2, 3, walk d, 1! 2, 3. Position, 1! 2, 3. (12 meas- ures of waltz time. ) 2—Knees bend! With a spring, L. or R. about face! (for hall or yard exer- cise. ) 1—(Counts, 30-40.) . Up. stretch, touch, walk e, 1! Position, 2! 2— rf : Forw. reach, cross a, walk a, 1! Position, 2! 3— 1s Cross d, walk d, 1! Position, 2! Cross c, backw. bend, 1! 2, 3. Walk e, 1! 2, 3. Position, 1! 2, 3. (12 meas- ures waltz time. ) Cross a, fall. a, slight backw. bend, 1! 2, 3. Fosition,...1;1'.2, 92. Graeineas= ures waltz time.) (Counts, 30-40.) Cross a, walk a, L. (R.) bend, 1! Position, 2! i fi Cross b, L. (R.) twist, 1! Position, 2! Cross c, L. (R.) bend, 1! 2, 3. Hips firm, 1! 2, 3. - Position, r{*2, 3. (32 measures of waltz time.) ttalt erook,.L. R. twist, 1! 2, 3., Cross.a, 1! 2; 3., Position, 1! 2, 3. Hips firm! Inhale!....Pushin! Exhale! (Ect. for 60 seconds.) I—(Counts, 30-40.) Cross a-c, walk e, knees bend, 1! Position, 2! 2— = ic Cross a fall. b, 1! Position, 2! 3— + cs Cross c, toe stand, walk e, 1! change feet, 2! Breathing exercises as heretofore during 50 seconds. Note.—If time allows or pupils are warm give a few easy order movements. With dumb-bells, all alphabetic movements are the same as in free hand ex- ercises so far as the position of the arms is concerned. Insist from the first that the movements be executed with vigor. 2. Take bells!’ (Secure a good formation. ) Cross b, walk b, 1! 2, 3. Backw. bend, 1! 2, 3. Chest firm, 1! 2, 3. A. po sition, 1! 2, 3. (32 measures waltz time.) Forw. reach. upw. stretch, inhale, 1! 2, 3. 1! 2, 3. Exhale, 1! 2. Reel fe waltz measures. ) Toe stand, 1! 2, 3. Half crook, forw. reach, 1! 2, 3. Upw. strike, 1! Ba. Posit., 1! 2, 3. (24 waltz measures. ) (Counts, 30-40.) Cross a-d, walk c, 1! Positiou, 2! - a Cross b, walk b, 1! © Position, 2! Cross c, walk c, 1! , 3. Forw. bend, 1! 2,3. Neck firm, 1! 2, 3. Position, I! 2, 3. (32 waltz measures. ) 47 IO. BONE Io. > (Counts, 30-40.) Walk a, upw. stretch, L. (R.) bend, 1! 2, 3. Chest firm, position, I! 2, 3. (Counts, 30-40.) Cross a, walk e, L. (R.) twist,.1! 2, 3. Forw. reach, Eileen oy (Counts, 30-40.) Upw. strike, 1! 2, 3. Hips firm, position, 1! 2, 3. Cross ¢; inhale!, . ... Exhale!...¢ Breathe inJs..6Out losin!” sect: (Counts, 30-40.) Boys, cross a, fall. a, 1! 2, 3. Cross b, 1! 2, 3. Upw. strike, 1! 2,°3.' Crogss.c} position, it, 2,-3. (Counts, 30-40. ) Girls, cross ¢, fall. b, Dida pA strike, 11) 2, 3. Neck firm, 1! 2,3. Hips firm, position, 1! 2, 3. (Girls? and boys’ exercises change. ) Hips fim! -Breathéinl?. .;Ontl yen) 7) Out a eee (Composed and used by Miss Alice Christianar of Mayflower School.) 3- Take bells and secure a symmetrical formation. Cross c! Slightly backward bend! Twist arms c to d six or eight times. Breathing exercises. (Rather slowly.) Forward, upward stretch, fingers touch, toe stand fallout — d,1! Change feet, cross c, 2! Hips firm, L. bend, fallout b, 3! Position, 4! _ The same with the R. leg. 1—Forward, upward stretch, touch, touch, cross c, 1! Walk e, position, 2! 2—Cross e-c, 1! Walk d, 2! Sideways upward stretch, neck firm, 3! Po- sition, 4! 3—L. hand, chest firm, L. foot walk, R. hand hip firm, 1! Feet and hands change, 2! (Execute each 5 with vigor from sixteen to twenty times. ) (Alternate slowly.) R. cross c, L. cross a, backward bend, fallout a, 1! Position, 2! (Execute about eight times. Stretch the crosses. ) Neck firm, L. (R:) bend, 1! 2! 1! 2! ect. Cross a, L. (R.) twist, 1! 2!1! 2! ect. Crossc, 1! Fallout b, 2! L. (R.) bend, 3! Position, 4! Head firm, 1! L. (R.) twist, 2! Chest firm, 3! Position, 4! (Execute each 7 from sixteen to twenty times. ) Reach stoop, fallout a! Breathe out! Slowly, forward upward stretch, breathe in! Change feet! Reach stoop! Breathe out! Upward stretch, breathe in! Take eight or ten deep inhalations. With a spring change feet each time. Half crook, knee bend, cross a-c, 1! Position, 2! Forward upward stretch, touch, cross c, toe stand walk e, knees bend, I! — Position, 2! Cross b-d, 1! Toe stand fallout c, 2! Cross c, neck firm, 3! Position, 4! Half crook, 1! Forward upward stretch, neck firm, 2! Fallout c, 3! Cross c, position, 4! (Execute each movement from twelve to twenty times. ) Cross a, L. bend! Breathe in! Out! R. bend, cross c{! Breathe int (This series was printed several years ago for grade and high school — pupils for home exercises. ) 48 ell 2. EO. ns 6. LO. 4. Use the time for I in securing a symmetrical arrangement of the lines, plac- ing taller pupils rearward. Cross a-neck firm I! 2, 3. Hips firm, posit., 1! 2, 3. (16 waltz measures. Slight back, bending.) Cross c, walk e, breathe in, 1! 2, 3. Hips firm, position, out, 1! 2, 3. (16 waltz measures. ) Half crook, heel lift, cross e, 1! 2, 3. Position, chest firm, 1! 2, 3. (16 waltz measures. ) Boys, (alternate lines,) cross a, walk a, 1! 2! 1! 2! ect. Girls, (alternate line,) cross c, walk e, 1! 2! 1!2! ect. Boys’ and girls’ exercises change. (64 measures, medium to fast march time.) Cross a, fall’ b,-1! 2; 3... Chest firm, 1! 2,.3.. Cross c,1'!.2; 3... ‘Position, E12, 3. (16 waltz measures. Slight backw. bending.) Neck firm L. (R.) bend, 1! 2! (32 measures, march.) Stretch, touch, L. (R.) twist, 1! 2! (32 measures, march.) ‘Cross a-c, L. (R.) bend, walk e, 1! 2, 3. (16 measures, waltz.) Cross b, L. (R.) twist, 1!e!2!A!3! Posit., 1! 2, 3. (16 measures, waltz.) Waist firm! Breathe in, 1! 2, 3. 1! 2, 3, out, 1! 2, 3. (Repeat and em- phasize deep breathing. ) Boys—Knees bend, stretch, touch, 1! 2, 3. Girls—Fall. b, cross a-c, 1! 2, 3. (32 measures, medium to fast waltz time.) (toss a-c) breathe in, 1'!)2;03.. 1! 2,3: -Hips firm, out, pl 2, 3°7\( Repeat several times. ) 5. Take bells and execute a few order movements. L. cross c, R. cross a-d, backw. bend, fall. b, 1! 2, 3. (24 waltz measures.) Apc, breathe inf... .Out!..Again, in!....OQut!. ect Half crook, heel raise, cross c, 1! 2, 3. Stretch, touch, position, 1!:2, 3. (24 waltz measures. ) 1—(Counts, 24-30.) Cross a-d, 1! Position, 2! 2—(Counts, 24-30.) Alternate lines, stretch, touch.on I, cross c, on 2, other lines cross c on 1, stretch touch on 2. 3—Repeat the above adding walk e. Girls forw. boys backw., (alternate, ) bend, cross e, 1! 2, 3.. (24 waltz measures. ) Girls L. (R.) bend, boys twist, cross a, 1! Chest firm, position, 2! (16-20 march measures. Then girls’ and boys’ exercises change.) Repeat the above in waltz time. Waist firm! Breathe in!....Out!..In!. .ect. (Counts, 30-40.) Girls stretch, touch, boys c, knees bend, 1! -Change, 2! (Counts, 30-40.) Boys, about face! Repeat the above No. 9. Pay particular attention to intercostal breathing. 49 No IO. 6. Take bells and secure symmetrical formation. | Upw. stretch, touch, 1! 2, 3. Fall. b, 1! 2, 3. Cross c, backw. bend, 1! 2, 3. 4% Position, neck firm, 1! 2, 3 (Execute L. R. F. B. slowly, gracefully, twice, 24 measures waltz time.) Slowly, gracefully, a-c, inhale!....Exhale!....To the right, inhale! Posi- tion! Cross a-d, fall. d, 1! 2, 3. Head firm, 1! 2, 3. Position, 1! 2, 3. (Slowly, gracefully, L. R. F. B. twice, 24 measures of waltz time.) 1—(Counts, 20-30.) Upw. stretch, chest firm, walk e, 1! Position 2! 2—(Counts, 20-30.) Cross a-c, walk a, 1! Position, 2! 3—(Counts, 20-30.) A, taker. B, 2. 4—(Counts, 20-30.) wow... stretch! Walk*\e;’ chest firm, L. (R.)°bendj-r!” pws stretch, position, 2! “Chest firm! Walk e, knees bend, L. (R.) twist, 1! position, 2! “Cross a-e, I! Knees bend, 2! Head firm, 3! a-e, position, 4! A. toss: a, Rp apw. stretch, alternate, L. GR.) twist; 1!" posic tion, 2! Meceentm inpale!) ...Exhale!. .:.Breathe in!....Quti..:. Fall. bin ls. I— es Cross a! Neck firm, half crook, 1! Cross a, position, 2! 2— * Neck firm! Upw. stretch, knees bend, 1! Neck firm, position, 2! 3— Sordoross.e! Cross c, (alt.), Fall.-b, 1! Cross ¢, position, 24 4— “ Cross b! R. face! Chest firm, Fall. e, 1! Cross b, position, 2! 5— “ — Upw. stretch! Chest firm, half crook, knee bend, 1! Upw. stretch, position, 2! 6— cs Cross b! Cross e-c, (alt.) knees bend, 1! Cross b, position, 2! 7— “Cross a, 1! Fall. b, 2! Cross c, chest firm, 3! Cross a, position, 4! 8— “ Neck firm, 1! Fall. d, 2! Upw. stretch, cross d, 3! Cross a, po- sition, 4! Neck firm! Breathe in!....Out!....Fall. b! breathe in!....Out!....In!.. 54 SCHOOL! PLAY“ GROUNDS: The city of Cleveland now owns about seventy acres of school property. It also owns in the neighborhood of fourteen hundred acres of park lands.” Upon the school property is built over sixty school buildings. Also out buildings for relief schools and manual training schools to the number of nineteen or twenty. The buildings, together with such permanent improvements as fences, walks, lawns and trees occupy the major portion of the yards, leaving play surface of apprcximately eighteen square feet, (two square yards) for each child. In the central districts of the city so many annex and relief buildings occupy the grounds that scarcely eight square feet of play ground surface remains for each of the several thousand children in this section. At twenty-one of the buildings the surface of the play grounds is in fair condition. These grounds are the ones most used by the children. No play ground apparatus of any description exists in any of the yards. In many of them the surface has never been prepared so as to render it suitable for play. When this is done and play ground apparatus is introduced our opportunities for physical training will be greatly enlarged. Without special instructors such apparatus as swings and traveling and flying rings could be suspended from gas pipe frames in any of the yards. This would require no more supervision, if provided in sufficient quantities, than is now required to keep order on the grounds. On the other hand it would enable a much larger porportion of the children to take valuable exercise upon the play grounds than is now possible. With special instruction, exercises in the school yards could be greatly extended. The best authorities prescribe a minimum of thirty square feet per child for play ground surface. This, for an eighteen room building, gives a lot approximately 300 feet north and south by 220 feet east and west. In the cut on page 60 is indicated the space reserved for an eighteen room building, a six room annex, the girls’ play ground, the two inch gas pipe frames from which swings, etc., are suspended, the boys’ play ground, school gardens and a row of trees. Javal’s rule, in regard to the lighting of the school rooms, states that the lot line, from the building line, should be twice as great as the height of adjacent buildings. Hence, a lot of this size not only gives a fair amount of play surface, but it also follows this rule in most cases, if the building is properly placed in the lot, thus providing plenty of light. PUBLIC PLAY GROUNDS. The play grounds, provided through private contributions, at the Jewish Alliance at Hiram House and at Alta House, have illustrated during the past two or three years that children are hungry for play grounds and will use them extensively. While the parks contain about fourteen hundred acres of land very little has as yet been done to render them available, as play grounds for children. A few swings have been placed, in rather crude fashion, in several of the small parks. Their constant use by large numbers of children is an indication of the extent to which such apparatus would be used were plenty of it supplied. It should be placed at short intervals throughout the larger parks and along the park ways. For its suspension neat and substantial pipe frames should be used. The surface of a small space should be prepared and upon it should be placed a frame and ap- — paratus similar to that shown in cut 3--home play grounds. Such provisions for the children should be found wherever there are seats for adults. This would fill the parks with children. At the same time it would add greatly to theit public value. While this should be done the facilities for free boating, bathing ~ er a5 and skating should be greatly increased. Some of the park police should be selected ‘with reference to their ability to promote play and games among the children in the parks. The vacant lots are being rapidly taken for building sites. Options should be secured upon some of these and they should be fitted up as public play grounds and placed under the supervision of the park police. HIRAM HOUSE PLAY GROUND. NEED OF SPECIAL PROVISION FOR CITY CHILDREN. The opportunities for vigorous outdoor exercise enjoyed by the children of the country are largely denied the child of the city. His activities are checked or curbed by all sorts of artificial environments. The police must pull him from the vacant lot and “Off the GRASS.” Schools must be run in the interest of the tax payer and can not afford him amply equipped play grounds. The parks provide but little play ground and they are too far away for most children. The back yard is always at home. The few public play grounds which now exist are in the experimental stage and can accommodate but a few hundred children at best. The attic is cold. The basement is dirty. He is a nuisance in the parlor. In general the house is built for the social purposes of adults rather than to facilitate the rearing of wholesome children. The front yard is a lawn. But the back yard is largely free territory and this at least may be his domain. Fortunately most of the homes in Cleveland possess a space in the back yard from thirty to sixty feet wide and equally as deep. In this can be erected a frame, such as is shown in the cuts. This can be equipped with play appa- ratus suitable to the age of the children who are to use it. ‘Thus it can be made a constitution builder whose influence for health will offset many of the unfor- unate factors of city life. Such a structure may be placed upon the lawn, or a graveled and sanded space may be specially prepared for it. 53 Cut IV. The foundation for the frame may be of plank, or the frame may be set in concrete. Through the kindness of the Narragansett Machine Co. (Gymnasium out- fitters,) cuts have been supplied. Cut IV. was prepared in the office of our school architect, Mr. Barnum. The cuts are largely self-explanatory. It may be noted that such a frame as that presented in cut IV. may readily take the place of the clothes line poles which usually encumber the back yard. Its construction requires a plank or concrete foundation, about two hundred feet of-inch-and-a-half iron pipe, necessary tees, flanges, screws and paint of a suitable color. The equipment requires such apparatus as may be suited to the age and number of children in the family. It can readily be varied from year to year. Such apparatus as has been pictured are the varieties which are of interest to the average family. The whole structure can be converted into a lawn tent for the hot or rainy days of summer by the provision of a suitable canopy. Perhaps it should be added that the use of the prehensile apparatus shown leads to development of the muscles of the arms and thorax. At present city children have at their constant command almost no resources for the develop- ment of these muscles. This largely accounts for the fact that so many of the children who are not compelled to do much work at home are so slender and that so many of the young men and women in our well-to-do homes are sub- normal in their muscular development. Cut ITI. 55 We oe The illustrations of cycle skates, golfette, tether tennis and lawn bowls were loaned by A. G. Spalding & Bros. CY GUBRYS KA tee It has been a source of wonder to me that boys and girls, with their untiring loyalty to the bicycle, have never discovered and adopted the ball bear- ing cycle skates. Ice skates are better when the ice is good, but the cycle skates can be used on the brick and asphalt pavements and on many of the sidewalks. They are convenient to carry and inexpensive. LAWN TENNIS. This game, so popular fifteen years ago, fell into the hands of the special- izers. The court must be an expensive affair. The apparatus official. The dress stylish. Hence this most delightful and wholesome of gamesis_ dead. May it soon be resurrected in some more practical and less formal and expensive fashion. TETHER TENNIS. “This game was originally introduced for the purpose of practicing vari- ous strokes at Lawn Tennis. It has now developed into a game having special merits of its own. The implements consist of an upright pole standing 9 or 10 feet out of the ground, having a line marked around the pole 6 feet from the ground. Attached to the top of the pole is a piece of cord, at the end of which is fastened a Lawn Tennis ball. A line is drawn on the ground 3 feet from the pole on opposite sides of it. The players stand outside this line, using an ordinary Lawn Tennis racket, The game is to wind the cord, with the ball attached, round the pole and above the line. The game is usually started by tossing for service. The winner then takes the ball in his hand, and with the racket drives it around the pole; the opponent stops the progress of the ball and endeavors to drive it back again 56 and round the pole in the opposite direction. The player getting the ball round the pole and above the line, wins the game. A set is usually the best of eleven games. The service may either be taken alternately or continuously until the server loses a game. This game may be played in any garden hav- ing an era of about six square yards. f Le GeO i ang | A, NG} Kye /\ SS) (MR f lasee' GOLRPETT ER. An interesting and fascinating game. The object is to loft the ball into the centre net. The inner net counts 3, the centre net 2, the outer net I point. Distance, from 15 to 25 feet from net. Regular golf clubs and ball are used. Adapted for indoor or outdoor. use. LAWN BOWLS. Lawn Bowls is a favorite English game. Printed rules go with the sets of balls and jacks. ARCHERY. Some twenty years ago Maurice Thompson wrote several delightful maga- zine articles on the subject of archery. An immediate result was a revival in this sport. While it proved to be something of a fad the sporting catalogues still quote prices on lawn archery outfits and since the practice of archery is both pleasant recreation and possesses some elements of real value, let us hope that it may be revived. CROQUET. Twenty years ago the writer was an expert croquet player and now that the game is being revived he will be pardoned for commenting upon it. It is men- tioned simply to call attention to an example of a large class of games which, while entertaining, are negatively harmful for growing children. It may be classed with the sedentary games and may be of recreative value for the in- dividual who has already fatigued this muscular system through the doing of a hard day’s work. During such hours as it would be pleasant and suitable for children to play croquet they should be engaged in games and exercises which give real exer- cise and valuable training. Croquet, marbles, tops and similar games give a slight training in muscular control for a few muscles and an indifferent training of physical judgment. On the other hand the elements of gracefulness, strength, quickness and muscular control, in any considerable degree, are entirely lacking, ey) and hence children who spend much time on such games are liable to become loafers. So far as the muscular system goes they become lazy. We should deter- mine carefully in such matters, for the games of childhood are far more potent as an educational factor than the traditions of the schools would lead us to believe. — Ninety-nine of every hundred of ‘the acts of life are performed by the voluntary muscles which, together with the motor nerve cells, receive their training largely through the exercises and games of childhood. Were the possibilities of physical training understood and appreciated our methods of education would be revised. CONCERNING THE HYGIENE OF THE EYES AND EARS; During the first three or four years of school life the largest percentage of eye trouble can be remedied. During these years very many cases of strabismus, (cross eyes) can be cured through the use of properly fitted glasses. In many of the cases in which there is a difference in vision between the eyes the more defective of the eyes can be saved, whereas its use is lost if no remedy is applied until the child is in the seventh or eighth grade. Many cases of this kind have been bene- fitted through the efforts of the teachers. Over 10 per cent of the first grade children were reported, both last year and this year, as having defects of vision. This would suggest that approximately half of the defectives are noticeably abnormal when they enter school. Full instructions for testing the eyes and ears are printed upon the back of the teacher’s report blank. During 1900 correct reports (above first grade) included 30,045 cases. During 1901 correct reports (above first grade) included 32,589 cases. During 1900, of the 30,045 cases, 6,221, or 20.7 per cent, were reported as having defects. During 1901, of the 32,589 cases, 6,104, or 18.7 per cent, were reported as having defects. It will be remembered that during 1901 only cases new to the Cleveland school and those whose eyes or ears were reported as defective in 1900 were re-examined. No doubt a few cases which developed eye and ear trouble during 1900 are not included in the latest reports. On the other hand the diminution of 2 per cent in the total defectives indicate progress in caring for the eyes of the school children. Special attention should be given to the hygiene of the eyes in the third grade. During this year the percentage of defectives shows the largest increase—3 per cent. Of all the grades the sixth shows the largest percentage of defectives. The reports would indicate that approximately 5 per cent of the children develop those defects of the eyes and ears which can be detected by means of the tests used, after their first year in school. It is noticeable that the reliable reports of first grade teachers give substan- tially the same percentage of defectives at the end of 1901 as at the end of 1900, 1&. G4 per. cent. Less than 5 per cent of the first grades show as poor vision in one or both eyes as $?, while over eight per cent of the children above the first grade are $% or worse. (For further information on the subject see bibliography, page 63). 58 > Sel ae Based upon the available statistics of 30,045 carefully examined cases, the following would be a typical teacher’s report. The reports returned to the office should be similar in form, Department of School Hygiene, Cleveland Public Schools. REPORT OF TEACHER. RNER ES Mea anes tesos sons ev ne School Aivhigwethawkccdeti tr cat Mp her ce do DOO ems sie 8) 099 9 Ao Ra ae cl aM Ry cri RE ARs RMR Teacher. : VISION. x NAME. AGE. SEX. . 5. L. E. HEARING. REMARKS. {Peck oe WE) OG Ts Baa 12 1g 20- 30 Headaches frequent. Annie Brownell......... 12 ‘4 ne 100 R. eye normal. BC APEMICKS 5. ccc Reprints of several articles on topics of interest to teachers in the Cleveland “schools have been sent to the school buildings from time to time and can be had from the principals. Of these, mention may be made of the following: School Hygiene, Outline of School Hygiene, Progress and Demands of School Hygiene, “Sanitary School Rooms, Testing of the Special Senses in the Cleveland Public “Schools and Medical Inspection of Schools. é While in no sense complete, this list of publications may be supplemented _by additional matter at the public libraries. hia 63 i) Date Due A. PLAY GROUND, Y ( M Y NTOWN A M: R " 4 “ GI Lf i abit ‘y ees t » > | i AY , ay >, wy