Class GrVH &S- Book M"*> COPYRIGHT DEPOSfR Manual for Physical Training I N Elementary Schools Copyright IQ22 By Henry W. Abeken Missouri State Physical Director. All rights reserved, including that of transla- tion into foreign languages, including the Scan- dinavian. Noyember, 1922 ©C1A690522 DEC -8 1922 yvi ' I CONTENTS. Page Contents 5 Illustrations (names) 6 Suggestions to teachers 7 Height and Weight Table 10 General Instructions 11 Illustrative Pictures, commencing on 16 First Grade, Free Exercises 17 Second Grade, Free Exercises 29 Third Grade, Free Exercises 39 Fourth Grade, Free Exercises 53 Fifth Grade, Wand Exercises 67 Sixth Grade, Free and Wand Exercises 81 Seventh Grade, Dumb-bell and Wand Exercises 95 Eighth Grade, Clubs and Wand Exercises 109 Gymnasium 125 Elementary School Grade Games 133 First Grade Singing Games 136 Second Grade Games 140 Second Grade Singing Games : , 141 Third Grade Games 145 Third Grade Dances 147 Fourth Grade Games 150 Fourth Grade Games and Songs 153 Fifth Grade Games • 157 Fifth Grade Folk Dances 159 Sixth Grade Games 165 Sixth Grade Folk Dances 169 Seventh Grade Games 175 Seventh Grade Folk Dances 181 Eighth Grade Games 186 Eighth Grade Folk Dances 197 Public School Playgrounds 203 Underlying Principles of Hygiene 219 Duties of School Nurses 224 Help in Case of Accidents 224 Index 227 15) ILLUSTRATIONS. Page 1. Incorrect Posture 16a 2. Correct Fundamental Position 16b 3. Hands upon hips with bending knees to an obtuse angle 16c 4. Bend knees deep with hands on hips 16d 5. Hands on hips with charge left sidewise 16e 6. Arms to thrust with lunging left sidewise 16f 7. Bend trunk forward to obtuse angle 16g 8. Bend trunk forward to right angle 16h 9. Arm circle over head 16i 10. Bend trunk left sidewise with arm circle over head 16j 11. Raise arms forward upward 16k 12. Hands on hips with stride position 161 13. Cross arms in front, wand horizontal 16m 14. Wand vertically in front with step position right forward 16n 15. Fundamental position in carrying Indian Clubs 16o 16. Cross arms in front with dipping clubs on fore-arms 16p 17. Glide right obliquely forward arms amplified 16q 18. Balance step 16r 19. Breathing 16s (6) SUGGESTIONS TO TEACHERS. The object of these exercises is not to build up big muscles or to tax the strength but to produce a sense of well-being. The time required in taking them is so limited that they are not taxing in any sense, but are simple, pleasurable, and exhilarating, even without regard to the healthful effects produced. The exercises are for the most part directed towards the improvement of the trunk rather than that of the limbs. The trunk contains the vital organs. It is like the engine in a motor car. It is here that the organic and functional activities are carried on. It is here that the breathing is done. It is here that the heart operates and the whole digestive tract functions. It is here that the faulty carriage of the body begins and it is here that bad habits and ex- cesses make themselves felt. When the breathing is proper, when the operations of digestion are going on normally, when the heart is function- ing #s it should, one may be assured that the child or pupil is traveling in the direction of health, and it is along this line that these exercises are directed. One purpose is to produce an erect carriage, but it is also desirable to secure what comes with erect carriage, namely, the strengthening of the spine, the lifting of the whole thoracic upper body, the easy spread of the ribs and the pliability of the diaphragm. Always open windows at top and bottom when any exercises are to begin. Fresh air acts not only as a speedy stimulus to the child's action but by purifying and cooling the room makes a more healthful atmosphere for the succeeding lessons. If any of the children begin to shiver, don't close windows but give vigorous exercises. Always avoid a draft under all conditions. Appoint at appropriate intervals a few pupils to serve as "health officers" or "sanitary inspectors" for the class and class room. Train these pupils or monitors to certain sanitary or health rules. Duties of the Sanitary Officers. 1. To open the windows wide and air the school room every morn- ing before session begins and during physical training lessons. 2. To remove chalk, scraps of paper and other litter from the floor, hallways, stairs, school yard and sidewalk at intervals designated by the teacher. 3. Always have a thermometer in school room registering about 65° to 70°. 4. To keep the physical report card clean for inspection by the state authorities. (7) 8 Suggestions to Teachers. To Teachers. 1. In case of narrow aisles in school rooms, face pupils left or right in order to make room for exercising. 2. In marching exercises the teacher should not worry about having the pupils keeping in step, especially in the lower grades. 3. When marching to their places in the yard, gymnasium, or in any large open space, always form ranks of two, four, etc. 4. About face, always turn to the right. 5. Remember, a large muscle is not necessary to health. 6. A teacher should guard against a tendency to hurry or to be careless in her work. 7. In the primary rooms say "breathe in" and "breathe out," instead of saying inhale or exhale. 8. Inhale: Breathe air through the nose, mouth closed. Exhale: Open mouth and let air out. 9. Teachers are requested to memorize the exercises and not use the manual during the lesson; this saves time, promotes attention and shows competency in the work. 10. For correction, hold each movement for explanation and when the pupil thoroughly understands then repetition in time may begin. 11. Twenty minutes daily must be given to calisthenics; the exact time to be fixed by the teacher, when no principal is at hand. 12. A special instructor will visit the shools in the time allowed for physical inspection. 13. After practicing an exercise for about two weeks, take up a new exercise, which keeps the work from getting monotonous. 14. A correct and accented manner of execution must be insisted upon at all times. 15. Always put the reliable pupils in front for exercising. 16. Explain to both boys and girls the benefit of wearing loose garments during exercises. Boys may take off their coats; coats not taken off must be unbuttoned. Overshoes, rubbers and wraps must not be worn in the school room. 17. After executing the first exercise, call halt, then explain and correct positions, then continue to the following exercise in the same manner. After explanations, give the regular steady count for its full worth and benefit. 18. In all exercises the teachers should be able to give a demon- stration. 19. Standing: Notice the combination of drooping heads and shoulders and protruding abdomens. This is commonly called the "fatigue" position. 20. Sitting: Notice the forward head and rounded back with complete obliteration of any hollowing at the small of the back. 21. Do not keep the class waiting too long by giving explanations, especially while the class holds some strained position of arms or legs. 22. Do not drag your work but put life and vigor into it. 23. Always adjust the seats and desks to the height of the chil- dren. 24. Always secure correct posture in standing, sitting, walking and running. 25. Never try to correct deformities, leave that for the physician. Suggestions to Teachers. 9 26. During intermission or after lessons bring in your little health hints, etc. 27. Occasionally encourage the deserving pupils. Always put vim and vigor into your leadership. The class generally will follow the example set by a good 28. 29. leader. 30. 31. Never be harsh or cross in your command. Always separate your sexes, boys in the front and girls in rear of room for exercises. 32. Always have a pleasant word before and after lesson. 33. No nation can be efficient, prosperous and happy to the fullest extent without physical education as a fundamental part of its edu- cational program in all its schools. Therefore, we suggest the following plan in order to encourage interest and enthusiasm for a credit system. Elementary and high school system as follows : PHYSICAL REPORT. Name Date Quarter Q M M M M M T I 5 5 5 5 5 25 Inspection II III IV Order — School Spirit — Neatness — Strength — Develop- ment. — I 5 5 5 5 5 25 Health habits II HI IV Standing — Walking — Sitting — Marching — Breathing — ■ I 5 5 5 5 Body Develop- ment and Weight. 5 25 Health II III IV Sound heart and lungs — Endurance — Normal Conformation and Courage — A Clean Bill of Health — — I 5 5 5 5 5 25 Execution II III IV Graceful — Spirited — Precisio — Force — Agility — 1 100 2 3 Item 1 ] ] 5 oor "ive merit points co 2 Fair nstit 3 ute an item. Medium 4 Good 5 Excellent 4 ■ There are four subjects to a report card. Each subject has five items. Each item has a maximum of five points. The five items added together give the total maximum of 25 points. The total maximum added with the three remaining subjects should give the grand total of 100 points. This physical credit should be added to mental credit, and this sum divided by two will give grade for pupil's quarterly report. *M. stands for Maximum. Q. stands for Quarterly. T stands for Total. 10 Height and Weight Table. •h£ >J3 O0rj#ooi-i-**.oscoe©osoooo OiOOHrHIMIMCqMMCOm'^Tl* iHCIMOOCONOmfflOONlOOONN ©OlOOHHNOlNINMMM^-* eOieOOHU501(M'#NOM!OOiO MWfflOOrtHHNNNMMIM'*'* i>- i-nc os **i as •>* os co oo o cm co oo i-t ■>* oo • t-- 00 00 00 OS OS © O H i-H CM CM CM CM CO CO CO • NNNOOOOOOOSOlOOrHr-trHNIMNIM • • • i-l •>* t— OS CM iti OS CO t~- i-l lO I— I CD i-H »C !>• OS (DtOtOONNNOOMOOOOHHHH i— I i— I t-I »— I i-H i— I CO 00 © CO CO 00 i-H -^ 00 CM CO O ■"* OS tH OS lOOtOCOtOONNNOOOOOlOKSOO HH eo in t>~ os cm *n oo o co t>- i-i "5 as in »o us "S «o «o co r- 1>- 1^- oo oo oo OS r-< 0 "O »C «5 »0 CO «5 lr^ OS t-i CM "5 t^» 00 OS i-H CO '. CO CO CO •* i* Tt< •<# i* Tt< tO "5 ■* CO 00 © CM ■* CO 00 • • ■ . • • '• • • '• l ' '• '. '• '• l I '• '• '. '• '• I '• '. 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Tt< ■* -^1 OS©i-cCMCOT^lOCOr~0003©rHCMCO-*iOCOt--OOas©i--ICMCOrt.l^t~t^ .CO 00 3 «' rt ooo p 1-1 p o w CO o pq E-" i - -&-i i Heigh - oh the cher - ry - oh, The farm - er P££ % in *± the dell. . (2 12-2- 1 The farmer takes a wife, etc., The farmer takes a wife, etc., Heigh-oh, cherry-oh, The farmer takes a wife. The following stanzas vary only in the choice, and are as follows: The wife takes a child, etc., The child takes a nurse, etc., The nurse takes a cat, etc., The cat takes a rat, etc., The rat takes the cheese, etc. First Grade — Folk Dances. 137 The players form a circle with one player in the center, who is the farmer. As the stanzas are sung the players move from right to left around the circle as the second stanza is sung. "The farmer takes a wife," the farmer chooses a player to stand with him in the center. This con- tinues, the wife choosing a child, the child a nurse, etc., down to the cheese. When cheese is chosen, all clap hands, jump up and down and shout. Cheese stays in and is farmer. GO ROUND AND ROUND THE VILLAGE. ft— h— ft £==£ *>=&: ta=* -is — "-* — l 3F* ^r -w * b r Go round and round the vil - lage, Go round and round the vil - lage, G; S i :p _p He p=p=F=p tEEEE -p—p- r> p p p p »M5- 3=3: 1^=k J=£ ^S: round and round the vil - lage As we have done be - fore. t=£ -fr- 2 - -b— p — p- u Now follow me to London, Now follow me to London, Now follow me to London — As we have done before. Playground. Players join hands and form circle with one player outside; the circle stands still, representing the house of a villager. The words are sung by the circle players while the first player skips around the outside of the circle as the second stanza is sung, the players raise their clasped hands and the first player skips in and out of the arches trying to complete the circle before the stanza is finished. At the be- ginning of the third stanza the first player steps in the ring and chooses a partner, the two then go outside and skip around the circle, the second player following the first. At the end of the fourth stanza the first player returns to the circle and the second player proceeds as the first player did in the above description. 138 First Grade — Folk Dances. I SEE YOU. 2 3 3 $=£ £ ft — h— fr l=t #=# 1 I see you, I see you, tra la la la la la la la; I Sp £ * -D. £=3s=35: £=♦ I *=*=*=* you, I see you, tra la la la la la; You see me and see ± f!3 H=ft *=* 10 11 12 13 H=P= ^=F f= : W=f=^ J ^^^^ s - i E i~~ r ^ -9- i 3 J m I see you, Then you take me and I'll take you; You see me and -4- mm -^m. 3 5 3=* 14 15 16 P=:=^5: S 5 f g£ see you, Then you take me and I'll take you. ± % r- I Measure 3 Number two makes two quick movements of the head, looking to the left and right, holding the latter posi- tion. Measure 4 Repeat, looking to the left, and pause. Measures 5-8 Repeat from the beginning, looking first to the right. Measures 9-12 On the first of the ninth measure all players clap their own hands together, while number two springs for- ward from the left of his partner and meets number two from opposite side. The two join hands and swing about to the left with a slide step. (Two slide steps to a measure.) First Grade — Folk Dances. 139 Measures 13- 16 Clap hands and join neighbors and swing partners. Partners lean outward, arms tense, on the command halt. Number two stands in front of number one. Repeat four times. i A Allegro. 1 Ft P P * THE SHOEMAKER. «^E m t=*=t i^§ t n -I ■* i n t=± *£ s *=* 7LM t=t=t m -0- -0- t£ g S f Remark: Sing la la la, etc. FORMATION: Form double circle or columns of ranks. Measure 1. ..Fold arms in front, shoulder height, fists closed, roll one arm over the other forward three times. Measure 2... Reverse three times. Measure 3.. Jerk elbows backward shoulder height.... two times slowly. Measure 4... Jerk elbows backward shoulder height three times quickly. Measures 7-8.... Repeat same. Measures 9-16. ...Imitate sticking, move right arm upward one; down two. Repeat 16 times. Repeat the same exercise for part A. For part B, all, kneel left and hammer on right knee. Repeat the same exercise for part A. For C, partners join hands and dance hop... 1 .... 16 counts. Repeat several times. 140 Second Grade Games. SECOND GRADE GAMES. 1. Cat and Rat. — All form a circle, neighbors join hands, number your pupils from one to sixteen. Number one enters circle, number two stands outside of circle. Number one says, "I am the rat." Number two says, "I am the cat." The cat says, "I want to catch you." The rat says, "See if you can." The cat now runs and tries to catch the rat. The players in the circle join neighbors' hands and allow the run- ners freedom under their arms, until the rat is caught, or until they are exhausted when the teacherjcalls halt. Then three and four come to play until caught. Then five and six ; continue the play to the last numbers. Then the even number may enter as rat and the uneven number as cat. 2. Running and Hopping Race. — According to space allowed have four boys start together and run the length of the yard (35 yards) , touch the fence and hop back the other length on one foot. Whoever crosses the starting line first is declared the winner. 3. Fox and Hens. — Form a file, seven in a file, place arms around front neighbor's waist; the leader, hands on hips. The pupils who form in rear of the Hen are called the chicks. A pupil steps forward in front of the Hen and is the Fox. The Fox tries to tag or catch the last chick. The mother Hen prevents, and protects her chick by raising arms sidewise, thereby blocking the Fox's efforts. When Mr. Fox tags or catches the last chick he joins at the end of line and becomes a chick. Then the mother Hen steps forward and becomes Fox. This game is continued until all have had a trial for Fox or Hen. 4. Cleaning House. — 1. Open windows, starting at level of head, push up. 2. Roll up rugs, stoop and walk forward a few steps. 3. Take outdoors over shoulders. Run around room one row at a time. 4. Beat the rug, kneeling, with a stick in each hand. 5. Shake them standing. 6. Sweep house. 7. Get dust out of lungs breathing. 5. Drop the Handkerchief. — Form circle and join hands. A pupil stands on the outside of the circle, then runs around the circle and drops a handkerchief at one of the player's feet. The leader tries to run once around the circle to his place. The player who picks up the handkerchief, chases the runner; if the player succeeds in tagging the runner, then she or he may be retagged before she gets to her original place. Continue the play until every one has a turn in the game. 6. Wood Taggers. — Mark a circle on the floor in front of desks, Choose a player to be "it." He stands near but not in the circle and calls the names of three players. The players must arise and try to reach the circle without being tagged. They may run in any aisle in either direction. The first one tagged is "it" and the game continues as before. If none is caught, three more are named. Encourage naming players who have not been called. 7. Circle Bell. — Form circle by joining hands, step backward and extend arms. Lower arms. A player stands in center of ring and tosses the ball across the circle to an opposite side. The center player who tossed the ball exchanges places with the person to whom the ball is tossed if he misses it, and he becomes "it," taking his place in center of circle. Second Grade — Folk Dances. 14 1 Repeat until all have a chance. Basket ball or volley ball is preferred for tossing. 8. Fox and Farmer. — Form a circle, standing about one arm's length apart without grasping hands. The one chosen as the fox stands in the center, the farmer on the outside of circle. The farmer sees the fox in his garden and says, "What are you doing in my garden?" The fox answeres, "Stealing grapes." The farmer says, "I'll send my dog after you." The fox says, "I don't care." Then the fox runs in and out under the arms. The farmer must follow exactly the same track. If caught, the fox goes to his place and another is chosen; if not caught, the fox may play again, or two other pupils take up the game. 9. Passing the Blackboard Eraser. — All pupils sit erect and face to the left or right, passing eraser sidewise from one desk to another until the end of row of seats and return in same manner to leader who stands up, holding high the eraser to show the winner. If you have six rows of seats, give each row a name of a nation or president. The leader who is first to receive back the eraser and who is first to stand wins for his row. Remember, at a given signal the erasers are passed from one desk to another and returned for the winners. 10. Passing Eraser Over Heads. — All pupils face to the front, body erect, eyes to the front. At a given signal the leader passes the eraser to rear over head from one desk to another and returns back to leader. Winning row determined as in preceding game. 11. Hopping and Running Race. — All pupils of first section stand opposite seats, facing to rear. At a signal all hop on one foot to rear wall, touch it with one hand, turn about and run back to their respective desks. The one touching his desk first wins. After all sections have had their turn the winners of each may compete. 12. Exchange Seats. — Class arises to left or right at one, steps back to next seat at two, and is seated at three. This will leave the last pupil standing. At a signal all "last" pupils run forward to the first seats. The first to arrive wins. At command of teacher all stand, change desks, and repeat until everyone is back to his place. SECOND GRADE SONGS AND GAMES. W^^ SOLDIER BOY. zt5=^q ^ — #~ j =p=t? -» — i -i r> p t=$=3>: $=$= -# m- 9^- $=£ * — & £ =P= 9 0- P=5 : itrp: Soldier boy, soldier^boy, where are you going, Bearing so proudly the red, white and blue? I'm going where country[and duty[are calling; If^you'll be a soldierj3oy,$you may t go, too. # — * t p— fc m 142 Second Grade — Folk Dances. Paper soldier caps and epaulets made by the children add much in- terest if worn during the march. The following characteristic activities may be imitated for short periods of time as the children march, one by one, in twos or in ranks of fours. 1. Soldier caps arms circle over head, finger tips to meet. 2. Knapsacks arms in rear fold. 3. Horns hands held to mouth as if grasping trumpets. 4. Charging with guns aim with left arm extended, right arm bend fire. 5. Waving flag signals. 6. Drumming snare and bass drums. 7. Fife hands held at side of mouth as in reality. 8. Running double quick, march. 9. Arm salute navy salute, scout salute to the Ameri- can flag, each one passes. 10. High, stepping war horse raise knees high alternately. LITTLE BO-PEEP. Allegretto. $ *=t* i i=E£=3 ft T * Wg^ -*-*-£+==* fr—X-l Lit -tie Bo-peep has lost her sheep, And can't tell whereto find them; jib P-t9* m — P #- ^^ 35 P=* S ff-fr-t-t £ 5 t=£ V £ 3 & i £9 *=P: 3*: #: Leave them a - lone and they'll come home, Wag-ging their tails be - hind them. t: •— i Et ^ 1**- r FORMATION: All face to the front, standing in aisles, partners join inside hands (cross desks). Girls take hold of skirts with outside hands on hips. 1. "Little Bo-Peep Has Lost Her Sheep." — Skip forward with three skipping steps, left, right, left, and close step. In skipping, take a little hop on the inside foot, hop on it, and raise the inside foot for- ward. This is a simple hop step that all children seem to know almost in- stinctively (hopping-hop). "And can't tell where to find them." Shake head very slowly and sadly from side to side four times. "Leave them alone and they'll come home." Return and hippity-hop to your places. "Wagging their tails behind them. Face partners and nod heads up and down. Repeat from beginning, singing first verse. Second Grade — Folk Dances. 143 2. Two rows skip around one row of desks singing : ''Then up she took her little crook Determined for to find them, What was her joy to behold them nigh, Wagging their tails behind them." In gymnasium form a circle, all facing center and have player ad- vance forward and backward from center. LONDON BRIDGE. ft=-fy-f >- Z=l £&: i es £=t * m * & m ts ?= Measure 1. Measure 2. Measure 3. 1 2. 3. 4. I. London bridge is falling down, Falling down, falling down; London bridge is falling down, My fair lady. II. Build it up with iron bars, Iron bars, iron bars; Build it up with iron bars, My fair lady. In aisles face to side of room. Slide step left and slide step left. Stride left and hold for a second. Stride position, bend trunk left and return, bend trunk right and return. One-fourth turn to the front, with toe-step left for- ward one halt Step left sidewise two halt Step position right forward three halt Curtsy with close step four halt Repeat three times. 144 Second Grade — Folk Dances. POP GOES THE WEASEL. H ?3E» ta i3=t= -8 — #- -I* — »- -h — »- : P : -•— :£_£ .p_p_ * £ -p- -b-^-^-*- * :SL 6 1=5 .JL JL -^i— q— p i^: •—*—#- t=t «_•_ si j 8 — 8 8: =E=£ 3=5=8 *-3- 1 I) 1 =£ :b=3=W_ -*1— =l-i- s=g F=£ -=1— =*- D JJ_2|. p- Boys and girls in alternate aisles. Partners join inner hands across desks and all face the front of the room. Boys place outer hands on hips, girls hold skirts. Start with outer foot and take three steps forward and toe-step with the inner foot forward four counts. Repeat same but start with inner foot three steps forward and toe-step forward on the outer foot four counts. Turn and face partners with joining opposite partners' hands and step to the side toward the front of room one. Cross other foot behind and bend both knees two. Step in opposite direction and cross step in rear with bending knees. All face to the back of room and repeat all the steps. Onthe last Jew steps sing, "Pop Goes the Weasel." Third Grade — Games. 145 THIRD GRADE GAMES. 1. North and South. — Two divisions line up facing each other, at a distance of about twenty feet, holding their hands waist high with palms turned upward. The leader of one side advances and lays his hand successively on the hands of several of the players on the other side, sud- denly striking a hand; whereupon he turns and runs back to his line, pursued by the tagged one. If caught before reaching his side, he returns to the opposite sides and the catcher takes his turn. The tagged one always continues the game. The side that has the larger number at the close wins the game. 2. Hop Butting (for boys). — Two boys, with arms folded, stand on right feet. Each tries to compel his opponent to lose his balance and to touch the ground with both feet, by hopping against him. The one keeping his left foot off the ground the longer is the winner. 3. Hopping and Pulling (for girls). — Two girls step forward to the center. Shake left hand and hold. Stand upon left foot, raise the right lower leg and hold the right foot with the right hand. Both pull. The one succeeding in pulling her opponent over is the winner. 4. Follow the Leader.— One player who is especially resourceful or skillful is chosen as leader. The others all form in single file behind him and imitate anything he does. The leader aims to keep the line moving and sets hard tasks for them. He should go over and under obstacles, touch high points by jumping, etc. Anyone failing to perform the task drops out of the game or pays a forfeit, as is decided beforehand. 5. Three Deep. — The players pair off in couples and all but one couple form a circle with each partner behind his mate. Of the odd couple, one is ''it" and the other is chased. The one who is chased may stop in front of any of the other couples ; when he does this, the rear player be- comes the one chased. If the one who is "it" makes a catch, the one caught becomes "it" and tries to return the tag before the catcher can stop in front of a couple. 6. Bull in the Ring. — All but one of the players stand in a circle with hands firmly clasped. The odd player stands in the center and is the Bull. The Bull tries to break through the ring by lunging against the hands of any two players. If he breaks through, the two players whose hands he parted immediately give chase to him, and the one catching him becomes the Bull. 7. Tag-the-Wall Relay (In school room.). — Name each aisle according to various city baseball teams, such as St. Louis, Chicago, New York, Cleveland, Detroit, Boston, etc. At a given signal from the teacher the last player in each aisle runs forward, touches the front wall, returns to the front seat, sits down and raises his hand. As soon as a runner tags the front wall, the players in that row of seats move back one seat so that the first is left vacant for the runner. When the runner is seated and has raised his hand, the player who is now last in the row runs forward, touches the wall and sits in the front seat as did the first player. This continues until all have run. The team wins when the first player of a row succeeds in returning to his own seat before any of the other players who were sitting in the front of the room can do so. All must run down the left side of the aisles. Each must keep both feet well under front neighbor's seat. 146 Third Grade — Games. 8. Potato Race, Planting and Picking. — Arrange ranks of fours. Draw four circles about two feet in diameter and four feet apart on the starting line. The circles are the home plates. Opposite in file of each circle, mark plainly four crosses about ten feet apart on the floor or ground. Place four potatoes or (what is handier in school) four erasers inside of each ring. (Note the following diagram of play.) £[ 1 Home-Plates 0-0-0-0 X X X X X X X X X X X X X 1 X f j x 1 X The first four pupils of each line march out and stand inside of their re- spective rings, each taking up one of the objects. At the command of the teacher, "Get ready, go," all run, place their objects on any one of the crosses opposite their ring; come back, get the second, place that on the next cross mark; come back, get the third and place that on the next cross mark; come back, get the fourth and place it on the last mark; run back and stand in the home ring. The one through first is the winner. Next four step forward and pick up their objects. On command they start off, replacing their erasers according to routing. The first wins, etc. 9. Lame Fox and Chickens. — A den is marked off at one end of ground for the fox and a chicken house at the other end for the chickens. The chickens run up as near to the fox's den as they dare and shout, "Lame fox, lame fox, can't catch me!" The fox makes three steps from his den, but if he wishes to go further must hop on one foot. He may change from one foot to the other but must never stand on both feet at once. Should the latter occur the chickens may hit him with their hand- kerchiefs and drive him back to his den. The fox tries to catch as many chickens as he can; all those caught go to his den and when he sallies forth again must go with him in like manner to catch chickens. The fox and chickens may return to their respective homes at any time. The last chicken caught becomes the first fox in the new game. The teacher should encourage the timid child to come to the front and to have the fox come out. 10. Beetle Goes Around. — The pupils form a circle, standing close together and facing toward the center, with hands grasped behind them. One player runs around the outside of the circle carrying the "Beetle" in a knotted handkerchief or a folded towel. While doing this he passes the Beetle to a player without being seen by the rest. After passing the beetle he calls, "Move on, Beetle." The one holding the beetle steps out and strikes the player to his right, chasing him around the outisde of the circle and back to his place, striking as often as possible. The player having the Beetle will continue the game by giving it to some other player. 11. Ball or Bean Bag Over Heads. — Form double file, 20 or 30 deep, straddling position. The first player of each file has a ball. At the signal it is passed over the heads until the last is reached, who runs forward and starts the ball by passing it backward over the heads of the players. When the last one goes to the front, he starts it over in the same manner. Continue until the last one has had a turn at the ball. 12. Touch. — All form a circle by grasping hands. One of the players runs around the outside, touches another, who immediately Third Grade — Folk Dances. 147 runs in the opposite direction. The place is left vacant until one or the other returns. The last one returning continues the game. This may be varied by the two runners grasping hands on meeting each other and making a complete turn around each other, then running on again. Allegro 1 BROOM DANCE. 2 3 3^ m 1 1 1 1 j *=* One, two, three, four, five, six, seven; Where has my fair play-mate gone? ; 4 i m j • £Efe£ i=% fc4 : *=*=£ i 1 — i — r i £=4 *=* =F* ■H gj "J 3=3=be!jeej In Bos - ton, in Mi - Ian, Where the pret - ty maid - ens live. m *== i — f r — t i fc 10 1—1 — r fetrMtt* ii 12 5 Mhf) si ?**=*&FS=Z •— ^ Tra, la, la, la, la, la, la, la, la, Tra, la, la, la, la, la, la, la, la, £ r-i P P P—i-&- i=t=t=l -0- Ft -e 1 - tP £ *z kz* I 1 ' 1 1 — I" 13 14 15 16 ft j j ji pU J J«u J j Jif^s fc Tra, la, la, la, la, la, la, la, la, la, la, la, la, la, la, la. X=S=l :£: ! 1 K - Measures 9-16. The boys go forward, including the broom, and seek partners. They join hands at shoulder height and proceed around the room with a slow polka step. The boy who has no partner takes the broom. Singing should accompany the music. 148 Third Grade — Folk Dances. RIDE A COCK-HORSE. § ft -& 5^ — a Ride a cock - horse to Ban bur cross, To 8: M_fc- £— J- » j rf- :- ^5 ^m. ttx see a fine la - dy up - on a fine horse; Rings on her fin - gers, and gr^p— t=£ j g=g=^ > 1 l> I * 5 D^J 5 45 — I 3 -h — D- ■0 d r>— ft ^~ P [5 P P bells on her toes; She shall have mu - sic wher - ev - er she goes. D l> . I P P P P *: ■p — p — p — r~ FORMATION: In single circle, facing forward, alternating. The girls may place hands on the boys' shoulders. "Ride a Cock-Horse to Banbury Cross To see a fine lady upon a fine horse." Take eight galloping steps forward, starting with the left foot; face partners at the end, with boys on the side. "Rings on her fingers and bells on her toes" Raise the arms over the head, wiggle the fingers and jump in the air twice. "She shall have music wherever she goes." . Partners take hands and turn once about with skipping steps. Repeat music from beginning. Do not sing unless there are words to music. Partners face each other and join hands, arms raised at the side to shoulder level. Take three slides sidewise with left foot (girl, right) and swing the right foot forward. Repeat to the right and swing left. Repeat to the left. Slide around in a circle, then into first position to repeat the play from the beginning. Third Grade — Folk Dances. 149 Me£ NIXIE POLKA. 2 mm mM 3^i p^? w m mt '■9 b- 1 — r ^T 3^3 3 r «=ft £=te -W PM M 1 *=£ FORMATION: Form circle, facing the center. One pupil, who is leader, stands in the center. All place hands on hips. Measures 1-4. Spring and place the right foot forward, with the toe up; at the same time hop on the left foot and place the right foot back- ward. Heels upward count one two. Running change step forward count three four. Repeat same, left four counts. (On the last count clap hands once.) Measures 5-8. The leader takes twelve short running steps to find a partner, while the other runs in place. The leader claps hands and jumps to the left; the partner places his hands on the shoulders of the leader; the two proceed to find a third partner by the time the eighth measure is finished. Repeat all. THIRD GRADE GAMES AND SONGS. THE SWING. i d? ft gfi=S==ft=tp-fr— ft-fc £—*—#. h- £=3 S=Jz=fc* izfte^=^=t ■g-. :^=£: 2* % W t- *: ±: *• 2 How do you like to go up in a swing, Up in the air so blue? Till I look down in the gar-den so green, Down on the roof so brown: 3= I2ZZ i ^ is. 3t± 150 Fourth Grade — Games. THE SWING— Continued. 6 i g-r> h-p- £ -£- i=p£ Fine. «— -+ «-* -+} s m 1 H: — a — # d £ ■&n T^r -&— Oh, I do think it the pleas-ant - est thing Ev - er a child can do. Up in the air I go fly - ing a - gain, Up in the air and down. m £ ■P-F ■0-*- -g>-2_ i — 2j — m. 10 --£=$--*- £ ii 12 ?=t s±ita^^Ep EEE*E» ^Ep Up in the air, and o - ver the wall, Till I can see so wide, -&— •&-£■ ttEE -W- 2 - ii -&— -0— 3=± 13 14 15 ttiO fe ^J.lJUM D. C. al Fine. 16 £» P •-=- 34 -<&-' Riv - ers and trees and cat - tie and all, - ver the coun - try side. -&S- - i p iat -* — g- * — # — •- -* — g- i£fe S t"^ i 3^; ^F^ M Fine. 4=P=f 4=1: £^: :*—*—•: #. »- -# — •- I -j — -i- r3— "-1=* 3=^ I 1 • # EIZZ* *» D ^ -# — « — 9 — #- .« «_ # — » — »— =i- » » « — *- 5 i* ^XiU t- ps & fr f ft -U — I — =1- i^t D. C. al Fine. ■=-r ^TV , fLL_ # # . ^ «- v—\ — P= *=£ -# — •- m £_t^ £ 4^-V-^S"- .# — «- * a. I'm Captain Jinks of the Horse Marines, I feed my horses good corn and beans. b.- I swing the ladies in their teens — For that's the style in the army. c. I teach the ladies how to dance, How to dance, how to dance; I teach the ladies how to dance — For that's the style in the army. 154 Fourth Grade — Folk Dances. d. Salute your partner, turn to the right, And swing your neighbor with all your might ; Then promenade on the lady's right — For that's the style in the army. FORMATION: Form large circle, girls in front of boys, facing forward. a. All march forward 4 measures b. Swing partners (join both hands with partner and dance around in circle with skipping steps) 4 measures c. Partners join inside hands and skip forward around circle in line of direction 8 measures d. Face partners and salute with righthand 1 measure Make quick military turn 1-8 right 1 measure Swing your neighbor once around 12 measures Boy slips in back of the girl he has just swung and walks along with her 4 measures Repeat. FRENCH REEL. i i +-M- t=t ^*~ E -* — *- S .0, .0. Jt. .». jt. .0. .#. .«. Jt S- .0. -*- *=?=?=* I 1 1 £=£=£ -»- -£--#- ^-•-£=^-# _i i g m. m t i % t -^* jt. .0. .§.. .*_ g-j= +=P=p : Jl *=*=*= fc — I 1 I I I 1 — £ ±==fc i>li i -* — o-*-. 1 — 1 — I — rTi ^-h-r— -S » 1 — • 1 — 1 1 — 9 (L f — r _l — z t 1 U J — * * J*- /sy4" — UJ — .0. jt. jt. jt. ? 1 ?— E~ _J 1 1 L_f Jt. Jt. Jt. Jt. -*—?— 5— £ — .#. .#. _*. .#. - r r f r S^= 4-* — ! 1 1 ... 1 . 4=4= t=" t=_ ! -1 — 1 — U HP # » r i r r I *-m *-m i=t ?-*- •-& i i I e'3: -^ .«- J» IzzJz 1=5 s ■ ^■U - .«. ... J: Y :t=t=t= # — 0-± Jt. JL .0. £=fc Fourth Grade — Folk Dances. 155 FORMATION: Sets of fours, partners standing side by side. 1. Turning toward partner, with a large circle of right arm, slap partner's right (1), hold (2). Shake hands twice (3, 4). Same with left (5-8). Same with opposite girl (9-16). 2. Turning again to partner, partners clap right hands (1), own hands (2), left hands (3), own (4), both hands of partner's (5), own (6), own three times (7-8), step right and swing left foot across (9), step left and swing right across (10), continue alternately (11-16). 3. Join hands in circle of fours, walk clock- wise eight steps (1-8), other way (9-16). 4. Grand right and left in circle of four (1-16). 5. Head and foot couples each clasp hands. Head couple holds hands high, and couples march under, head couple also marching (1-8), turn and go back, foot couple raising hands (9-16). Repeat step-hop described in exercise 2. End with curtsy (1-8). m YANKEE DOODLE POLKA. 12 3 4 £5 m ±=t *—0 £S £e£eS_ m :t It i 2=?=? = 11 gs =t=t i £ £ I f 12 i 14 SN 15 m & 16 -I &- ^ E e^a :t feg ¥ FORMATION : Double circle by twos. Boys on the inside of circle. Partners join inside hands, shoulder height, boys place outside hands on hips while girls take hold of skirts. Boys part described; girls counter part. Measures 1-4. Heel and toe polka, starting with the outside foot. Place left foot forward, toe raised and hop on the right; place left foot back, toe touching, and hop on the right. Polka step forward with 156 Fourth Grade — Folk Dances. the left. The children should be able to do the finished polka step as follows: Hop on the right foot and place the left foot for- ward, transferring weight, that is, bring right up to the left, repeat heel and toe polka with the right. As the heel is placed forward the body is bent forward; as the toe is placed back the head is turned toward the opposite shoulder. Measures 5-6. Four skip-steps forward left, right, left, right bobbing the head from side to side as the steps are taken. Measures 7-8. Partners face. Boys step to the side with the left foot, bring the right foot up to the left and bow. Girls step to the side with right foot, place the left foot back of the right with toe touching, bend the knee and bob heads forward (pleasant curtsy) while the boy makes one slow bow. Measures 9-16. Repeat entire play. THE VINEYARD. PANTOMIME. 1 e tL SS W^S-0 fctf M r » -£-»■ u £2bfc2=F m Ml- i=r*i £-£ E ? : % • m f- 4 | ±± ± -■ ' i ~le^ -0- ~Wh -\— t=£ -+ + Repeat 3 times. 5 Fifth Grade — Games. 157 THE VINEYARD— Continued. Measures 9-16. All join hands. A leader appointed at the beginning of the play breaks circle and leads the line in serpentine fashion from the field. This last represents the vine at the end of the harvest. FIFTH GRADE GAMES. 1. Dodge Ball. — Players in two equal groups. One group forms a circle, other group within. Outside group has a volley or indoor baseball with which they try to hit the players within. As soon as one is hit he must join the circle and help hit the others. When all have been tagged in this way groups change places and repeat. The two players who were last to be hit in the two games are captains to choose up for next time. Another kind of ball may be used and it may be rolled instead of thrown if desired. A basket ball is good. 2. Over and Under Relay. — The players stand in two or more files, the files containing an equal number of players. The game is a passing re- lay, the files competing against each other. The leader of each file has two balls, bean bags or blackboard erasers. At a signal a ball (or what- ever is used) is passed back over the heads of the players until it reaches the last one in the line, who keeps it. The leader counts ten after the ball leaves his hands and at once passes back the second ball between his feet, the players bending over to pass it along. When this reaches the last player he runs forward with a ball in each hand and takes his place at the head of the line, which moves back one place to give him room. At once he passes one ball backward over head, counts ten and passes the other between his feet. This continues until the original leader, who has gradually been backing to the rear of the line, reaches the front again, carrying both balls. The line wins whose leader first accomplishes this. 3. Arch Goal Ball (Relay). — Two baskets are placed on the floor or on hooks at any convenient height. A throwing line is drawn fifteen feet from each basket. Players in two teams line up behind the two throwing lines, facing the basket. Each rear player has a basket ball. A small rubber ball or bean bag may be used. Set a length of time for play, three to five minutes. On signal the ball is passed forward with both hands over the heads of the players until it reaches the front, when the front player throws for goal. W T hether he makes a score or not the thrower gets the ball, runs to the rear of his line, and the play is repeated. The side having the greater score when time is called wins. 158 Fifth Grade — Games. 4. Center Catch Ball. — The players form a circle with an odd player in the center. He tries to catch the ball, which is tossed rapidly from one circle player to another. Should he be successful, then he changes places with the one who last tossed the ball. 5. Garden Scamp. — Form a circle. All join hands. Within the gar- den is the scamp. Another odd player is on the outside of the ring. The gardener calls to the scamp, "Who let you in my garden?" The scamp says, "No one," and starts to run away, the gardener chasing him. The gardener must take the same path followed by the scamp — in and out under the arms of the players — and go through all the move- ments performed by the scamp. If the scamp is caught, then the next pair steps forward for play, etc. 6. Catch Fish. — The ground or floor is spaced off with a goal at either end — one for the fish, the other for the net. The players are evenly divided into two groups. At a signal the players exchange goals. The players who form the net join hands and try to encircle as many fish as possible. The fish are not caught until the net is closed (the end players joining hands). All players who are caught must assist that side. The groups go back to their goals and continue the game, each becoming al- ternately a net and then a fish, until one side has caught all the players. 7. Bean-Bag Pass. — The players are divided into two teams. Each team is divided into two lines which stand facing each other. In each team the players are given odd numbers in one line and even numbers in the other line. Number one in each team has a bean bag, which is placed on the floor in front of him. At a signal number one picks up the bag and throws it across to number two of his team. Number two throws it to number three and so on down the line in zig-zag fashion. When the bag reaches the end of the line it is immediately passed back again in reverse manner until number one again has it. As soon as num- ber one receives it he holds it over his head in order that the teacher may know which team first has the bag returned. The team which gets the bag back to number one first scores one point. The number of points necessary to win the game may be decided upon before starting to play. Two bags may be used instead of one. As soon as number one passes it down the line the players at the end of the line must have received both bags before any may be started back to number one. Balls may be used. 8. Prison Base. — Two bases of considerable size should be marked out and two prisons. Two teams of equal numbers occupy the bases. The object of the game is to make prisoners of the opponents. The special rule of play is that any player can tag and thus capture any player of the opposing side who left his base earlier. That is, the player who has been away from his base the longest can be tagged by any opponent who has not been away so long. The only way to escape being tagged is to run so fast that no opponent can catch you, or to go back to your base. When one is tagged the tagger can take his prisoner to prison without being captured. If a player of the same side can tag a prisoner before being tagged by the opponents he may take him home without being captured. 9. Dumb-Bell Tag. — The players are scattered about over the ground with one player who is "it" in the center. The players pass a dumb-bell from one to the -other while the one who is "it" tries to tag the player who has the bell. Should he succeed in doing this, the one tagged becomes "it." The players may move about freely and may make the Fifth Grade — Folk Dances. 159 game most interesting by appearing to pass the dumb-bell in one direc- tion and suddenly handing it in some other. In schoolroom the pupils may either stand or remain seated. 10. Baste the Bear. — Two players are chosen. One is to be the bear who sits on a stool in the center; the second is to be the keeper who must guard the bear. The remaining players form a circle about the bear and keeper. The keeper must either keep hold of the bear's hand or stay with- in a small circle drawn about the bear. The players try to attack (baste) the bear without being tagged. They may do this only when the keeper calls "My bear is free." If they tag the bear when this is not called the player becomes the bear, the bear becomes the keeper and the keeper re- turns to the circle. If the bear or keeper should tag a player the ex- change described above is also made. The keeper tries to protect the bear by dodging about and keeping the players away. FOLK DANCES. Besides having hygienic and recreative value, folk dances culti- vate gracefulness, muscular control and a keen sense of rhythm. They do not appeal to boys and it is doubtful whether any greater amount of time spent on them by boys is worth while, as the same results for the most part may be secured through other forms of activity. They are optional and may be omitted entirely if it is thought best by local authorities. To Teachers. 1. In teaching a folk dance keep in mind the three purposes of the dance: Gracefulness, control and rhythm. 2. The steps may be taught in the aisles of the classroom, the teacher or pupils counting "one and two and," etc. Whenever possible, however, use platforms, halls or assembly rooms. If the teaching of folk dances is impracticable, substitute games. 3. Many of the dances listed have Victrola records which may take the place of a piano. TANTOLI. (Swedish) 160 Fifth Grade — Folk Dances. FORMATION: A double circle, partners facing forward with inside hands joined. Boys place their hands on their hips while the girls take hold of their skirts. Measure 1. Place outside heel forward, with toe up, allowing the body to incline backward. Place the toe of the outside foot backward and incline the body forward. Measure 2. Starting with the outside foot, take. three short running steps forward. If desired, the finished polka step may be used, in- stead of the running steps forward. Measures 3-4. Repeat the above movements, starting with the inside foot. Measures 1-4. Repeat the entire movements, starting with the outside foot. Measures 5-8. Partners join hands and take sixteen hop waltz steps around the circle. Step on the right foot, sway body to the right and hop; step on the left, sway body and hop (one measure). The arms are pumped up and down as this step is taken. THE OX DANCE. A 3Ep ^ 1 — d — I — I 1 s» 3 =}=:£ « iT £ffi 4 5 £=* m S^ t3 : t~> \Zi y» 1=2 «-#-«-^- m -0—0- m + + « s=»^ s_£i*_s H 1- E£ B p » _^g- _«. .«. Ji. ££5 p. -p. #— *=rf m P~0 % : =^ i»-4- -»— #- 0-0-S — § Fifth Grade — Folk Dances. 161 THE OX DANCE— Continued. 1 2 ta^r I *=k 0- &=w m^=£* \ — 1-#- — i — i — i SeS3^ z tt=$ -m — 0r — * «— OX DANCE, PART I. B. C Form columns of ranks by eights, then form by twos (number 1 and number 2) facing each other. A. No. 1 bows and returns counts one two No. 2 bends knees to obtuse angle and returns counts three four No. 1 repeats the bow and returns five six No. 2 bends knees and returns seven eight Repeat all nine to sixteen counts No. 1 bends knees and returns counts one No. 2 bows and returns counts two No. 1 bends knees and returns three No. 2 bows and returns four Repeat all five to 16 counts Extend arms sidewise and hop on right foot, and ex- tend left leg sidewise count one to four Same opposite side count five to eight Repeat all eight counts OX DANCE. PART II. A. No. 1. Clap hands and extend left foot forward with hopping right foot one four counts Rest with close step four counts No. 2. Same, right four counts Rest with close step four counts Repeat all 16 counts B. Clap hands and extend left foot forward with hopping one Rest and close step two Repeat all from three to 16 counts. 162 Fifth Grade — Folk Dances. C. Face partners and place hands upon front neighbor's shoulders. Gallop hop left sidewise one to four Jump in place one to four Gallop hop back one to four Jump up in place. one to four Repeat all. Repeat all Part I. POP GOES THE WEASEL. 2 3 £J » m ff. •$=& ft :£zf_ » -• 0- -* — w- -«— *-__«.*• Ett ffi-r-b ^^ffi -a a 1 0- 5 -f-i =: 1 K- 6 7 ~p 1 8 H 1 n drH /' J J -» [ — 1 =i- -M => J— fi- -•^ — ^hi- ^ . p- -*■ .0. JL. k— .-f- 1 ^S— p-T- •-fM- -#— p — *-y s — 1 •— I — M- ■ 1 «, .- E^H^ — Ei^t" r-f-rf rr -tsWri «: L_^_U^J ^^ 1 i 4 u 10 11 12 I -#— I 0- H^ m £1 • •- fc -•—i #- a :p=t _|__|_L, F _f 13 14 15 -i— 1 J— JL §^Se2 se£ 16 -p-^— ^-*- -•— -•- 0— W- f — =1- ■*-**-* -0—h~ ffi -*-+■ j — j_ 5 FORMATION: Double circle. Partners facing, inside hands joined. Outside hands on hips. Boys on the inside of the circle. Boys part is described ; girls, counterpart. Fifth Grade — Folk Dances. 163 Part I. Measures 1-2. Step to the left in line of direction and make a pleasant curtsy, bending the body to the left. Repeat to the right. Measures 3-4. Four slides to the side, around the circle, starting with the left foot (in line of direction). Measures 5-6. Face forward take four steps forward, starting with the right (inside) foot, and face partner at the end. Measures 7-8. Girl steps to the side on left (inside) foot and turns under boy's hand. Boy does not release grasp. Measures 1-8. Repeat from the beginning. Part II. Measures 9-16. Join hands; arms raised to shoulder level. Two- step to the end of the strain thus : Boy goes backward and girl goes forward; slide backward on the left foot, bring the right up to it and slide on the left; repeat, sliding on the right. This should be practised forward in circle formation about the room or space then practised backward. Later put couples together. Repeat and play from beginning. ACE OF DIAMONDS. B t=t—i— j i-t fe=p P=£=^ l_l W¥=* I f-T-J 1— I— ' M 164 Fifth Grade — Folk Dances. ACE OF DIAMONDS— Continued. 6 7 -P— -» — — •- FP= ^-EsE .0. — 0- I ,1 ' itez --J £ :-=r p The music of this dance consists of three strains of eight measures each. In fitting the steps to the music each measure should be counted thus: "one and two and," etc. Part A. The dancers form a double circle. Partners face each other, num- ber one of each couple facing the center of the circle, number two facing outward. Measures 1-4. All clap their own hands together once smartly (one). Immediately hook right elbows and, starting with the left foot, run around to the left, swinging partner in place and making two run- ning hop steps to each measure. Measures 5-8. Without pausing, clap hands again (one). Hook left elbows and swing partners around the opposite way. Finish in position, facing each other with arms folded. Part B. Measure 1. Number one steps diagonally forward on the right foot and leans head and shoulders to the right (one and). Hop on the right foot (two and). Measure 2. Number one steps diagonally forward with left foot, lean- ing head and shoulders to left (one and) . Hop on left foot (two and) . Sixth Grade — Games. 165 Measures 3-4. Number one continues the same step, moving backward toward center of circle. Measures 5-8. Repeat same steps, but number one going backward and number two going forward, both moving out from the center of the circle. Part C. Measures 1-8. Partners turn so as to stand side by side, both facing in the same direction with inside hands joined and outside hands on hip, and polka around the circle as described in Part B of the Shoe- maker's Dance. SIXTH GRADE GAMES. 1. Round Ball. — The players form a circle and are numbered in twos. The first number one is captain for the ones and the first number two is captain for the twos. Each captain has a ball. The game con- sists in throwing the ball around the circle. The ball started by Captain Number One goes only to the players of that number and the ball started by Captain Number Two, to the players who bear his num- ber. The group wins whose ball first completes the circle five times. 2. Pursuit Relay Race. — Form a double line of 10 ranks. The leader of each single file steps forward to starting place. Both leaders face in opposite directions. On a given signal they are off, once around the required space. At the finish the next player takes his place and is off the instant his partner's hand is touched. Continue until the last player of either line completes the relay; the line wins whose last player comes in first. 3. Jump the Shot. — A bean bag or other soft article is tied to the end of a ten-foot rope. The players stand in a circle, with one in the center holding the rope. The center player swings the rope around to describe a large circle on the floor, with a sufficient length of rope to place the bag in line with the feet of those within the circle. The circle players jump to avoid being caught around the ankle by the rope. Anyone caught in this way must retire from the circle, the player winning who longest retains his place. 4. Old Woman from the Wood. — Two even parties face each other. One party advances, remarking, "Here comes an old woman from the wood." The second answers, "What canst thee do?" "Do anything." "Work away." Whereupon all the players in the first party proceed to imitate some occupation in which an old woman might engage. The opposite party tries to guess the occupation. If correct, they perform the same way. If wrong, the first party repeats. 166 Sixth Grade — Games. 5. Red, White and Blue: 43 FEET RED First Division WHITE Second Division BLUE Third Division Game is played as follows (basket ball or volley ball may be used) Sixth Grade — Games. 167 Rules and Regulations. 1. A certain number of players step into Red space or the Northern District. 2. The same number of players step into the White space or the Central District. 3. The same number of players step into the Blue space or the Southern District. 4. There are three 10-minute periods of play. 5. There is one 10-minute period for each color to remain in the center space to be bombarded. The center players must not allow them- selves to be touched by the basket ball. 6. If a center player is touched or hit by the ball, then the opponent who threw the ball is credited with a point. 7. If two or more center players are touched by the ball on the same play, then the opponent is also credited with the extra point or points. 8. The center players are not allowed to touch the ball during cen- ter period. 9. No player is allowed to overstep his boundary line. If so, the scorer is allowed to take off a point. 10. The outside opponents are allowed to grab or touch the ball in order to throw the ball at the center player but are not allowed to over- step boundaries. 11. The scorer must keep strict tally as follows: For every five points, cross a line through (1111) the four points with the fifth in order to keep a quick and accurate score sheet. 12. The timer should blow the whistle every ten minutes for each period. 13. The timer should allow three minutes for changing sides. 14. At the end of 30 minutes the color which has the most points wins the game. 15. The scorer should avoid all unpleasant remarks or plays thorough strict scoring. Remarks: Spalding regulation basket ball. The play space should be marked off in the same manner as tennis courts. White lime lines. The field should be prepared a day ahead of time. 6. Bombardment (Basket or Volley Ball). — The space is divided into two equal parts by a line drawn across the center of the field, and twenty-five feet from it on either side are assembled equal numbers of players, in line, and immediately back of them are placed Indian clubs, which should not be nearer together than four feet. If necessary, two rows of clubs may be set up, with each club in one row opposite a space in the next row. The players scatter promiscuously about their own territory in front of their clubs and behind the center dividing line. Whichever side has the ball starts the play, and if an opponent's ball passes between the clubs to the rear of the division's rear-line, score one point for opponent; continue bombardment. If an opponent's ball hits a club, score three points for opponent. If you accidentally knock down one of your own clubs, score opponent five points. The game is played in 10, 15 or 20-minute halves. The side wins which has the 168 Sixth Grade — Games. largest number of points at the end of the last half. Always set up the club after the points are scored. 7. Toss Up, Heads or Tails. — Form two lines of twenty or more pupils each. Draw a line through the center of the plasy pace. The two lines of players face each other and toe the center line. One line is heads and the other tails ("heads" and "tails" of coin.) If the referee tosses heads, the line representing heads runs to its home line, which is thirty feet from the center line. Tails give chase and endeavor to catch the pursued; those caught, if any, become players of the line of tails. (Reverse order if tails are tossed.) At the end of ten minutes, the side which has the most players wins. 8. Line Ball. — A line is drawn across the front of the room about a foot from the blackboard. A leader is chosen from each row of seats, who stands toeing the line and facing his row. There should be an even number of pupils in each row of seats. At a given signal each leader tosses a soft ball to the first pupil of his respective row, who rises and catches it and tosses it back to his leader. The next pupil rises and catches the ball and returns it. The play is continued until the last player in the row who catches the ball runs up to the leader and places it in his hands. The row whose last player places the ball in his leader's hands first wins. 9. Jumping Relay. — A starting line is marked. Opposite (about six feet) another line is drawn parallel to the first line. Form ranks of eights. Open ranks with raising arms sidewise and take distance, arm's length. The leaders numbers one toe to the line and upon the sig- nal, "Start jumping," number one jumps, about faces and jumps back to starting line where number two tags number one's hand and imme- diately jumps over and back, number three takes it up and all num- bers take it up in order until the last one comes over. The side whose last player comes over first wins. ' 10. Three Deep. — The players form a double circle facing the center with the couples not nearer than eight feet from one another. Two players are chosen; one to be the runner, the second to be the chaser. The chaser tries to tag the runner. The runner is not safe unless he stands in front of one of the couples. In this case the third one (or last one) in the group of three then becomes the runner, as there should not be "three deep" in a line. Should the chaser tag the runner the runner then becomes the chaser and tries to tag the player who was first chasing. The players should not play in co-operation with any one individual player, if so, he should be eliminated. Sixth Grade — Folk Dances. 169 TARANTELLA. 2 -#- -#- ^r :p=pE : £ : £ » — *- =P=t f II E £: * X -» »- J^-± -^-1 S ■a — g- -=H =1- =1 =1- & -# — # — f^* 1 k r f r p=s • ? • -i — 3- t=P : F=5=t=S : -i — i-V t=t Pi 9 -0- -0- 10 11 » m - 12 -ir-f- Pi -b- 1 3, L F — h — 1 k Mr~ — f f f — 1 ^ K — V — V # — — 1 ! V V Y — » » — — V— i: — » — J: » — 1 LJ — V— x i & -5— \— — ^i— S| -*— =)_ .__sj_ =1 — I — a_ 13 14 15 16 i^s •— f— • f — f- 1=fc £=? t—0 f=p=s=^ p^=p^ # » =p»P sj- B =t ^-£#-F^ * # # . -• — B — — F » 3=fct L=S: £ fcl • — — ^— S : r :s i- * a * 3_ 170 Sixth Grade — Folk Dances. TARANTELLA— Continued. 6 7 — = — » — 0- aa^=3 -*J-*-=h-P- -»- — # t=P= ^ — • J £— -g— j»__ sj- fe-g- Mfa ^ ■ ff P-h-^ ^S* 1 ^ s=e #-4-4 #-#-P- -»»L^|- _# #_ f f *=a I -P—0—P- — h-S w&=* B -*_*J # _# L -'- H — qi — F-#- : ^£E ^ 4- P- 0—0- J0 S3 ?s* F= f f 10 11 12 *-;F^ *** #--#- #-#-#- *—+ -■»»£? -#— •- f= .•a p. !=3E£ S ix — =i— ? 13 r\ M -#- 14 0&- m 15 f"f" r b* 16 rir — r _ ^ — p — i - ^^ — i — = — p-^ : =t= — ^ — i — %- p » — — ^*^j — i — i — p — * • • Eff75 i# *| * *1 • •I 9 «*i u *i C *i -4- - #_? •- * »< . + — i — i ■ ,/ -4 LJ_ ~^— p—0 -• — £=g « *^t -0 0- -0 0- -0 0- -•-£- In each group of three, all hands joined. Number one stands in front, numbers two and three stand on either side of number one, with hands joined. Hands Part A. Measures 1 to 8: Start and stamp with right foot; three running steps obliquely for- ward. The execution of the three running steps as follows : Stamp step right obliquely forward one Step left two Leap step right three Repeat same, left three counts Repeat all until the first sixteen measures are finished. Sixth Grade — Folk Dances. 173 Part B. Number one runs backward three steps and ducks under numbers two's and three's arms one, two, three. Number one runs in place four, five six. (During the first two measures numbers two and three run in place.) Number two runs under number three's and number one's arms and turns left, but keeps hands joined one, two, three. During these two measures numbers one and three run in place. (Two measures.) Number three, with six short running steps, turns inward once around to the left under her own left arm. Number one runs six small steps un- der her own arms. This should bring them all back to their original places. Repeat all several times. THE BROWNIES. 174 Sixth Grade — Folk Dances. THE BROWNIES— Continued. Class forms twos around the room; face partners. Boys part (or girl on left) step to side with left foot, arms extended sidewise one. Peasant curtsy by placing the right toe behind, knees slightly bent, left forefinger at the chin, the back of the hand under the left elbow. (Measure 1.) Repeat same, right 1 measure Join partner's hand and polka left and right 2 measures Four slides .,..2 measures Face in line of direction, with inside hands joined. Walk two steps forward 1 measure Polka forward 1 measure Repeat from beginning. Counterpart for girl. SAILOR'S HORNPIPE. M — = — i 1 1 — «_ m m. .0- .m- £^t -# *- .? 2 m -• 0- r—r -i — h -h—0- I- i -&- 4—t- Seventh Grade — Games. 175 SAILOR'S HORNPIPE— Continued. ■*- - *- m l2r n 4 £ i — i — m-\ — i — i — i — h I — i — I — | — ^^=^j- _K2_ ^^ i-^-H ^ # ~* -&- t -0—0—0- 3=P=* f"^-- H—*- Ex. 1. Form ranks of fours or eights. Open ranks with raising arms sidewise. Take your distance. Fold arms shoulder height. Square within the arms. Change step left and right with swaying body right and left 16 counts Ex. 2. Spring on right foot front with cross toe step left in rear of right, knee slightly bent, and extend right arm and hand, left hand on hip count one, two. Same, left three, four. Change step, left and right five to eight. Repeat, alternate change steps backward nine to 16 counts Ex. 3. Rope pulling: Look up and raise right hand forward upward, as if grasping a rope, and then pull down one. Same, left two. Continue for eight counts, at the same time raise alternately left and right knees to right angle with a whole turn left and right, with a 1-4 turn to each movement 8 counts Ex. 4. Rowing: Stride left forward and cradle rock forward and backward. Raise upon toes and lower. In rocking forward bend trunk forward and reach with arms, in the return pull arms back- ward nine to 16 counts. Repeat with rocking steps. Repeat all. SEVENTH GRADE GAMES. 1. Indian Club Guard. — Form a circle and join hands. Arms ex- tended and step backward about four steps (16 players). ( Place three Indian clubs in the center of ring about 12 inches apart, in triangular form. One player is chosen to be guard and stands in the center. A basket ball is passed swiftly around and across the circle while the guard tries to keep between the clubs and the ball. The object is to knock down the clubs with a swift unexpected throw. When the clubs are all knocked down another player is chosen. The time for each guard to stay in the center may be limited to two minutes, 176 Seventh Grade — Games. 2. Long Ball. — Mark out three bases — home, pitcher's base and long base — each a yard square or three gymnasium mats. The pitcher's base should be about 32 feet from home plate. The long base, 42 feet from home plate, diagonally. Use an indoor ball. Choose two teams, ten players to a side. Have one team at the bat according to numbers. The other team is. on the outfield. Each player remains at bat until he hits the ball and then runs to long base, no matter where the hit ball goes. There are no foul balls in the game. The pitcher must toss the ball to the batter. If a hit ball is caught before the ball hits the ground the batter is out. If the fielder misses the fly ball, he can get it and try to hit the batter with it before he can reach long base or while running back to home plate from long base. Players reaching long base may remain there until they have a chance to score for home plate. Three outs, change sides; continue until required innings are played. The team scoring the highest number of points wins. 3. Cross Tag. — If the class is large, divide it into two or more groups, having each group play by itself. One child in each group is "it." He runs, trying to tag someone; a third child or pupil runs between the first runner and the chaser. The chaser then runs after this third party, changing his object each time a child runs between him and the runner. When tagged, the child raises his hand so that everyone will. know he is "it," and the game continues. 4. Posture Tag. — Have two or more files of equal numbers; leaders of each step up with file to starting line and then face to rear of room. Place a bean bag on the head of each leader, and at a given signal each runs thru aisle to rear of room and back to starting line, where next player is prepared to take bean bag, place it on his head and repeat operation. Continue in this manner until the side whose last player finishes first wins. If a player drops the bean bag, he must pick it up and continue the game. 5. Center Base. — All the players are seated, except one, who, standing by a desk in the center of the room (the desk should be marked on top with chalk to distinguish it) , tosses the bean bag to some other player. That player must catch the bean bag, put it on the center desk and quickly chase the one who threw it. The thrower tries to get back to the center base and touch the bean bag without being tagged. If he succeeds in this, he goes to his seat and the game is repeated with the other player throwing the bean bag. If he is tagged before touching the bean bag, he throws again, and the chaser returns to his desk. See that those sitting keep their feet out of the aisles. 6. Snow Fort Bombardment. — Divide into two teams. Each team builds a fort out of snow. (The forts should be placed at a convenient throwing distance apart.) After the forts are built time should be given for the storing of a considerable amount of snowball ammunition. Fire is opened upon a mutually agreed signal. Those hit are prisonersof the others and must make more ammunition for that side. A time limit may be set and the team having the greater number of prisoners at the end of the time wins. The captain of each team must be honest and see that his players who are hit give themselves up to the opposite side. No player is allowed to hit the captain. The captain is not allowed to take part but is only allowed to command and direct. 7. Zigzag Relay. — Form ranks of six or eight, open ranks with arms sidewise. Number your files from one to eight. Draw a starting line in front of your files. Place three Indian clubs, about two feet Seventh Grade — Games. 177 apart, at the end of the fifteen or twenty-yard line in front of each leader, who, having toed the starting line, at a given signal runs directly to his set of clubs, zigzags between them, without knocking them down, and returns back to his team. The second player should be waiting for his ''touch off," with his toes back of the starting line and with his hand extended. The second player repeats the run, and the game is continued in this manner until the side whose last player finishes first wins. A player is disqualified for either starting over line before the "touch off" or for failing to replace clubs after knocking them down. 8. Tug of War (Eight or more players to a side). — Equipment — A strong rope about 30 feet long. Stretch the rope full length and divide the distance. Mark a distinct line at the center of rope on the floor or ground. Divide the players into two teams, having the same number to each team on either side of the dividing line. At the command, "Pull," both teams put all their energy to the task and try to pull their opponents over the center line. The team wins which succeeds in pulling all the players of the opposing side over the center line. 9. Switching. — Place eight wands in parallel position upon the floor, about one foot apart, and put Indian clubs and dumb-bells in spaces as follows: c c c D D D Place three Indian clubs in three spaces from left and three dumb- bells in three spaces from the right. The game consists in placing the clubs and the dumb-bells in such a manner that the positions are re- versed — clubs right and dumb-bells left of the center. The pieces can be moved to the opposite side only, not more than two spaces to be crossed at a time. The transposition may be accomplished in fifteen moves, as shown in the following table of successive moves: C stands for clubs; D for dumb-bells. c c c D D D 2 C C C D D D 3 c C D C D D 4 c C D C D D 5 c C D D C D 6 c D C D c D 7 C D c D c D 8 D C c D c D 9 D C D c c D 10 D C D c D c 11 D C D c D C 12 D C D D c c 13 D D c D c c 14 D D c D c c 15 D D D c c c 16 D D D C c c 178 Seventh Grade — Games. Volley Ball. A o vl to (ft <— — 30Feet ■> 10. Remarks. — Secure a tennis net about two feet wide and a volley ball. The court field is thirty feet wide and fifty feet long. This is di- vided into halves by a net which is stretched between two posts, six feet six inches above the ground. The posts should be placed a foot out- side the boundary line of the court. The players are divided into two teams. The members of each team are numbered and scattered evenly over their division. The object is to keep the ball in motion over the net by lightly batting it back and forth with the hand. The ball must not touch the ground nor go outside of the boundary line. The team sending the ball over the net so that it lands on the ground on the op- ponent's side scores a point. Start and Rules. — Number one of the serving team stands with foot on rear line, tosses the ball up with the left hand and bats it with the palm Seventh Grade — Games. 179 of the right hand across the net. The server has two trials to send the volley ball across the net. If he or she should fail to do this on the first trial, or if the members of the team know his serve and wish to assist him at the beginning, the server bats the ball as before at least ten feet and then the ball is assisted on its way by other members of the team. Should the assisting player fail to put the ball over the net, the server does not get a second trial even though he has had but one. Number one continues serving until his side fails to return the ball or until he has made two faults in succession. The faults may be (1) the ball hits a player on the server's side ; (2) the ball hits the net ; (3) the ball sent outside of the boundary line. The ball must be batted with open palm. Any number of players may hit the ball to send it across the net; no player may hit the ball more than twice in succession, but a player may hit it again after it has been hit by some other player. The volleying of the ball continues until one of the sides fails to return it. The ball which hits the net is a dead ball and counts as a failure unless it is a service ball. If it is a service ball, the server loses one of his trials. A ball which hits any object and bounds into court is considered to be in play. If a player on the serving side hits the net, the ball is put out of play and goes to the opponents. Should he be on the receiving side, a point is scored by the serving side. The ball is then passed to num- ber one of the opposing team who serves until he fails. The players serve by number, teams alternately. Score. — The only side which scores is the serving side, with a few exceptions. Each time the serving side sends the ball so that it passes the net and lands on the ground of the opponent's court, the serving side scores one point. When the receiving side sends the ball so that it lands on the ground of the serving side, it does not count a point. The ball passes to the receiver and they become servers. A ball sent under the net counts against the side sending the ball and scores a point for the opponents. A ball which is sent outside the boundary line and which bounces in again is in play, but counts a point against the side sending it out. If a player catches or holds a ball, a point is scored for the op- ponents. The game is finished when all players on both sides have served. End Ball. 11. Select twelve players to a team. Two of these players are selected as guards, who are placed on the opposite side of the court in guards' space in rear of opponents. The opposing teams place their guards on the opposite sides in guards' spaces. If a guard catches the ball, it will score a point for his side. The rules for the guards are not to run or step out past their boundary line. The guard may have one foot over boundary line in order to catch the volley ball but not both feet. He may jump up as high as possible to get the ball. If the ball is caught by the guard, then the guard throws the ball back to the referee, who calls the next number in order to the center line opposite the other. The referee tosses the ball up about four feet over their heads and between the two players who jump and try to hit the ball back to players or over to their guards. No player is allowed to overstep his boundary line, nor is he or she allowed to step in the guards' spaces. No player is allowed to hit the ball with his fist, only with open hand; nor is a player allowed to kick ball or use insulting remarks; if so, the player can be penalized a point. 180 Seventh Grade — -Games. The first team to score 21 points wins the first game. The ruling is to play and win two out of three games in order to decide the winners of the set. To be played with volley ball. f* earns jpme So % Center Line, So s V - 30 Feet 1A I 1* GUMPS 5PRGE \ j SeventhlGrade — Folk Dances. 181 WE WON'T GO HOME UNTIL MORNING. t=*=t=£ i=£ i h ! h- a=fc y=4r+- S: -m — m- =t=* p= L j^-^ t 3=^=r^ j — i — t -I — r>-^=^ -i — J>- ^=* S ;{z:a: 3=3 fcS= 4*-^ t>=t "J: l=£ *=t= ^ 10 11 12 Ff t n r £=£ # -#■ /TV S t=£ *T 13 i « m m— 14 i=pt 15 16 -m f 4 # =*?= -3-5 — # g- 3=3=2 £=t 3=y=* 'i — tr *=t 17 fefc 18 ? — ; — 3 — ? lr- 1 — tr h i T 19 -I P [• *H 20 g=*=|=-* -HH- £ tr £ : -=l- "tK -t — tr Form a double line of fours about eight feet apart, facing each other. 182 Seventh Grade — Folk Dances. Measures 1-4: By fours, cross over and join partner's right hand. Circle skip hop once around right. Measures 5-8: Reverse and join left hand, circle left. Measures 9-12: Clap hands three times and hold on the last note of the measure. Repeat hand-clapping. Measures 13-16: Head couple joins hands and skips down between the lines to the foot, where couple remains. Measures 17-20: All partners join hands and turn each other about to place with two step turn. (See 'Top Goes the Weasel.") In this movement four two-steps are taken for a turn. Repeat all until each couple has led off to the foot, and the first couple is again at the head. *2 STRASAK. 2 3 4—* — e> -# — •- J=?=4=i 3=q=m: s=s=t=i J5=^ BE 2=ff: £ SEE «r r *=4 3=3 $=t 4—t—4 =±t $=+ m & 33: 5=3: W I 10 11 12 13 *=t 14 15 -m 0- 1=Z=2EE=. =3— -J ■v q=t 5 f^ 16 ~ " ft pi 3f^ Seventh Grade — Folk Dances. 183 Form double circle all facing one direction (to leaders) , inside hands joined. Step polka step. Measures 1-3: Polka forward beginning with outside foot. Turning toward and away from partner, etc. Measure 4: Clapping three times, facing partners. Measures 5-7: Same as 1-3 and at end of seventh measure swing your partner once around. Measure 8 : Clap three times facing partner. Measure 9: Each one polka step to the right (hands upon hips). Measure 10: Toe step left forward with bending trunk forward, clap three times. Measure 11: Polka left. Measure 12: Toe step right forward, bend trunk forward, clap three times. Measures 13-15: Join right hand, shoulder height, elbows bent and polka step around partner. Measure 16: Boys: Inside partners, polka step forward to new partner. Girls : Polka step in place. Repeat. \± ^fc* 22: -- RUSSIAN SNOWSTORM. 2^. -&- U f# a= 22" 22: A-* ii-fi. i /T\ - — * — h- ^3E -+-#- -P5- 3=J ^ 1t -»- -•- HP- * J: i |3£ •-S it *tf *3±i =+? : m ±±3t ±t#- ^ *U=*= P3t ±z -J- J I m* -4 fc 4TF- H^- 5E All form a double circle (boys facing forward), (girls facing back- ward). 1. Run eight steps forward, starting right foot, about face and run eight steps forward to partner. (Arms are extended upward, fingers fluttering.) 184 Seventh Grade — Folk Dances. 2. Join right hands with partner, run eight steps around, join partner's left hand and eight steps around. 3. Boys: Run four steps outward from center of circle. Girls: Run four steps inward toward center circle. 4. All about face and run four steps back to places. 5. Join partner's right hand and circle right eight counts 6. Repeat Nos. 3-4-5. 7. Repeat dance. ST. PATRICK'S JIG. 2 3 i0 -«LJJ-4 tt P=T3 ^*=± si $8 J=¥ -H-r-J 1 I 1 1 3SB A— H- ^~# j=£j=3 3- : *- c 3: *=$: f* it -«• Part B M aiflii' 4- fe F^ ff 1 !: : J.J * f i f !^S fc=P: «=t 3fe | 1 \b n S ss -«NIh*— g s F r«- g=p: fc^E^ Seventh Grade — Folk Dances. 185 ST. PATRICK'S JIG— Continued. mi - i I i d^ =£=n=^S *F^^«= 3=££3 =F= -J 3=* sm& I ^^ 3-^*^— • — I — I =f=^-p — ; $*^g -j -i- FORMATION: By twos, facing forward, hands on hips. q — rrf : -I — ^-4- ;s=tt Part A. Measure 1: Stamp forward with the outside foot. Bring the inside foot up to the outside foot. Measure 2: Hop twice on the inside foot and kick twice with the out- side foot, knee raised, toe and instep tense downward. Measures 3-6 : Repeat twice with the same foot. Measures 7-8 : Hop on inside foot with toe tapping with the outside foot one, two. Change and repeat, opposite side three, four. Repeat all, alternately five, six, seven, eight. On the last hop, face partner, body erect on the kicks and on the toe touching. Repeat Part A. Measures 1-2: Point the outside foot forward, hop on the inside foot four times and tap four times with outside foot. Measures 3-4: Change and repeat on opposite foot. Measures 5-6: Repeat. Measures 7-8: Run forward and change to partner's place. About face, in running time. On the first step, clap hands and bend trunk forward slightly and straighten body, hands on hips on the second count. Part B. Measures 1-6: Repeat, hop toe steps, starting with inside foot. Measures 7-8: Cross over, change sides and remain back to back. Part C. Measures 1-6: Repeat, toe-touching, starting with the outside foot. Measures 7-8: Turn three-quarters of a turn and face front. Repeat music of Part A, 186 Eighth Grade — Games. Measures 1-2: Jump back, landing on both feet. Hop three times on outside foot, kick with inside foot three times. Measures 3-4: Repeat, hopping on the inside foot. Measures 5-6: Repeat, hopping on the outside foot. Measures 7-8: Repeat, hopping on the inside foot. Repeat music of Part A. Measures 1-8: Repeat toe- touching and cross over, face partners at end of the step. EIGHTH GRADE GAMES. 1. Indoor Baseball. — The game is played in the same manner and with the same ruling as baseball only with the following exceptions: 1. Select ten players to a game. 2. There are two short stops to a game. 3. A foul ball five feet above the batter's head is out. 4. The distance of pitcher's box from home plate is 30 feet. 5. The running bases are 45 feet distant. 2. Poison. — Form a circle of eight players and place three In- dian clubs in center of circle. Join hands and pull your left or right hand neighbor toward the clubs with the intention of forcing your neighbor to knock down a club. The player who knocks down the clubs or club steps out of the game and the balance of players con- tinue the play until the last two fight it out for the championship. For large classes form several circles, etc. 3. Tether Ball (Rules). — (a) The pole shall be twelve feet above the ground and shall be set in the center of a five-foot circle. The pole shall have a line marked around it five feet from the ground. (b) A twelve-foot line passing through the center of the circle shall divide the play space into two courts. (c) The nine-inch ball shall be attached to a strong cord so that it hangs three feet from the ground. (d) A team shall consist of three players ; each player to take part in a game. (e) The game shall be started by a player who wins the toss up, taking hold of the ball and batting it with the right or left. The opposing player bats in the opposite direction. (f) A point is made by winding the whole cord around the post, above the five-foot line. (g) After a point has been made a player from the team opposite to the one that began the game starts the play. The third start is made by the last player of the first team (making three innings) . (h) The side scoring most points in the three innings wins the game. In a match, three games shall constitute a set. (i) Fouls are called as follows: (1) Stepping into circle; (2) stepping into opponent's court. (j) A foul gives the ball into the hands of the opponent. Captain Ball. The field is 30x60 feet, divided into spaces 30x30. 1. Ten players form a team. They are divided into five basemen and five guards. 2. Their positions are as shown in the diagram on page 187. The bases are two feet square. Eighth Grade — Games. 187 CAPTAIN A " \E\T&et X X \MFeet X HJ x Te.et' X II Teet CENTER^ m x Teet ' X 1 Feet ®Tee.t X Feet. &\Feet ^ CflPTfllN 188 Eighth Grade — Games. 3. Guards are not allowed to go into the territory of their oppo- nents, nor to step into the boxes. 4. Basemen must always have at least one foot in their boxes. They are allowed to jump up into the air to catch the ball. 5. The game is in charge of an umpire, who calls all fouls. At the beginning of a game he tosses the ball up in the center of the field between the two guards who face him. 6. After a point has been made he tosses the ball up in the center. 7. If a ball is held between two players he blows his whistle once, and then tosses it up again between the two players. 8. In case of a foul he decides which baseman shall have the ball for a free throw. (In a free throw the baseman having the ball may not be interfered with, but the other players of his side should be guarded. 9. There shall be a scorer, who is also timekeeper. 10. If in the course of the game the ball rolls outside of the field it shall be put in play by one of the guards nearest the place where it rolled out. 11. The object of the game is to get the ball (a basket ball) suc- cessively into the hands of two or more basemen of a side. Points Are Made as Follows : 1. If the ball successively gets into the hands of two basemen of the same team, this play counts one point. 2. If the ball successively gets into the hands of a baseman and then to the captian, this play counts two points. 3. Should the succession be captian, baseman and then again cap- tian, the play also counts two points. 4. If the ball successively gets into the hands of two basemen and then to the captain, the play counts three points. Fouls Are Made As Follows : 1. Carry the ball. 2. Striking the ball when in hands of a player. 3. Holding, pushing, striking or tripping an opponent. 4. Getting out of the box with both feet at the same time. 5. Stepping into the opponent's boxes. 6. Talking back to umpire on decisions. Net Hand Ball. 1. Select five players to a team. 2. The game is played with a tennis ball and batted with left or right hand. 3. In the first serve, number one from the ten-foot space must serve the ball over the net and within the forty-foot space. 4. The server gets two trials. 5. If the server is successful in her serve, the opponent players hit and return the ball over net. The opposite side returns ball back over net to opponent who again takes it up and returns to opposite players. This is kept up until one of the players fails to return ball over the net, then number two of the same team steps up to serve from the ten-foot space. If her opponent fails to return the ball over net, that scores a point for the server. Twenty-one points win the game. 6. Each side has three serves, Eighth Grade — Games. 189 ! ^ is V Tee-t <— > Its K Cent&rAfei line, ft* O NO ««■■» 4 SOtfeet. *. -► 190 Eighth Grade — Games. 7. Any player on the opposite side of the server may hit the ball in return. 8. After the return of the ball any player is qualified to hit the ball in return. 9. Any server may continue to score as many points as she can un- til she fails to return ball over net. 10. Two out of three games decide the winners. 11. If a tie, an extra game is played. Organized leagues can be formed. Soccer Football. Fouls. Fouls are called for pushing, tripping, charging, unnecessary rough- ness and purposely touching the ball with the hands or arms. Penalty for Fouling. In case of a foul the ball is given to the opposite side at the point where the ball was at the time the foul was made. The ball is placed on the ground and a free kick is given. Officials. There shall be a referee who has full charge of the game. Two line men (one for each side of the field) and a timekeeper, who also acts as scorekeeper. Starting the Game. The game is started by a kick off. The referee (who has full control of game) places the ball on the center line in the middle of the circle. The side losing the toss kicks the ball toward the opponent's goal. No other player shall be within five yards of the ball when it is kicked, nor shall any player cross the center of the ground until the ball has been kicked off (should this happen the kick must be taken over) . Out of Bounds. The ball is "out of bounds" when it has passed outside of the field of play (the lines on the sides are called "touch lines" and the lines on the ends are called the "goal lines"). To again put the ball into play a player on the opposite side to that which caused the ball to go out of bounds stands on the line at the point where it went out, then throws the ball, with both hands over his head, into the field of play. He can not again play the ball until it has been played by another player. Scoring a Goal. A goal is scored when the ball has been kicked over the goal. A goal counts one point. The team scoring the greatest number of goals in the game is the winner. Time of Game. The game is played in two halves of from ten to twenty minutes each, with an intermission of from five to ten minutes. Choice of goal and kick-off: — The choice of goals is made by the toss of a coin, the winner choosing the goal and the loser getting the kick-off. Goals are changed between the halves. Eighth Grade — Games. 191 i OH fa-Feet >K ETaEE /oyJi. 'Feet. IbTeei < * Center ,3 Z.me. ~» J *{> R/OiHT rOFUVARD tui id Tree. Throw Line ZH inches.^ O Center q Circle &Teet O LETT GUfiRO o RIGHT GUfiRQ 4 _ — ... 3J5~J : iis&o * Two D/rnen s r'or/-3srx 70 so~9 cTFeet A 194 Eighth Grade — Games. (d) Not more than one player of each team shall touch the ball at the time it is being disputed with an opponent. Violation of this rule is a foul. It is not a foul for two players on the same team to put their hands on the ball when it is not disputed by an opponent, provided one player immediately takes her hands away. Section 5: When a ball has been caught it must be thrown within three seconds. If the player has fallen down, the three seconds are counted from the time when all the body weight is again on the feet. Foul for delay may be applied if the player does not get up as soon as possible. Section 6: The ball may be thrown, dribbled, batted, bounced or juggled in any direction. The ball may be bounced or dribbled once only, with one or both hands, and the bottom of the ball must reach at least as high as the knee in bouncing. The ball may be juggled once only, and the bottom of the ball must go as high as the top of the head during the juggle. A dribble shall not be used combined with a juggle. While making the one bounce or one juggle a player may take any num- ber of steps, provided the steps are made between the time the ball leaves the hands and the moment it is again caught. 1. A dribble is a play in which a player, after giving impetus to the ball by bouncing it, touches it again before it has been touched by another player. 2. A juggle is a play in which, after giving impetus to the ball by throwing or batting it into the air, touches it again before it has been touched by another player. 3. A bounce shall be understood to mean a play in which the player, after giving impetus to the ball by bouncing it, does not touch it again before it is touched by another player. 4. A free throw for goal is the privilege given a team to throw for goal from a position directly behind the free throw line. Section 7 : No player should hand or roll the ball to another player. The ball must be thrown or bounced to another player or thrown for the basket. The player, when throwing the ball, must be standing on one or both feet or jumping in the air. Section 8: (a) The ball shall be put in play in the center. 1. At the beginning of each quarter. 2. After a goal has been made. 3. After an illegal free throw has been made. 4. After the last free throw following a double foul. 5. At the beginning of the additional playing period necessary in a tie-score game. (b) When the ball is put in play in the center each center player shall stand with both feet within own half of the circle, with one hand behind the back and in contact with it ; the hand shall remain in this posi- tion until the ball has been tapped by one or both players. The other players may take any position they may desire without interfering with referee or center. Section 9: When the referee puts the ball in play in the center it shall be tossed upward in a plane at right angles to the side lines between the centers, to a height greater than either of them can jump, so that it will drop between them. Both players must jump for the ball at center and elsewhere. The referee shall blow a whistle when the ball reaches its highest point, after which it must be tapped by either one or both of the center players. If the ball touches the floor without being tapped by one of the jumpers the referee shall put it in play again in the same place. Eighth Grade — Games. 195 If the ball is batted out of bounds by either of the players, the regular out of bounds rules shall apply. Section 10: When the referee tosses the ball up between two players elsewhere than in the center the players shall assume the same position in relation to each other as when jumping in the center. Section 11 : Whenever the ball is tossed up by the referee, between two players, whether in the center or elsewhere, the ball must be batted, not caught. Neither of the players jumping may catch the ball until it has touched the floor as has been played by some other player than those jumping. This does not prevent the player from batting the ball more than once. Section 12: The game shall terminate by the sounding of the time- keeper's signal indicating the end of the game. Remarks: Matched or tournament games may be played according to the Spalding National Basket Ball rules. See booklet on rules. Spalding basket ball is recommended. Guarding Fouls. 1. Guarding over opponent. 2. Guarding around opponent. 3. Guarding with one or both hands over the ball held by opponent. 4. Guarding with one or both hands touching the ball held by op- ponent. 5. Guarding within three feet of boundary line, when space outside is limited. 6. Guarding with both arms, when opponent is at a corner where two boundary walls meet. Fouls with the Ball. 1. Failure to throw the ball within three seconds after it is caught. 2. Double dribble (in dribble, bottom of ball must reach as high as the knee). 3. Double juggle (in juggle bottom of ball must go as high as top of head) . 4. Handing or rolling the ball to another player. 5. Throwing ball from kneeling or lying position. 6. Catching ball on toss up by referee, before it has touched floor or has been played on by other players than those jumping. 7. More than one player of each team putting her hands on the ball. 8. Running with the ball. 9. Snatching or batting the ball from opponent's hands. 10. Kicking or striking the ball. 11. Passing ball to another player while making a free throw. Basket Ball Rules. General Fouls. 1. Player jumping for ball must hold one hand in rear of back. 2. Any persistence in delaying the game. 3. Coaching from side lines. 4. Only captains shall address officials. Personal Fouls. 1. Guarding with any part of the body touching opponent or hold- ing. 196 Eighth Grade — Games. 2. Holding, blocking, tripping, charging or pushing an opponent. 3. Unnecessary roughness. 4. Pushing or holding an opponent who is in the act of throwing for the basket. Line Violations. 1. Touching from beyond field line division or beyond second line if neutral space is used with any part of body or clothing. 2. Touching or crossing free throw line before ball has touched basket or backboard. 3. Players touching six-foot line or entering free throw land, before ball has touched basket or backboard. (In free throw.) Basket Ball Score Rules. 1. A goal made from the field shall count two points. 2. A goal made from free throw counts one point. 3. A goal counts if whistle sounds when the ball is flying in the air toward the basket. 4. A goal thrown before the whistle is blown for a foul made by a player does not count. 5. A goal from out of bounds does not count. 6. In case of a tie the game shall continue until either side has made two additional points. (No change of baskets.) 7. If the game is won by default the score should be 2-0. 8. If the player oversteps his throw line for the basket it does not count. 9. If the players from either side overstep the six-foot line (in free throw) to goal, does not count. The Basket Ball is Dead. 1. After every field goal. 2. After every free throw is made. 3. After double free throw on opposite sides missed or made. 4. After double free throw for same side (if second is made). 5. At the expiration of playing time. 6. When the ball goes out of bounds. 7. When the ball lodges in supports of basket. 8. After an illegal free throw. 9. When a foul or line violation is called. 10. When tie ball is declared. 11. When "time out" is declared. Rules for "out of bounds," balls and plays. A ball is out of bounds when it is completely across the boundary line. 1. A player may hold the ball five seconds out of bounds. 2. If ball is out of bounds, it is given to opponent of player last touching it. 3. If player oversteps the boundary line in delivering ball, the ball is given to opposite side for throw. 4. If ball is batted out of bounds by one center in jumping, it is given to an opponent outside. 5. If the ball is batted out of bounds by the two centers in jumping, it shall be thrown up between them at a point three feet within the court at right angles to point where ball crossed. 6. In case of a doubt as to which side last touched the ball out of bounds, it shall be tossed up between the two players. Eighth Grade — Folk Dances. 197 7. If ball is out of bounds when "time" is called, play shall be re- sumed at the whistle just as if "time" had not been called. 8. All guarding must be done inside of the boundary line. The ball is thrown up between players. Note: The ball must be batted, not caught. The players jumping may not catch the ball until it has touched the floor or has been placed by some other player than those jumping. 1. When ball is put in play at center. 2. Tie ball (two players placing both hands on ball at same time). 3. If ball is in bounds when "time out" is called, it shall be tossed up between players nearest the spot when "time out" is called. 4. If ball is held tie between center and guard or forward, the ball shall be tossed up between the center and a center opponent. 5. In case of doubt as to which side last touched the ball in "out of bounds, ' it shall be tossed up three feet within the boundary line. 6. In case of a doubt as to which player first had two hands on the ball, it shall be tossed up between the players in question. 7. If two players of different teams are over the division line at the same time, there shall be a toss up between player who has the ball when the double violation is called and nearest opponent. Violations Which Give Ball to Other Side. If ball is out of bounds, it shall be given to an opponent. If ball is played first in bounds by player who returned it from 1. 2. outside. 3. 4. bounds. 5. 6. If player steps over line when throwing in from out of bounds. Ball must be thrown from the mark where it went out of over line. If player holds ball out of bounds longer than five seconds. Player throwing the ball from the boundary line with one foot 1. bounds. 2. missed. Another Throw for Same Side. If player is interfered with in returning the ball from out of In free throw if opponent oversteps six-foot line and basket is Penalty. 1. If overguarding opponent who is in the act of throwing for the basket, two free throws shall be awarded side fouled against. 2. A free throw shall be awarded side fouled against. 3. Four personal fouls disqualify a player. 4. The free throws shall be awarded. 5. For being disrespective to referee or officials. CORNISH MAY DANCE. n 198 Eighth Grade — Folk Dances. B m m CORNISH MAY DANCE— Continued. n s -+- =S— •- =t=p= S^=Jz=^: -J — I- m f ~ : J~ fn 3^S -i — i — i- * — i — »- *=t t ^" t^ Form couples and join inner hands. Polka step. Forward 16 counts All halt and form fours. Square. Couples march forward to center four counts Return four counts Join right hands and once around right. Same, left. Form a large circle, join hands and circle left and then right. Repeat all. I Sfe^fe£ THE MADRID MAZURKA. 1 2 3 -£3-4— =j: ^=3 Ss£ £=fc m q 8± m =3=3: -&r egga p B u m=t =4 •- 1* %£5 1 10 & 11 i5±EiE8 12 •=*=l: m m~ -&-*- -sK £ ?= Formation: Form a double circle. Partners face, boys take partner's right hand in his left. Free hand on hip. Boys' part described ; girls counterpart. Eighth Grade — Folk Dances. 199 A. Measures 1-2: Step to the side. (Counter-clockwise with the left foot.) Place right toe forward, raise and lower heels and swing arms forward and upward. Stamp as the foot is placed to the side. Repeat, stepping on the right foot and swinging arms down, back- ward and upward. Measures 3-4: Drop hands, place hands upon hips, step to the left whole turn, about face, face partner, extend arms sidewise, shoulder height, and stamp three times. A. Measures 1-4: Repeat all measures with steps. B. Measure 5: Join both hands, arms raised to shoulder level. Take three short slides around the room. Measure 6: Repeat. Measures 7-8: One Mazurka step, and three stamps, left, right, left. Measures 9-12: Repeat all, starting with the right foot. KOMARMO. 2 ^-tfi^SR ^=j=^=ft^- - iii — i- Z fflR=gj ^-* -* -*-# tt=* -•— # fe^ M T # LI i=£ J2: ±t -£=££ u JeBHeS B *=* JEJEEj m 3=i ?=± i=^s=l i g-g m^m S 200 Eighth Grade — Folk Dances. KOMARMO— Continued. 3=S m -m. -m. ^ F =^=b^^^=b=f t=t In fitting the steps to the music, each measure should be counted as follows: "One and, two and, etc." Form a double circle or in ranks. Part A. Measure 1: Beginning with the left foot, number one makes a long slide diagonally forward with the left foot (one) , closes the right foot to the left (and) , with left foot make a long slide diagonally forward to the left (two) pause (and), Measure 2: With right foot slide diagonally forward to the right (one), close the left foot to the right (and) , with the right foot slide diago- nally forward to the right (two), pause (and), Measures 3-8: Continue the same step, using left foot and right foot alternately. Number two at the same time executes the same step with the same foot, but sliding diagonally backward. This should give a zig-zag effect, one sliding toward and the other sliding away from the center of the circle. Part B. Measures 1-2: With the position of the hands still the same the dancers spring and touch the left foot forward with toes raised from the ground (one), pause (and, two and), Measure 3 : Dancers spring and change position of feet (one) , pause in this position (and, two and), Measure 4: Dancers spring and change the position of the feet again (one), pause in this position (and, two and). Part C. Measures 1-6: With left hands still back of own waists, dancers link right elbows and swing each other with slow running steps, starting with the left foot and making two steps to each measure. Eighth Grade- — Folk Dances. 201 Measures 7-12: Link left elbows and turn, without pausing, in the oppo- site direction ; swing each other in the reverse direction in the same manner. At the completion of C, dancers resume their original posi- tion and repeat entire dance from beginning. HIGHLAND FLING. 4—- ^-j- j=g= ffi -*— «-r-Sj- £^ tf£=r 5 ^3 ^i — 6 rfq .. r 1 7 8 — ! — h si .- • * % " -? 1 — > > — — * ^r-^ — j- ^— « — 1 H 1 -\. 1 -P P " •- B P 10 11 12 •-* — *- £ES S -»-*- 13 \fi r tj'\ 14 15 16 ttsM f f 1 —0 0- — 0— * % _^ Ji-L.. i-2 — . 1 l -J 1 I V -p — li-JL.. Formation : Form ranks of 4, 6, 8, etc. Open order outward from center. Arm circle left over head, right hand. Upon right hip, palm upwards. Part A. Measure 1: Hop on right foot and toe-step left sidewise, circle right arm over head. Hop and place left foot in rear of right knee. 202 Eighth Grade — Folk Dances. Measure 2 : With a slight movement of the left foot place it in front of the left knee, forming figure four, close step. Count — (one, and two, and three, and four, and). Measures 3-4: Change and repeat all opposite sides with changing posi- tion of arms, left arm circle over head, right hand on hip. Measures 5-6: Same, opposite (on left side). Measures 7-8: Same, opposite (on right side). Measures 1-8: Repeat all, with a one-fourth turn to every two measures, making a whole turn left. Part B. Measures 9-10: Hands on hips, hop on right foot and toe step left for- ward (one and) , hop and repeat same, right toe step right forward (two and), Measures 11-12: Form figure four by placing left leg in front of right knee (three and), close step, (four and), Measures 13-16: Repeat all of the last four measures. Repeat all of Part B. , Repeat all. Public School Playgrounds For the State of Missouri (203) Play Grounds. 205 PLAY GROUNDS. Management of School Yards and Playgrounds. The director or first assistant has charge of the playground. His special duties are: 1. Keeping of Statistics. These should be carefully kept and forwarded weekly to the county and city superintendents, who forward yearly the reports to the State Superintendent. The average attendance is taken twice in the fore- noon, which is divided by two, giving the forenoon attendance. The afternoon attendance is taken twice in the afternoon, which is divided by two, giving the afternoon attendance. Adding the forenoon and after- noon attendance gives the average daily attendance. These reports should be made daily. 2. Care of Grounds and Equipment. The first assistant should at all times be intimately acquainted with the conditions of the grounds and the equipment. Especial care is necessary in detecting any sign of weakness in suspended apparatus, in sharp corners, etc., of toys and of tools. Report cards for needed repairs should be sent to the superin- tendent's office each Wednesday and Saturday. The list of all toys and tools and apparatus must be kept up carefully. The daily loss of toys and tools must be recorded. In this connection it is important to have a box or locker at a convenient place for the keeping of all play implements. This should be so arranged that one glance will suffice to note the absence of any implement at close of session. It is wise to have a signal a few minutes before close of session for the purpose of having all implements returned by those who obtained them. All children should be led to take an interest in putting away everything which they have used. This will create a sense of good order and also tend to make the children take a general interest in school and municipal property. A printed list of supplies will be given to each playground head. On this should be checked off whatever there is at each particular ground. This list will also have columns for reporting conditions, etc., and will give each supervisor an idea what supplies there are at the office. At the end of the season a detailed report of every apparatus, implement, etc., must be made to the office. 3. Discipline. The first assistant is responsible for the discipline on his play- ground. He alone can debar any child from temporary or permanent presence on ground. He should get into close relation with the local police department in order to be properly protected from outside interference by adults, "hangers-round," etc. He should also cultivate co-operation with local societies, churches, and settlements. 206 Play Grounds. It is very important that he also get into close touch with the parents. This can be done by having occasional local festivals for the younger children and events for the older children. The first assistant is at all times responsible for the program and the work of his assistants in the distribution of division of spaces. He should cultivate a personal acquaintence with all the children and should be the first and last one on the ground. It is the first assistant's special duty to organize teams and arrange games for all older children. He should also arrange regular schedules for his ground and should arrange for visits with other grounds. Assistants. The assistant will attend to the duties of the first assistant in case of his unavoidable absence. He will assist the first assistant in the clerical work necessary for all statistics. He will carry out the program arranged by the first assistant. He will take charge and conduct special lines of work outlined by the first assistant. It shall be his special duty to supervise the physical activities of boys and girls too old for the sand garden. He will be responsible for the material and equip- ments used in the activities which he is carrying out. The assistant in sand gardens will have charge of the sand boxes, rest places for children and mothers, under the direction of the first assistant. It is his special duty to see that sand and play implements are kept in a workable and hygienic condition. He should be well versed in the activities of infant architects and be capable of helping them in fashioning things as their imagination desires. To keep the sand in a hygienic condition the children should be taken out at regular intervals to the lavatories. Their hands, etc., should be inspected for contagious inflammation. The children should be taught early not to put the pails, spoons, spades to other uses than clean sand work. After a rain the boxes should be exposed to the sun for drying, and if too dry they should be sprinkled the first thing in the morning. If tin tools are used they should be kept free from rust, and care should be used in supplying tools without ragged edges and sharp corners. Children with capable imagination, able to fashion pies, huts, and bridges, should be well distributed among other children with less capacity. The assistant in the sand gardens should ably assist the other teachers whenever possible. A Sample Program for a Day Upon a Playground. No set programs can be given to all the schoolyard playgrounds, as each playground has its own local problems to solve. Besides, each day's program is dependent upon weather conditions, presence of special instructors, and attendance. The choice of games, for instance, should depend upon number of children present. On rainy days more story- telling and quick games are in order. On some unusually hot days or sultry days, the children are to be kept quiet as much as possible, and in the shade, and the more vigorous activities should be carried on during the early and later hours. Forenoon. 1. A few words of general instruction, announcements, etc. Let children know which games are to be played and when. Note their Play Grounds. 207 expressions of approval, etc. Will get valuable hints as to favorite games. 2. Distribute the small play material. 3. Do not distribute all kinds but vary daily. 4. Organized plays and games for younger children. 5. Athletics, gymnastics for older children. 6. Free use of apparatus and free play. 7. Supervise only to insure equal opportunity for all. 8. Command good manners and good individual work. 9. Organized games for older children. 10. For younger children. 11. Organized small group play with small play material. 12. Marching and singing. 13. Story telling. 14. Dismissing of children according to the need of time for walking home. 15. Free use of swings and other large play apparatus. 16. Teachers make out their morning reports and hand them to director. If yard is closed during noon hours, one assistant or care- taker to remain as watchman. Afternoon. 1. Free play and free use of apparatus. 2. Reading and story telling all over play yard and in building. (Use shady corners, places under trees, etc.) 3. (a) Younger children — organized physical activities; dancing, social games, kindergarten work, etc. (b) Older children — organized team games. Same game going on in several groups or several games in different groups. 4. Free play. Free games and free use of apparatus. Supervise only general conduct of children and assist individual efforts. Outline of Plays and Games. The following list of plays and games is classified according to the needs of various ages. They are minutely described, and supple- mentary list is appended for each grade of children for convenient reference. These which are minutely described are modified or arranged with special reference to use in limited areas, and in nature require considerable physical activity. They are to be used whenever it is necessary to exercise all the children together. They will help in organ- izing the children into groups and teams and lead up in a graded sequence to athletics and team work. The following games are preferably to be played on the outside, except those marked with a star, which are inside games. (All listed games will be found in this Manual under their respective grades, and in numerical order.) First Grade. 1. Scooping Sand. 7. Flying. 2. Windmill. 8. Chopping Wood. 3. Arms forward. 9. Rowing. 4. Jumping Jack. 10. Hopping. 5. Throwing Lasso. 11. Jumping. 6. Locomotive Getting Up Speed. 12. One-minute Race. 208 Play Grounds. Second Grade. 1. Cat and Rat. 7. Circle Ball. 2. Running and Hopping Race. 8. Fox and Farmer. 3. Fox and Hen. *9. Passing the Blackboard Eraser 4. Cleaning House. 10. Passing Eraser over Head. 5. Drop the Handkerchief. 11. Hoping and Running Race. 6. Wood Taggers. *12. Exchange Seats. Third Grade. Fourth Grade. 1. North and South. 1. Hop and Pull. 2. Hop Butting. 2. Poison, or the Wrestling Ring 3. Hopping and Pulling. 3. Relay Race. 4. Follow the Leader. 4. Wand Wrestling. 5. Three Deep. 5. Dodge Ball. 6. Bull in the Ring. *6. Vaulting Seats. 7. Tag the Wall Relay. 7. Bird Flv. 8. Potato Race. 8. Still Pond. 9. Lame Fox and Chickens. 9. Tag Wall Relay. 10. Beetle Goes Around. 10, Bears and Cattle. 11. Ball or Bean Bag Over Head. 11. Bull in the Ring. 12. Touch. 12. Flag Race. Fifth Grade. Sixth Grade. 1. Dodge Ball. 1. Round Ball. 2. Over and Under Relay. 2. Pursuit Relay Race. 3. Arch Goal Ball. 3. Jump the Shot. 4. Center Catch Ball. 4. Old Woman from the Woods. 5. Garden Scamp. 5. Red, White and Blue. 6. Catch Fish. 6. Bombardment. 7. Bean-Bag Pass. 7. Toss Up, Heads or Tails. 8. Prison Base. 8. Line Ball. 9. Dumb-bell Tag. 9. Jumping Relay. 10. Baste the Bear. 10. Three Deep. Seventh Grade. Eighth Grade, 1. Indian Club Guard. 1. Indoor Baseball. 2. Long Ball. 2. Poison. 3. Cross Tag. 3. Tether Ball. 4. Posture Tag. 4. Captain Ball. 5. Center Base. 5. Net Hand Ball. 6. Snow Fort Bombardment. 6. Soccer Football. 7. Zigzag Relay. 7. Basket Ball. 8. Tug of War. 9. Switching. 10. Volley Ball. 11. End Ball. Play Grounds. 209 THEORY AND PRINCIPLE. 1. Spirit and Aims. A. The Social Opportunity. The playground teacher has the real boy and girl before him. They are forming habits of honesty or cheating, fair or foul play, generosity or selfishness, politeness or rudeness, determination all around him. He has a thousand opportunities to direct habit every day. The children will learn their spirit and method of play largely from him. He is sowing his personality broadcast, and should be careful of the type. B. Personal Methods. He should try to know as many children by name as possible. He should be friends with as many as possible. Any prowess or art that he may possess will increase the effectiveness of his example in every- thing; conversely, any ignorance of rules or inability to take part effectively in playground activities will diminish his influence in every- thing. He should be sympathetic. He should take an interest in all their experiences and plans. He should try to help them in all en- deavors. C. Social Ends to be Attained. The Formation of Friendships. — The friendships of children are formed mostly in play. The teacher should check the forward, obstinate, selfish ones, and help them to be good comrades and generous competi- tors. Obedience to Law. — He should get the children to live up to the rules, and it is the sportsmanlike thing to do, rather than from fear of penalties. The law of the game is the essence of all law to the boy, and the playground is the place to teach him to be law-abiding. Loyalty. — He should try to get loyalty in all his teams. It is the boy's first step in unselfishness and almost the same to him that patriot- ism is to the citizen. He should create loyalty to the ground by holding competitive games with other playgrounds and getting as many children to enter into the spirit of it as possible. Cleanliness. — He should speak to and caution the children who are careless in this matter. He should not choose such children for leaders. He should have an occasional military inspection of the teams. Get the captains to take pride in the appearance of their men. Choose some one for some preferment occasionally, because he looks so "neat." Justice. — He should preach the "square deal." Large children must not take things away from small ones. Children must take their turns on coveted apparatus. Children must give up the coveted position when they have held it a fair length of time. Honesty. — In tournaments there are very strong temptations to false registration from different grounds, under false ages, and from non-amateurs. Disqualification is the one consistent and effective punishment for all these and it is the most effective lesson in truthfulness that can possibly be given. Politeness. — This is very effectively taught without great effort in the playground. The children will learn much from imitation of the teacher. They are apt to think that politeness does not apply to play, 210 Play Grounds. so the lesson is all the more needed. The teacher must be careful to be polite to the children. He must be careful to use polite expressions in all games; nearly all the ring games have opportunities in this direc- tion. He must insist on politeness to himself and on politeness to all officials and opponents at meets, on penalty of disqualification. Chil- dren will need instruction as they will not know what politeness requires. Determination. — There are many children who try a game or stunt once or twice and then give up if they are not successful, who are dis- couraged if their opponents get a large score against them, and want to stop the game. There is no other opportunity of similar value in teaching the will to succeed against obstacles or odds. The teacher should en- courage them to keep trying. D. General Ends to be Secured. An abundance of physical exercise. The creation of as many interests as possible. The happiness of the children. 2. Arousing Interest. A. Enthusiasm in Instruction and Leadership. B. External Aids. Playground button. Holding exhibitions or festivals. C. Arousing Local Pride Through Appearance of Ground. The teacher should see that all litter and paper are picked up. He should see that the equipment is always in repair, if he has to repair it himself. He should see that the grass is cut, if there is any, and that every- thing is in order. Keeping his athletic records posted up. Having a good playground banner; the children will gladly help to buy it. Having colors, a uniform, if possible, and a yell. 3. Teaching Activities. A. Instruction in Games and Athletics. Kindergarten and Ring Games for Little Children. — Children should have thirty or forty games that they play together. The director should teach a new game as soon as the children tire of the old ones. Games for Older Children. — General games, employing large num- bers of children, essential to getting acquainted and forming a ground loyalty. Team games. Teachers must know the rules and be able to play the game better than the children. Note. — It is well to have a digest of the rules of the less common games printed and posted up on the ground and distributed to the members of the teams. The cost is but a trifle. Athletics. — Running, instruction in: The way to start; the course; the finish. Examining the heart and lungs of children who are taking regular training. Having relays in which a great many take part, so as to get all the children interested in running. Note. — It is well to have some form of standard test for which a special button is given and try to get all the children to win it. Each Play Grounds. 211 playground should receive credit for each button earned and the dif- ferent grounds should compete for the record. Jumping. — It is well to have a place marked off for the standard test. The high jump is very popular when it is once started. Chinning. — There should be a good place on each ground. Note. — The ground should have credit for all the children that come up to the test. Post up names and print in the papers. Group Contests. — Class athletics where a group competes against another group, each trying to secure the highest average. Where one group competes against another group and the performance of each is added to a group total which serves as the basis of the competition. B. Dancing. (Selected Books for Dancing.) 1. Folk dances and singing games (by Elizabeth Burchanal), published by G. Schimer, N. Y. 2. Folk Dance Book (by C. Ward Crampton), published by A. L. Barnes & Co., N. Y. Where — The steps of the school, in the play room, under a tree, in the sand bin, etc. Difficulties — Different ages of the children, noise, interruptions. Must know the story and tell it with animation. The following list of books is suggested as a tentative list : For Younger Children. Andersen's Fairy Tales. Popular Tales from the Norse Sir George Dasent. Stories of the Field Sir George Dasent. Mothers' Stories Maude Lindsay. More Mothers' Stories Maude Lindsay. Alice in Wonderland Lewis Carrol. Alice Through a Looking Glass Lewis Carrol. For the Children's Hour Carolyn S. Bailey and Clara N. Lewis. Stories to Tell Children Bryant. The Bible. Uncle Remus. For the Older Children: Near and Far Stories Laura B. Peck. Jungle Book Kipling. All the Animal Stories Sir Thomas Seton. Hiawatha Longfellow. Some of Cooper's Novels (Leather Stocking Tales.) Robin Hood Howard Pyle. King Arthur Howard Pyle. King Arthur and His Knights Maud Radford (Published by Rand-McNally Co., Chicago, Illinois.) Wonder Book Hawthorne. Tanglewood Tales Hawthorne. Norse Stories Hamilton Mabie. Wonder Tales from Wagner Annie Alice Chapin. Roland Baldwin. Ulysses Charles Lamb. Robinson Crusoe Defoe.. Stories of the Gorilla Country Du Chaillu. 212 Play Grounds. D. Industrial Work. The children should do as much of the practical work as possible. If the boys help to clear the ground and make the ball diamonds and running tracks, and the girls make the baby hammocks, the bases for baseball, covers for tether balls, bean bags, and their own aprons and bloomers, the work will be interesting in itself, and will increase their loyalty to the playground. Basket work, raffia work. Older girls are very fond of these and it always pleases the parents. Whittling, rope splicing, and kite flying for boys. The teacher should not give out material without instructions how to use it. ;■ ■ ' • ! He should not give out material for the children to take home. He should not give out material to be carried around the playground. See that the children finish what they begin. Have the children furnish the material for the large pieces and allow them to keep it. Note. — The better pieces of work find a ready sale, and in some cities there is a practice of having a fair at the end of the season and disposing of the objects made. The proceeds go either to the children, to the playground, or are divided between them. E. Nature Study. It is best to let each child have his or her own plot, so long as it is properly cared for. To let the children have all they can raise on it to use or sell. To raise radishes, beets, lettuce, corn, parsnips, carrots, etc. To give the children careful instructions in planting, watering and weeding. To create pride in the appearance of the plots and get the children to do something at home. F. Music: Vocal and Instrumental. G. Miscellaneous Activities. Put here anything required by local needs. 4. Conduct of Activities. A. Criteria of Success. The attendance of the children. The extent to which the activities are organized. The loyalty and general spirit of the ground. C. Selection of Activities. 1. Work must be adapted to the age and sex of the child. 2. To the season of the year. 3. To the size and shape of the ground. 4. Those activities should be chosen in which the most children can take part with pleasure. Play Grounds. 213 D. General Organization of Activities. 5. Programs. General Programs. — The director should have a general program which will provide a place for all that he is supposed to do, as gym- nastics, athletics, story telling, industrial work, etc. In general he should have these things at the same time each day, though his program must be plastic. It is customary in many cities to have some sort of opening and closing exercises, consisting as a rule of singing, marching and a flag salute. These are usually popular with girls and unpopular with boys. Special Programs. — Of more importance than a general program is the special program which is made up each day to cover the special work of the day in organization and coaching of teams and the like. It is necessary to have a schedule for all regular teams so that they may know when they are to play. Exhibitions. — It is very desirable to have exhibition programs every two months or so to which the parents should be invited. This increases the interest for the children, gives an entertainment to the neighborhood, creates loyalty, and arouses general interest in the playground. Some of the most successful exhibits of this kind are: An athletic contest, a gymnastic and calisthenic drill, games of the small children, the in- dustrial work, dramatics, singing, a baby show, etc. Get the parents to judge where they are likely to be impartial. Excursions. — It may be desirable at times to suspend the regular activities of the playground entirely and take the children off to a picnic or on a walk or run or a swim. Aids in Organizing Activities. — The director will find it a great help in his work if he will select a few of the stronger and more reliable members of the playground as volunteer assistants. It is well to pro- vide these with some special badge or insignia and to give them special privileges. Only those whose personal example will not be harmful should be selected. 6. Use of the Apparatus. The Swings. — Rules in Using: Little children should use the little swings. Children should swing themselves. Girls at least should not stand up. Should not swing high. Boys must keep away from the girls' swings. The little children must keep away from the large swings. The little children may be changed by monitors, by whistle. Note. — The swing is one of the most dangerous pieces of apparatus, physically and socially, in a crowded playground and requires constant watchfulness on the part of the teacher. The See-Saws. — Rules in Using: A child must not jump or slide off when the other child is up in the air. Must not stand up on see-saws. Must not bump down so as to make a noise. 214 Play Grounds. The Sand Bin. — Rules in Using : The children like to draw and make designs in the sand. The sand bin should be kept free from paper, lunch, etc. The sand requires sprinkling in dry weather. Use antiseptics. The sand must be changed occasionally, the old sand may be used for jumping pits, etc. The Giant Stride. — Rules in Using: Small children must be kept away from it. The children must be instructed in getting off. The teacher must watch the attachments and splices. The teacher must chain up at night the unfenced playgrounds. The Slide. — Rules in Using: The teacher should not allow children to come down standing up; to run up. Small children to go up alone or with other small children. Care of : The teacher must keep sand at the foot of slide. Watch for slivers, nails, or screws. Oil with raw linseed oil or wax occasionally. The Tether Pole.— Use of: The teacher makes and posts up a digest of the rules for the children. Have teams of three or five. Have a good concrete or brick ring around the pole to mark the circle and courts. 7. Organization of Team Games. Aims in organizing teams. Work for teams with the team spirit. Every child on the playground should be organized into as many different teams as possible. If the same children are on several different teams together, as baseball and basket ball, it increases loyalty. The ground will reach its maximum of efficiency when all. team space is occupied all the time by regular teams, and the free space by others, playing other games. It is well to make the members of the first teams coaches and um- pires on new teams. Advantages of regular teams : They become responsible for property, etc. Loyalties are formed. They master the games and the best boys coach the poorer ones. They practice regularly. Aids in organizing teams: It is well to pick out a leader and get him to organize his friends, his block, his school, his club, or anything he is connected with. To get them to practice at some regular time and if possible start a tournament on the ground. A uniform, a yell, a pin, or a badge will help. Regular teams should be given certain privileges. An- advisory council of captains is an advantage. The captains should be encouraged to master the rules. The captains should be made responsible for the eligibility of their teams. Play Grounds. 215 It will be a help if you will furnish the members of regular teams with buttons with the name of the club on it. It is still better to have the club do it. These will cost a small sum. 8. Tournaments and Contests: Objects. To secure vigorous training, create ground loyalty, increase the attendance, interest the parents, give publicity to the movement, get the children to co-operate with each other, and compete with others with- out quarreling, and teach the laws of clean sport. Tournaments on the home ground should be conducted in as great variety of events as possible and keep the score from week to week. Eligibility of Contestants : Age, height. Penalty for false registration, disqualification for the season if in- tentional. Team disqualified if a single contestant is not eligible. 9. Treatment of Opponents. The teacher should talk with the children and especially with the team members about the treatment of visiting teams and their conduct on other grounds. They must not dispute decisions or be impudent to umpires. Must not cheer opponent's mistakes. Give cheers for each other at the end of the game. The teachers must themselves be very careful about all these things. 10. Organization and Management of Contests. . The director of the home ground must see that everything is in readiness for all events before the visitors arrive. He must take such measures as are necessary to see that spectators do not crowd in on contestants. He must furnish a sufficient number of helpers to insure the proper conduct of the meet. Parents are pleased to assist in minor positions. Officials must watch the starts, especially of the relays, and see that no one gets off before the time. The playground banner should be taken to all tournaments. Every event should be begun on time whether the children are there or not. Penalty for tardiness should be deducted from the score. If there are contests for boys and girls these should go on simul- taneously. Enough events should be carried on simultaneously so that the tournament can be finished in good season. If the children are kept until dark, trouble is always likely to follow. Prizes should not be awarded at preliminary tournaments. Wait and see if there are protests; make an occasion of giving out prizes. Full reports of meets should be sent to the playground office. The scores should be posted up on the playground. The playground kept open while the director is away at the meet by the janitor, volunteer, or other worker. Note. — In order to facilitate entries, scorekeeping and making reports, it is wise to have regular forms printed for these purposes. To secure good conduct at meets, make conduct count in the score. 216 Play Grounds. 11. Care of Supplies and Grounds. A. Supplies. Supplies should be kept under lock and key, either in a box or store- room. Children should not be sent for supplies unless they are well known. It is necessary to prevent things from being stolen, both for the sake of the thing and the child. An account should be made to the office of all supplies received and what happens to them. Worn-out material should be returned with the request for new supplies. It is best to have the children repair what is broken and replace what is lost. More supplies should not be given out until lost articles are found. B. The Ground. Everything about the buildings and grounds should be kept as clean and neat as possible. Especial care should be taken about writing in toilets and playground buildings. 12. Discipline. Absolutely necessary if the playground is to be a good rather than an evil influence. Must insist on being obeyed. A. Fundamental Considerations. Smoking, swearing, yelling, using insulting language, being dis- obedient, obscenity, destructiveness, stealing and improprieties between sexes are the chief forms of misconduct. Undoubtedly all these evils tend to increase in an unsupervised playground that calls together large numbers of children. Likewise they tend to diminish rapidly with a playground that has the right spirit and direction. There are more of these evils ordinarily in the lives of children than most people realize, and the playgrounds are sometimes held to be responsible for street conduct and language. There is special need of watchfulness in the relations of the sexes. The undercurrent of sex feeling is stronger with children than adults usually realize, and the number of children in the congested part of a great city who grow up in pristine ignorance and innocence in these matters is small. Yet any slip in language, gesture, or conduct is sure to be charged to the playground. The only defense for much of it is to keep a high tone to the whole ground and trust that this general spirit will sooner or later leaven all the parts. B. Opening of a New Playground. All problems of discipline are more serious in the beginning. It is often necessary to have a policeman stationed at the play- ground at first. The difference between the conduct on a new and old playground is the best index of the success of the system. C. Helps in Discipline. The spirit of the ground and the organized teams. The office, in case of a chronic condition. The janitor or watchman. The passing or regular policeman. Play Grounds. 217 Sometimes a system of self-government. The police station, in case of unruly gangs. D. Forms of Punishment. Excluding from games or teams. Notifying parents. Arrest in case of vicious misconduct. Excluding from the ground permanently in case of loose girls or boys. E. Methods. The only really effective method is to get such a spirit in the ground that misconduct meets with social reprobation. 13. Dealing With Parents. A. General Considerations. It is well to try to get the parents and the whole community inter- ested in the playground and its activities. Get them to assist in the improvements going on. Get them to serve as officials and judges in minor matters. Refer cases of discipline to them occasionally. Take pains to be courteous to them and explain the purposes of the playground. There are apt to be sick or nervous people who resent the noises, or perhaps balls, from the playground. Try to keep these disturbances to a minimum and do what you can to pacify any such person. In case of sickness in the neighborhood, noisy games should be stopped. Playground Equipment. Materials. 1 Indoor Baseballs. 2 Basket Ball. 3 Tennis Ball. 4 Tennis Net. 5 Raffia. 6 Needles. 7 Volley Ball. 8 Indoor Bats. 9 Jacks. Some of the ideas of the foregoing chapter on playgrounds are from the manual issued by the Department of School Hygiene, Boston. PLAYGROUND ACTIVITIES CONSIDERED. Help to secure a sound body, mind and character. Playground work comes in with the function of recreation. I. Function of Recreation. (a) General value. (b) Specific value. Physical, moral, mental and social. (c) As far back as the Ancient Grecians and Romans, recreation has taken its part to help civilize the world. 1 Sand Box. ?, .Swings. 3 See-saws. 4 .Slide. B .Revolving Parallels. 6 Giant Stride. Rings, two pairs. Gym- 1 Horizontal Bar, one. 7. nastic < Incline Ladder, one. Outfit | Incline Poles, one set. m i [Horizontal Ladder, one. 8 .Supply House. 218 Play Grounds. II. Recreational Forces. (a) Commercial. (b) Philanthropic. (c) Public. III. Public Playgrounds. (a) Athletic field. (b) Public pools. (c) Public comfort stations. (d) Accounting. (e) Cost. (f) Statistics should all come into consideration to foster play- ground movements. IV. Operators of Playgrounds. (a) The plan. (b) Equipment. (c) Staff. (d) Qualifications. (e) Salaries. (f) Hours, etc. (g) Supervision, (h) Instruction, (i) Games. (j) Instruction and personnel. V. Social Services of Playgrounds. (a) Study of the neighborhood. (b) Racial difference. (c) Religious observance. (d) Economics observance. (e) Moral standard. (f) Co-operation of parents. (g) Attitude toward public. (h) Police. (i) Gangs, etc. (j) Juvenile court. (k) School librarian. (1) Probation. (m) Co-operation of private organization. (n) Churches, (o) Charities. These views should be taken in consideration in managing a play- ground. VI. Specialized Activities of a Playground. (a) Folk dancing. (b) Story telling. (c) School gardening. (d) Industrial work. (e) Outings. (f) Playground organization. Hygiene. 219 VII. Games. (a) Popularity an essential. (b) Graded games. (c) Games every boy or girl ought to know. VIII. Standard of Physical Development. (a) Boy. (b) Girl. . (c) Team. IX. Sociological Essentials. (a) Playground baseball. (b) Basket ball. (c) Tether ball, etc. X. Relation of Instruction to Games. (a) Rules of games. XI. Development of Recreational Facilities. (a) Pioneer work of private agencies. (b) Outings. (c) Pageants. (d) Co-operation of federal, state, municipal, town and rural de- partments. (e) Schools. (f) Libraries. (g) Parks, (h) Police, (i) Street. (j) Need of legislation for popular tendencies. REMARKS: The eleven points must be considered in order to help promote playground movements. UNDERLYING PRINCIPLES OF HYGIENE. I. The health work of the teacher, the physical training depart- ment and the department of medical inspection should be unified in a way that will give more forceful meaning to their varied yet single purpose — the physical well-being of the child. II. Health-knowledge without health-practice is educational waste. In fact, establishing health-habits is far more important than the mere furnishing of health-information. III. Health-practice must very often precede the reason for it, although intelligent appreciation of the general reasons for the practice may often be developed quite early. IV. Health in the normal condition of the child, and the benefits and possibilities of health should be dwelt upon rather than the morbid horrors of disease. V. Every subject should be treated from the standpoint of the body as a whole, with the relation of the part, organ, or function under con- sideration to the whole body. 220 Hygiene. VI. The teacher should be regarded as the health guardian of the child and the one who, because of her intelligence and daily contact with the child, is best fitted to promote its physical welfare. Her enlightenment on the recognition of the early stages of the most common contagious diseases and the more glaring physical defects should form an important part of any course of study. VII. Pupils should be given an introductory glance into the intensely interesting and practical subjects of germ life and the important part it plays in the human economy. The necessity of carefully dis- infecting pencils that are collected and distributed, and the danger arising from putting the end of the pencil in the mouth, furnished practical illustration of the care needed, in order to avoid introducing disease germs into the body. VIII. The teacher should not only emphasize important matters of personal hygiene but also aim to develop the pupil's intelligence and sympathetic interest in problems of sanitation and health as they per- tain to the school, the home and the community. This is a first and important step in the larger social service which every pupil, even the youngest, should be taught to render. Hygienic Methods. I. The instruction should be associated directly with the daily school, home and community life of the pupil and in so far as possible, be based upon actual conditions and occurrences. II. The best work is done by "teaching," not by preaching. Ill In the primary grades the instruction should be almost wholly by means of conversation and stories and always concrete. In the grammar grades the instruction should be more formal, but the scientific phases of the subject should be left for the higher schools. IV. Technical names need not necessarily be used. V. The teacher herself should be a model of hygienic living and the school environment must furnish a wholesome example of desirable health conditions. Tests of Efficiency of the Teaching. I. The success of the personal hygiene teaching will show very largely in the appearance of the pupil while at work and while at play. II. The success of the home and community phases of work must necessarily be determined very largely by the intelligence and interest displayed by the pupils in the health problems that lie outside of the school. III. Pupils should be led to appreciate as fully as possible the fact that good health-habits are a real test of the character of their work in physical development, physiology and hygiene and also that such habits have a very direct leaning on the work which they are able to do in the other subjects of study. The important causes of disease, the chief factors in developing these chronic maladies of the vital organs may be classified as follows: I. Improper living habits, over-eating, especially of meat and of rich, highly seasoned foods. II. Too little exercise. III. Too much exercise, prolonged, exhausing manual labor or athletic exercises. IV. Abuse of alcohol or tobacco. Hygiene. 221 V. The disease of vice. VI. Hard work, in which one has an interest, not carried to the point of undue strain or interference with the normal sleep, exercise, diet, etc., is not in itself harmful. Over-stimulation of any kind, excessive emotional excitement and prolonged mental strain may, however, cause the human mechanism to break down, instead of running down. Some of the matter on hygiene here printed is from an address by John P. Garber, Ph. D., Superintendent of Schools, Philadelphia. "Lopsided" brain work and bad hygiene are important factors in bringing on premature disease. The brain-worker needs some physical work and mental play. The manual laborer or mechanic needs some physical play and mental work. The various causes of chronic diseases are, after all, simple; periodic examination to determine the physical condition, removal of infection, and then regulation of living habits so that the child or individual may so far as possible, be adjusted to his life work, or his life work adjusted to his physical capacities. These are the simple needs for a healthful nation. Evidence of need — (a) Thirty-five per cent, of the men on the first draft were rejected as physically unfit. Allowing for underweight and special sensory defects, neither of which argues general physical unfitness, not less than twenty-five per cent were rejected for real physical unfitness. That means 2,500,000 between the ages of twenty-one and thirty were unfit for military service, therefore unfit to render full measure of service in any capacity; therefore unable to get full returns from life in work and happiness. An equal number of women doubtless suffer from dis- qualifying defects. Much time was lost in purely physical training and conditioning. General Pershing said, "I hope never again to see my country so unprepared for healthy physical men as it was during the draft of 1917." Health Hints. 1. Air Hygiene. (a) Let in the fresh air. (b) Go out after it. (c) Sleep out if you can. (d) Breathe deeply. 2. Food Hygiene. (a) Eat some crusty or resistant food, some bulky and some raw food at each meal. (b) Eat slowly, chew and taste your food thoroughly. (c) Eat at regular intervals but eat little when not hungry. (d) Take no poison or infection into your body. 3. Activity Hygiene. (a) Secure daily thorough bowel movement. (b) Exercise body and mind daily. (c) Keep erect, standing and sitting. (d) Play a little, have a hobby. 4. Rest Hygiene. (a) Vary your work. (b) Stop occasionally and relax. (c) Keep serene, be courageous. (d) Enjoy sweet sleep and enough of it. 222 Hygiene. 5. Drink without eating and eat without drinking. 6. Drink five glasses of water per day, none with meals. 7. Don't eat cheap, impure candy. 8. Keep feet warm and a cool head. 9. Dress cool when you walk and warm when you ride. 10. Don't sit still with wet feet. Walk until you have a chance to change. 11. After a hearty meal stand up for fifteen minutes. 12. Whenever you walk, stand up with chin in, hips back, and chest out, and think how tall you are. Obesity comes from overloading the stomach and underworking the body. Take full deep breathing exercises, drink plenty of water and keep the skin active. It will help keep most people out of the doctor's hands. Not too much worry. 13. 14. ffct 15. Eat 1. three meals 2. of substantial food 3. and after meals Breathe 1. plenty of fresh air 2. in office 3. in schoolroom 4. in bedroom. Sleep 1. eight hours at least. Walk 1. to and from school 2. part way at least. Avoid 1. cold and damp 2. when overheated. To Avoid Colds. Shun 1. crowds 2. as much as possible. Do Not Use 1. another's cup 2. or towel. Do Not Associate 1. with one having a cold. Wear 1. enough clothing 2. but not too much. Bathe 1. frequently 2. in cold water preferably. Use 1. medicine from a physician, 2. not from a druggist, 3. to cure a cold. Health Questions. 1. Do you eat fresh fruit every day? 2. Do you eat succulent vegetables daily? 3. Are your meals properly balanced as to proteins, fats, carbo- hydrates and sugar? 4. Do you eat slowly and masticate thoroughly? 5. Do you know you do not eat too much? 6. Do you brush your teeth thoroughly at least once a day? 7. Do you know the temperature of your room should be from 66 to 70 degrees? 8. Do you sleep in a room which is well ventilated regardless of weather conditions? 9. Do you sleep eight hours per day? Hygiene. 223 10. Do you spend at least two hours every day outdoors? 11. Do you walk at least two miles every day in the open air? 12. Do you bathe your entire body at least twice a week? 13. Do you follow your warm bath with a quick cold sponge? 14. Do you know that you are not underweight or overweight? ] 5 Do you know that your eyes may not be causing some nervous disorder? 16. Do you refrain from using the same drinking cup and towels of another, even in your own family? 17. Have you a parched or sour feeling in mouth upon rising? Health System of Heating and Ventilation. Health system in heating and ventilating school buildings, now generally known as the St. Louis System, consists of a fan and vento heating coils for warming and distributing the fresh air and an air washer for removing dust and adding humidity and the use of the electrostatic ozone purifier for destroying odors and bacteria. There are no radiators in the rooms. The cost of the apparatus is no greater than the old style and the cost of fuel is much less. This system was developed while endeavoring to reproduce the healthful air conditions found in the mountain and sea breezes. The data as to health in schools under test in comparison with other nearby schools indicate two and one-half to three and one-half times as many cases of illness for the old type against the new. Neglect in Health. — In these days half our diseases comes from the neglect of the body in the over-work of the brain. In this railway age the wear and tear of labor and intellect go on without pause or self-pity. We live longer than our forefathers, but we suffer more from a thousand artificial anxieties and cares. They fatigued only the muscles, we ex- haust the finer strength of the nerves. (Bulwer.) Inculcation of Health Habits. Health Chores. To inculcate right habits of living in childhood in respect to exercise, play, cleanliness, diet, rest, etc., the Missouri School Health Crusade chore plan as published by the Missouri Tuberculosis Association, is designated for use in practical instruction in personal hygiene. This health crusade course includes the use of: Health Crusader's Chore Record Sheet with Health Crusader's Weight Record, Health Crusader's Certificate of Enrollment with Explanation of Health Chores, Explanation Circular, Roll of Health Knighthood and Class Room Height and Weight Record Chart with Honor Stars, Health Habits vs. Health Rules — Walker, Initiating the School Health Crusade — Capps. The printed matter of the Missouri School Health Crusade may be purchased from the office of the Secretary of the Missouri State Teachers' Association, Columbia, Missouri. This printed matter, with the Honor Stars, will be supplied in tableted form in quantities sufficient for a school unit of twenty-five pupils for a sixteen weeks' course for one dollar per 224 Help In Case of Accidents. tablet, delivery paid. Extra tablets of 100 Chore Record Sheets alone will be supplied for sixty-five cents, and extra wall charts with honor stars for ten cents each, postpaid. Duties of School Nurses. When nurses only have been appointed subject to instruction from the State Superintendent of Schools, the following shall be the duties of the school nurse: The school nurse or nurses shall make in certain school districts an examination of each child as soon as practicable after admission to the school and shall report the principal signs and symptoms in writing on the form provided, to the principal who shall keep the records in the school building. The nurse should also keep the record at the state office. The examination shall consist of an inspection of the scalp, skin of the face and hands, the mouth, throat and teeth, the joints and spine, and simple tests for sight and hearing. The pulse and temperature shall be observed if necessary, and the presence or absence of vaccination scars be recorded. Special examination shall be made of any new cases which may be referred to the school nurse by a doctor, inspector or principal and any other cases which a previous examination has shown to need atten- tion , or which may otherwise come to her notice. On completing these examinations the school nurse shall when she deems it necessary notify the parent or guardian of his child or ward and it shall be the duty of such parent or guardian to have the case duly attended to. In case of emergency the school nurse may render first aid, may bandage wounds, and apply antiseptic dressing to cuts, burns, and bruises but shall neither give nor prescribe medicines or other treat- ment. The school nurse shall visit the pupils' homes and shall confer with their parents or guardians at such hours and places as may be arranged by her and approved by the principal. The school nurse shall keep a written record of such visits and con- ferences and shall report promptly and fully in regard to them to the principal and the school inspector within one week after each visit or conference. The school nurse shall assist the school inspector in preparing reports of the health of the children re j\ : . f " ., >1 From "The School Nurse" — by Lina Rogers Struthers. Help In Case of Accidents. 1. Drowning. — 1. Loosen clothing, if any. 2. Empty lungs of water by laying body on its stomach and lifting it by the middle so that the head hangs down. Jerk the body a few times. 3. Pull tongue forward, using handkerchief, or pin with string, if necessary. 4. Imi- tate motion of respiration by alternately compressing and expanding the lower ribs about twenty times a minute. Alternately raising and lower- ing the arms from the sides up above the head will stimulate the action of the lungs. Let it be done gently but persistently. 5. Apply warmth and friction to extremities. 6. By holding tongue forward, closing the nostrils and pressing "Adam's apple" back (so as to close entrance to esophagus), direct inflation may be tried. Take a deep breath and Help In Case of Accidents. 225 breathe it forcibly into the mouth of patient, compress the chest to expel the air, and repeat the operation. 7. DON'T GIVE UP. People have been saved after hours of patient, vigorous effort. 8. When breathing begins get patient into a warm bed, give warm drinks or spirits in teaspoonful. Fresh and quite. 2. Burns and Scalds. — Cover with cooking soda, and lay cloths over it. Whites of eggs and olive oil. Olive or linseed oil, plain or mixed with chalk or whitening. 3. Lightning. — Dash cold water over the person struck. 4. Sun Stroke. — Loosen clothing. Get patient into shade and apply ice water to the head. 5. Mad Dog or Snake Bite. — Tie cord tight above wound. Suck the wound and cauterize with caustic or white-hot iron at once, or cut adjoining parts with sharp knife. 6. Venomous Insects' Stings, etc. — Apply weak ammonia, oil, salt water or iodine. 7. Fainting. — Place flat on back; allow fresh air and sprinkle with water. 8. Test of Death. — Hold mirror to mouth. If living, moisture will gather. Push pin into flesh, if dead the hole will remain, if alive it will close up. 7. Cinders in the Eye. — Roll soft paper up like a lamp lighter and wet the tip to remove or use a medicine dropper to draw it out. Rub the other eye. 10. Fire in One's Clothing.— DON'T RUN— especially not down- stairs or out of doors. Roll on carpet or wrap in woolen rug or blanket. Keep the head down so as not to inhale flame. 11. Fire in a Building. — Crawl on the floor. The clearest air is the lowest in the room. Cover the head with a woolen wrap. Wet if possible. Cut holes for the eyes; don't get excited. 12. Fire in Kerosene.— DON'T USE WATER, it will spread the flames. Dirt, sand or flour is the best extinguisher; or smother with woolen rug, tablecloth or carpet. Index. 231 Page Rings. Shoulder Height 132 Rings, Reach Height 131 Salute With the Hands 15 Sanitary Officers, Duties of 7 Side Horse, Hip Height 129 Sitting Order to Exercises 11 Social Services of Playgrounds 218 Sociological Essentials 219 Specialized Activities of Playgrounds. . . . 218 Standard of Physical Development 219 Suggestions to Teachers 7 Swinging Poles, Double 132 Swinging Poles, Single 128 Swing Rings, Reach Height 128 Teachers, Suggestions to 7 Teaching Activities 210 Teaching, Tests of the Efficiency of the . 220 Team Games, Organization of 214 Technical Terms, Explanation for All 12, 13, 14 Tests of the Efficiency of the Teaching . . 220 Theory and Principle 209 Arousing Interest 210 Care of Supplies and Grounds 216 Conduct of Activities 212 Dealing with Parents 217 Discipline 216 Material 217 Organization of Team Games 214 Theory and Principle — Continued. Page Playground Equipment 217 Programs 213 Teaching Activities 210 Tournaments and Contests 215 Treatment of Opponents 215 Use of Apparatus 213 To Teachers 8 To Avoid Colds 222 Tournaments and Contests 215 Treatment of Opponents 215 Underlying Principles of Hygiene. . . . 219 Duties of a School Nurse 224 Health Hints 221 Health Questions 222 Health System of Heating and Venti- lation 223 Help in Case of Accident 224 Hygienic Methods 220 Inculcation of Health Habits 223 Tests of the Efficiency of the Teaching 220 To Avoid Colds 222 Use of Apparatus 213 Ventilation, Health System of Heating. . 223 Wands, Explanation and Commands When Using 69 Grade Five 69 Grade Six 84, 86, 89, 90, 91, 93 Grade Seven. . .97, 99, 101, 103, 105, 107 Grade Eight. . .111, 113, 115, 117, 119, 121 V