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Educational Publication No. 94 Division of Publication No. 25
LESSONS IN PHYSICAL
EDUCATION
FOR
ELEMENTARY GRADES
published by the
state superintendent of public instruction
raleigh, n. c.
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Educational Publication No. 94 Division of Publication No. 25
LESSONS IN PHYSICAL
EDUCATION
FOR
ELEMENTARY GRADES
/ /
published by the
state superintendent of public instruction
raleigh, n. c.
LESSONS IN
PHYSICAL EDUCATION
FOR
GRADES I TO VII
ARRANGED BY
MARY CHANNING COLEMAN
THE NORTH CAROllNA COLLEGE FOR WOMEN
EDWARDS a BROUGHTON CO., RALEIG^
Outdoor Gymnasium, The North Carolina College for Women
Outdoor Gymnasium, The North Carolina College for Women
INTRODUCTION
This course in Ptiysical Education for the elementary schools of the
State was first prepared in 1923 by Miss Mary Channing Coleman, Professor
of Physical Education, and Miss Anne M. Campbell of the Department of
Physical Education of the North Carolina College for Women.
The demand for this bulletin was so great that the first edition was ex-hausted
before the expiration of twelve months.
To meet the continued insistent demand for this bulletin, we asked Mis?
Coleman to revise the bulletin. This she very kindly consented to do. In
this revision Miss Coleman secured the assistance of Miss Dorothy Nash,
Supervisor of Physical Education, Raleigh, North Carolina, and Miss Elizabeth
Lynam, Supervisor of Practice Teaching in Physical Education, the North
Carolina College for Women. Miss Nash revised the story plays and Miss
Lynam contributed the material on stunts and on posture-tests.
The purpose of this course is to give the teachers games and physical
exercises which they may use in their schoolrooms and on the playgrounds,
for physical education should be a part of the school life of every child.
It is believed that the teachers who play the games and take part in the
other forms of physical activity in this course with enthusiasm, will be
able to carry on work in physical training which will bring most gratifying
results, both in the physical improvement of their pupils and in the general
toning-up of the entire school.
The compilers of this bulletin have arranged material suitable for use in
ordinary school conditions, where the lessons must be given in the classroom
or on the playground. Many of the games and folk-dances described have
been collected from the students of the North Carolina College for Women,
and represent traditional material handed on from our Anglo Saxon ancestors.
state Superintendent of Public Instruction.
TABLE OF CONTENTS
Page
Introduction 5
The Course in Physical Education 7
Outlines by Grades ; 15
Grade I 15
Grade II 34
Grade III 61
Grade IV 75
Grade V 86
Grade VI 99
Grade VII 112
Relief Drills for Grades III to VII - 124
Athletic Contests 125
School Festivals 147
References 151
Index 153
PHYSICAL EDUCATION
FOR
ELEMENTARY GRADES
A program of Health Education for the Elementary Schools may be
more clearly understood if the teacher -will give serious attention (A) to
the aims and objectives in Physical Education, (B) to the time required
for this subject, (C) to the activities represented in this broader curri-culum,
(D) to a typical weekly program, (E) training necessary to secure
correct posture, (P) methods of teaching, and (G) explanation of lypes
of exercises. These several divisions are treated briefly as follows:
A. AIMS AND OBJECTIVES IN PHYSICAL EDUCATION
1. Temporaey Relief from Enforced Quiet:
"Round shoulders" and contracted chests are rarely found in children
of the pre-school age. It is one of the gravest indictments against our educa-tional
systems that these defects are known as "school-room deformities,"
appearing at about the third year of school life. Even those of us who have
efficient bodies and who habitually stand and sit well, will slump when
we are fatigued; and when children's backs and limbs are cramped from
prolonged sitting, we find the familiar bad postures that lead to round
shoulders and lateral curvatures. The daily gymnastic lesson, together
with the three minute open window activity period, placed at the hour when
relief is most needed, will go far to obviate this danger.
2. Improved Nbueo-muscular Coordination:
The inter-action of nerve and muscle is often compared to the working of
a telephone system; an efficient "central" and well-cared-for lines result
in quick and accurate connection. Games and gymnastics help bring about
prompt response to stimulus. "The training a boy receives in deciding where
to throw the ball in a game, or whether now is the time to run or to play
safe, is of far more direct value in his social, economic and intellectual
education than much of his other training," says a prominent educator.
3. Improved Functioning of Vital Organs;
This is an age of the popular slogan: "a clean tooth never decays," is
one familiar to the reader of the popular magazines. Equally true, but
not so well known, is the maxim "a well-ventilated lung does not contract
tuberculosis." The tubercle bacillus usually begins his deadly work in the
apex of the lung, which is not ventilated in ordinary shallow breathing,
but gets well aired in vigorous exercise.
8 . Physical Education
Then the heart, like any other muscle of the body, can only be kept in
good tone by performing a certain amount of work; and the digestive
organs, through improved circulation and through efficient secretion and
excretion, are likewise aided by the daily lesson in Physical Education.
4. Recreation—or Re-ckeation, Both for its Iimmediate and Permanent
Values.
The Health lessons should in all cases be correlated with the work in
Physical Education, so that the Physical Education teacher can adjust this
correlation to meet the particular needs of her own situation.
B. TIME REQUIRED FOR PHYSICAL EDUCATION IIV ELEMENTARY
SCHOOLS
(1) Two three-minute open window drills, mid-morning and mid-after-noon
daily.
(2) Twenty to twenty-five minutes for daily lesson. Total time weekly,
130 to 150 minutes, exclusive of recesses.
C. ACTIVITIES REPRESENTED IN PHYSICAL EDUCATION
CURRICULUM
1. Lessons in Hygiene; formation of health habits through talks, inspec-tions,
health clubs, reports, etc.
2. Gymnastic lessons.
3. Plays and games.
4. Rhythmic exercises and folk dances.
5. Athletic contests.
D. TYPICAL WEEKLY PROGRAM
Monday Ttjesdat Wednesday Thuesdat Friday
Grade II: Story Play;
Singing Game
Health Lesson Story Play
Game
Free Play Rhythm
Exercises
Grade V: Hygiene
Lesson:
Posture Tests
Gymnastics
Games
Badge Tests Gymnastics
Games
Rhythm
Exercises
Grade VII: (Girls) Badge Test= Gymnastics
Folli Dance
Health Talk:
Feet and Shoes
Posture Tests;
Gymnastics
Games
Game Contest;
Hit Pin
Baseball
Grade VII: (Boys) Badge Tests Gymnastics
and Stunts
Health Lesson;
Feet and Shoes
Posture Tests
Gymnastics
Games
Game Contest;
Soccer
Total: Five 20-minute periods,
Two tliree-minute relief periods daily,.
.100 min.;
. 30 min.
130 min. week
Aims and Methods
E. TRAmiNG CORRECT POSTURE
Children are not born round-shouldered, and when the condition has de-veloped,
it is due to more than carelessness on the part of the child; nagging
at him to "hold your shoulders back" is unjust, and will never accomplish
any improvement. The most frequent causes of round shoulders and the
accompanying deformity, hollow back, are as follows:
1. Malnutrition, its consequences of weakness and poor muscle tone; the
relaxed "fatigue position" becomes chronic.
2. Prolonged sitting position, causing cramp and fatigue.
3. Ill-fitting school desks and seats.
The boy in Figure a is muscularly weak and organically inefficient. In Figure h his
Physical Education teacher has taught him proper poise and has supervised his special exer-cises,
helping him begin life without the handicap he owns in Figure a.
4. Improper clothing; boys often have pockets so placed that they can
only be reached by a slump; little girls' waists are often so cut that the
weight of stockings and petticoats pulls the shoulders forward.
5. Unhygienic daily routine—insufficient sleep, lack of vigorous play.
6. Defective sight or hearing.
The first step in the correction of bad posture is the removal of the
cause; then exercises are given to stretch the contracted chest tissues and
to tighten the relaxed muscles of shoulders, head and abdomen.
10 Physical Education
Posture Tests. To be given Grades IV, V, VI and VII. The classification
of scihool children into groups according to posture was originated by Miss
Jessie H. Bancroft and worked out in the schools of Brooklyn, N. Y. Her
plan includes a triple test for posture: (1) standing, (2) marching, and (3)
during gymnastic practice. To make the triple test proceed as follows:
Prepare a list of the names of the pupils in the room, leaving spaces opposite
each name in which to note whether pupil is in Group A (Correct Posture) or
Group B (Incorrect Posture) in each of the three tests. Appoint some pupil to
act as olerk and quickly note in which class each pupil belongs as tests are
made.
(1) TEST FOR STANDING POSITION
Guides for Best Standing Position. Heels together, weight on balls of feet,
waist in, chest broad, head up.
Names of Common Faulty Postures, followed by guides for correction:
1. Waist forward—To correct—Balance on toes, stretch up.
2. Flexed hips—To correct—Carry weight back, stretch up.
3. Flat chest^To correct—Child place hand on ohest and raise hand by
lifting chest.
4. Head forward—To correct—Push back of neck against collar.
5. Round shoulders—NEVER SAY SHOULDERS BACK—To correct—
Broaden chest, flatten upper back.
6. Hollow back—To correct—Waist in, stretch up.
How To Make the Test. Pupils in first row take Best Standing Position
beside seats. Teacher walks along the row to secure a side view of each
child. Tell each whether he belongs to Group A or Group B and have clerk
note same on record sheet. Take 5 minutes of the Physical Training period
for this each day until the room is classified.
(2) MARCHING test
To be taken only by Group A of the Standing Test.
Pupils form a line for marching, assuming best standing positions. March
around room or up and down the aisles for 3 or 4 minutes. A common mistake
is that some pupils march too stiffly, holding arms rigidly at sides and body
very tense. Movement should be free and comfortable, arms swinging naturally
as in walking. Watch for faults described under Standing Test. Any one
who fails to keep good position must sit down. At end of the test have the
clerk make note of those who remain standing as being in Group A of
Marching Test. All who had to drop out are in Group B.
(3) EXERCISE TEST
To be taken only by Group A of Marching Test.
Have pupils stand where teacher can secure best side view of each child
while teaching. Pupils assume Best Standing Position. Give a short For-mal
Lesson, 5 to 8 minutes. Exercises used should test the ability of pupils
to hold relatively correct positions of head, chest, shoulders, waist line, etc.,
Aims and Methods 11
while moving arms, legs or trunk. Any formal lesson whioli has previously
been given as part of the regular grade w^ork may be used as a test. Pupils
who fail to keep best position should be seated;—they become Group B
of the Exercise Test. Clerk will note those who remain in Group A.
Posture Per Cent. When all three parts of the triple test have been
made, find the posture per cent of the room by dividing the number in
Group A by the total number in the room. With 43 pupils in the grade
and 13 in Group A, the per cent for the room will be 13 divided by 43, or
30 per cent. Keep this on the board until the next test is made. Much
enthusiasm can be aroused by comparing percentages of the various rooms.
Many of our schools fail to realize the importance of correct poise.
The maximum of benefit from our games can not be obtained until the
body-machine is properly adjusted. The Arderican Posture League, 1
Madison Avenue, New York, issues posters and charts which give valuable
help to the teacher and inspiration to the children.
F. METHODS OF TEACHING GRADES I AND II
The teaching of these two grades is largely informal and imitative.
The teacher should enter into all activities with the class. Her directions
should be simple but clear. She should be well acquainted with her
material and be able to meet all possible emergencies that may arise.
Commands should be avoided whenever possible; suggestions are much
better with small children. However, they should learn that such signals
as the whistle or chords on the piano mean a definite thing and response
to them should be immediate.
The imagination is a great factor in teaching Physical Education to these
children. When an exercise is given, invent a name for it. Use the natural
environment and interests of parents and children.
If the children like a game or dance they will love to repeat it. It
will not lose its value through repetition. Variety, however, will help to
keep the interest, so, even though the children may ask to repeat a familiar
game or dance, do not let it wear out by too much repetition. Keep all
material alive and thus prevent the children becoming tired of any. If
you permit the repetition of games and dances they should show an im-provement
in execution.
Physical Education in the first and second grades should encourage
alertness, independent action and ready response to unexpected directions.
It gives elementary training and sportsmanship and cooperation. The sense
of balance and rhythm will also be developed.
Music will be a great help in training rhythmic movements and dancing.
For rhythmic training the children should be taught:
I. Clapping in various rhythms:
A. Even—Clap-clap-clap.
B. Uneven
—
(1) Clap-clap——clap clap
(2) Clap-clap—clap-clap-clap
(3) Any other variations that may be desired.
12- Physical Education
II. Marching should be light and not too slow. It may be combined
with clapping or used with various imitative activities such as blowing
horns and beating drums.
III. Skipping:
Formations depend upon the available space. Lines when possible should
be marked on the floor. Watch for correct spacing and train the children
to get in the proper positions as quickly as possible.
Remember :
1. Do not be too serious.
2. Know your material.
3. Have all necessary equipment, balls, etc.
4. Be ready to meet all possible emergencies that may arise.
5. Choose games suitable to the age and number playing.
6. Be able to adapt your material by using more than one ball or having
more than one child "it."
7. If a game does not "go" or you do not "get it across" learn to analyze
and find out the difficulty so you can remedy it.
G. EXPLANATION OF TYPES OF EXERCISES
The following activities are included in the Physical Education Course:
Story Plays
Games and Contests
Rhythmic Plays and Singing Games
Gymnastics
Relief Drills
Athletic Contests
Sohool Festivals.
Story Plays. This type of work takes the form of a story which
the children act out. Story plays may be used to correlate with the daily
occupations and activities and the teacher may work out and adapt any
number of plays of her own. They may be used in such a way as to appeal
to the imagination of the small child and at the same time give the necessary
amount of exercise. The story play is an essential part of the Physical
Education Program for the first and second grades.
Story plays have a twofold aim; first, to give a child a well-balanced ex-ercise;
second, to help develop his dramatic ability.
The story plays follow very closely the formal gymnastic lessons in that
they include head, arm, leg, trunk, precipitant and breathing exercises. To
give a well-balanced lesson it is necessary to follow this order. To secure
the second aim, the teacher must have enthusiasm and must be able to
enthuse her pupils with the idea of playing the story. The movements should
be large and free in order to secure hygienic values; and the story must
bring joy and interest or it is useless.
Miss Dorothy Nash, Supervisor of Physical Education of the Raleigh
Schools, makes the following general suggestions:
Aims and Methods 13
1. Be sure you know your entire story before you present it.
2. Complete your story.
3. Make your story true to life.
4. Don't give the exercises by count, but be sure the pupils understand
the exercises they are to imitate.
5. Above all enter into the play yourself, and your enthusiasm will become
contagious.
It is not necessary to rely exclusively on the text. Write your own story
plays to meet your individual needs. Ask the children to suggest move-ments:
you will find them eager to respond.
Games and Contests. The play of children is a joyous and spontaneous
activity essential to health and development. We have come to realize
the need and value of play for children, and teachers are urged to direct
and guide the play of the pupils in the public schools. The teacher herself
should have the spirit of the play as no one can be a successful leader of plays
and games unless she has an understanding of and a love for games. The
teacher should know a large number of games and when one is not going
well, she should have several others she can bring forth on the instant.
There is always a keen interest in contests and the point is to keep up
this interest and through it develop a spirit of fairness in games. No
pains should be spared to secure fair play and' careful and correct decisions.
It is here that teachers have opportunity for training in conduct and
moral principles. Children should expect fairness and should wish to be
perfectly fair. Some games require judges or an umpire who should see
everything that happens and should decide all questions.
Rhythmic Plays and Singing Games. The object in rhythmic plays is
to develop rhythm and coordination. Aside from the hygienic value, and
the development of rhythm and grace, they provide also for dramatic
expression.
Whenever possible these plays should be given out of doors. Where there
is no piano or victrola available the children may supply their own music
by singing, or part may hum the tune or clap the hands lightly.
Gymnastics. This work, which is done to command, is known as formal
gymnastics. Its object is threefold:
1. The educational effect of quick response to command.
2. The corrective value of training in neuro-muscular control and good
posture habits, through insistence upon right form of work.
3. The hygienic value of rapid successive contractions of large groups
of muscles followed by deepened breathing and quickened circulation.
Relief Drills. These are brief periods of physical activity given for mental
and physical relaxation several times each day or whenever needed through-out
the day's program. Suggested exercises and activities are given on
pages 56 and 124.
14 Physical Education
Athletic Contests. Sprints, short dashes, relay races and games of skill
should be included in the athletic contests for elementary school children.
For a list of standard athletic contests suited to this age see page 125.
School Festivals. When school festivals are an outgrowth of the actual
school room work in Music, in Physical Education, Art, English, History
or Geography, they are of great value to the school. Suggested outlines and
detailed descriptions of festivals to use are given on page 147.
Books. Valuable reference books for the teacher will be found on page 151.
GRADE I
For Explanation of Types of Exercises, see pages 12, IS, I'f.
STORY PLATS
I. Picking Apples:
1. Run out to orchard. (Run around 1 or 2 rows. Run around one row
of desks.)
2. Climb fence. (Climb over desks or chairs.)
3. Climb ladder into tree. (Reach up with right hand and right foot;
alternate knee bending.)
4. Shake down apples.
5. Climb down.
6. Pick apples off ground.
7. Heavy basket. (Carry home.) '
8. Smell supper cooking.
II. Playing in Wind:
1. Skip out to play. •
"
2. Spread arms out and run against wind.
3. Weather vane. (Arms shoulder height; turn each direction.)
4. Wind mill. (Arms shoulder height. Large arm circles like wings of
windmill.)
5. Tree swaying. (Stand with feet apart; arms curved overhead; bend
from left to right.)
6. Jump up and down to keep warm.
7. All out of breath. (Deep breathing.)
III. FiKE Engines:
1. Every other child, horse and driver. (Take hold of hands. Horses
gallop and drivers lean back.)
2. Climb ladders to save some one—throw things out window. '^'
"
3. Squirt hose on fire. Hiss water. (Hose hard to manage. Brace right
foot forward, knee straight, left knee bent. , Lean backward, arms
outstretched. Flay hose on fire. Change feet.)
4. Chop wall. (Axe overhead and into wall.)
5. Drive home. (Those that drove to fire are horses going home.)
6. Tired. (Deep breathing.)
IV. Going to the Beach:
1. Digging a Hole in Sand. (Take shovel in both hands, lift one knee,
place foot on shovel, push it down with foot, throw sand to right.
Repeat, using other foot to push shovel. Continue until there is a
deep hole.)
2. Jump into Hole. (Jump in place.)
3. Bury Feet in Hole, with Sand. (Bend body forward from waist and
reaching sand with hands, cover feet.
16 Physical Education
4. Lifting Feet Out of Sand. (Hands on hips. Stand on one foot and
lift other foot out of sand, very slowly. Shake foot vigorously
to get sand off of it. Same, standing on other foot.)
5. Picking up Pebbles. (Deep knee bend. Pick up several pebbles, place
them in pail. Stand, take one or two steps, pick up more pebbles.
Repeat. Run backward to place.)
6. Throwing Pebbles Out in the Lake. (Throw first with right hand, then
with left. Skip stones by throwing underhanded.)
7. Wading. (Take long steps, raising knees high. Each two rows
around one row of seats.)
8. Going Near the Water. (Take three or four long steps forward, on
toes. When a big wave comes, run backward quickly so that feet
will not get wet. Repeat several times.)
9. Breathing. (Blow sand off of hands.)
*V. Fishing :
1. Getting Fishing Tackle and Pail of Bait. (Reach up with right hand
for fishing rod. Stoop and with left hand lift pail. Repeat.)
2. Going to Lake. (Each two rows run around one row of seats.)
3. Launching Boat. (With both hands take hold of end of boat, push boat
out on water. Repeat.)
4. Jump into Boat. (Pretend that desks are boats. Sit on desks, with
feet on chairs facing back of room.)
5. Rowing Boats. (Take imaginary oars. Arms forward, hands closed
palms down, body bent forward. Pull elbows backward, bending
body backward. Repeat rowing motion with long strokes.)
6. Drop Anchor. (Bend over side of boat (desk) lowering anchor with
arms stretching downward.)
7. Casting Line. (Circle right arm several times around and above head,
full arm swing, then throw line. Repeat same with left.)
8. Pulling in Fish. (Stand in aisles. Stoop and pull line slowly. Stand
and put fish in pail. Repeat pulling in fish.)
9. Breathing.
*VI. Kites:
1. Running with the Kite. (Bring hands to right shoulder, holding kite
string. Each two rows run once around one row of seats, turning
head looking over right shoulder and stretching arms upward right.)
2. Letting Out the String. (Knees bend to squatting position. Hold this
position and unwind ball of string by pulling right hand up from
left, full arm's length, several times.)
3. Looking at Kites High up in the Air. (Bend head backward looking
up. Turn head right, look up. Same left.)
4. Kite Caught in Tree. (Place right hand forward, stretch arms high
overhead, stand on toes. Pull kite string vigorously, at same time
bending knees slightly.)
5. Run and Pick Kite from Ground. (Run two or three steps, bend body
forward, pick up kite. Repeat the running and bending until each
two rows have been once around one row of seats.)
* From "Story Plays," Louise Wright.
EiEST Geade 17
6. Kites Floating in the Air. (Arms sideward, bend body right and left.)
7. Wind Blowing the Kite. (Inhale, then exhale, imitating sound of
wind.)
*VII. The Little Bird:
1. "Once I saw a little bird go hop, hop, hop." (Hop on one foot then
on the other. Repeat several times.)
2. "So I said, 'Little bird, won't you stop, stop, stop?'" (Bend knees
and point with index finger of right hand. Come to position, then
bend knees, again pointing with index finger of left hand. Alternate
several times.)
3. "And was going to the window." (Take two or three running steps.
Stretch arms upward, pushing up imaginary window. Repeat. Turn
and run back to place.)
4. "To say 'How do you do?' " (Bend head forward and backward. Re-peat
several times.)
5. "When he shook his little tail." (Hands on hips, twist body right and
left without moving feet.)
6. "And far away he flew." (Arms extended sideward, shoulder high.
Move arms up and down. Each two rows running around one row
of desks.)
7. Breathing.
VIII. Bkownies:
1. Brownies creep out of their houses, which are the trunks of trees,
as the sun sinks. (Desks can serve as trees.)
2. Skip around to exercise their legs which are cramped from inactivity.
3. Creep very quietly into the woods to see if anyone needs them. If
they hear anyone coming they stoop quickly.
4. Peep into the windows of an old hut. (Stretch high.)
5. See poor old lady asleep with house in disorder. (Shake head from
side to side.)
6. Gather wood.
7. Sweep floor.
8. Wash soiled clothes, wring them out, hang them up to dry.
9. Skip home, as day breaks, to tree trunks.
10. Take deep breaths before climbing back into trees.
IX. Putting in Coal:
1. Drive to house. Two children then take hands to make team. Third
child drives. Heavy hauling. . \
2. Stoop down low to open window.
3. Shovel coal. (Sidewise motion.)
4. Pull up chute. (Stoop low and pull up 3 times.)
5. Gallop home, wagon light, fast going.
6. Smell supper cooking.
* From "Story Plays," Louise Wright.
2
18 Physical Education
X. Gathering Wood foe Fire:
1. Walk out into woods to get wood.
2. Climb fence.
3. Chop down trees.
4. Sawing wood with brother.
5. Hand over fence to brother.
6. Heavy. Haul home.
7. Split into kindling.
8. Carry up stairs. '
9. Light fire. Blow out match.
XI. How Animals Get Ready for Winter:
1. Squirrel gathers nuts and buries them; jump on toes, get nuts, put
in mouth, stoop down, dig hole, put in ground.
2. Birds fly south; arms shoulder high; fly around room.
3. Bear—looks for cave. Walk heavily around room, sway from side
to side, crawl into own seat.
4. Pony being shod. Hammer horse shoes. Every other child pony and
blacksmith.
5. Pony gallops. Gallop around room.
6. Snake wiggles slowly into hole. Slide down into seat.
7. Deer in north woods making tracks in snow. Run zigzag around room.
XII. Jack o'Lantern:
1. Children drive to field for pumpkins. (Run around room driving
horses.)
2. Stoop and lift up very heavy pumpkins. (Place them in wagon, one
at a time.)
3. Drive home.
4. Make a Jack o'lantern. (Cut off top, dig out seeds and throw them
away. Make eyes, nose and mouth.)
5. Run out with Jack o'lantern to frighten people.
6. Reach up high to window. Hear some one coming, so stoop suddenly.
Repeat. Try another window farther up the street. Window much
higher; can barely reach it.
7. Run home.
8. All out of breath from hurrying; take deep breaths.
XIII. Thanksgiving Pies:
1. Skip to store to buy provisions.
2. Reach up to counter for raisins; again for sugar; for nuts; spices.
3. Skip home with basket.
4. Make pies, shake flour, stir, roll out crusts, put in oven.
5. Run out doors while pies are baking.
6. Take pies out of oven.
7. Burn fingers; blow on them.
8. Smell pies.
FiKST Grade 19
XIV. Snow Man:
1. Snow falling outside. (Reach up and bring arms lightly down to
floor, bending at waist.)
2. Pulling on rubber boots. (Bend knee up and stretch arms. As you
stretch knee, bend arms, pulling on boot.)
3. Walking through snow (very deep). (High knee bending upward.)
4. Make snow man. (Stoop down, gather up snow and roll to front of
room body of snow man.)
5. Run back and roll another to make head. (When complete have a
child come forward for snow man and stand with arms raised
sideways.)
6. Make snowball. (Kneel on one knee, gather up snow and press hard
together.)
7. Throw at man. (As balls hit head, child drops head forward. Then
one arm and then the other. Finally legs are hit and child falls
to floor in a heap.)
S. Breathing and blowing on fingers to get them warm.
XV. Christmas. Santa Clatjs's Visit:
1. Santa puts on his coat, cap, mittens and boots.
2. Looks at sky.
3. Jumps in sleigh.
4. Pulls on reins.
5. Jumps from sleigh, and warms hands, feet and arms. (Run in place,
swing arms and rub hands.)
6. Goes down chimney. (Bend knees slowly as if disappearing.)
7. Place presents in stockings and on floor and table.
8. Climb up rope through chimney.
9. Breathe after hard work.
XVI. Christmas Toys:
1. Jack-in-the-box. (Children stand in aisles. Teacher makes downward
motion with hands as if closing lid of box and all children stoop
down; raise hand quickly and children jump to standing position.
They may make a noise to represent the squeak of "Jack-in-the-box.")
2. Beating drum (marching).
3. Shooting toy gun. (Kneel, point gun and pull trigger, saying, "Bang!")
4. Trains of cars. (Each row forms a train. The first child places
hands on hips. Others place their hands on shoulders of ones in
front. Short steps making "choo-choo" of engine.)
5. Jumping jacks. (Teacher makes a motion as if pulling a string and
children jump into air with feet apart and arms out at sides,
returning to position.)
6. Blow up new foot ball. (Breathing.)
7. Suggest other toys.
20 Physical Education
XVII. Eskimo Life:
1. Represent snow storm. (Stretch arms overhead and lower them
slowly.)
2. Blow flakes to represent wind.
3. Walk through deep snow to site of new house.
4. Cut blocks of snow and ice.
5. Lift and carry blocks. (Pile them up to make walls. Stamp down
first layer of blocks.)
6. Leave opening for door. (Stoop and look into new home.)
7. Get spear and run out on ice.
8. Spear some fish for supper.
9. Build fire and cook supper.
XVIII. CiKCUs:
1. Odd and even rows face each other—row one facing row two, row
three facing row four, etc. Odd rows toss peanuts to even rows,
which are elephants. Elephants form trunk by clasping hands in
front and as peanuts are thrown they swing trunks high in the
air to catch them and then carry them to mouths with trunks.
2. Odd rows snap whips and even rows gallop in place as if horses.
Second time whips are snapped, trot; third time, high step.
3. Chariot race. All face side of room. Even rows stand in seats with
arms stretched out driving. Odd rows take hands across and gallop
in place.
4. All form bands, facing front. One or two rows beating drums, one
or two rows playing fife, one or two rows playing trombone, etc.
5. Two rows walk around one row of desks imitating some clown's trick,
such as balancing stick on chin, juggling balls, walking tight rope,
etc.
XIX. Making Garden:
1. Reach up to get spading fork and rake from shelf.
2. Put them over shoulder and skip to back yard or vacant lot garden,
3. Spade up earth. Turn each fork full over and strike it hard to break
up large pieces.
4. Rake garden.
5. Pick up stones and throw them into a pile.
6. Run to get a wheelbarrow.
7. Stoop to pick up stones and put them into wheelbarrow. Wheel
them to corner of garden and dump in a pile.
8. Plant seed.
9. Blow up seed bags. Break them between hands and say "Bang!"
FiEST Grade 21
GAMES
1. Drop the Handkebchief (Schoolroom or Playground):
Children in circle, hands joined.
One child chosen to be "it" runs around outside of circle and
drops handkerchief behind a second child who picks it up and.
chases first child. First child tries to get back to opening left by
second child. If he succeeds he may stay in circle. If caught he
must go in center. Second child now runs around, drops the hand-kerchief
and game continues. If the children in the center can
succeed in snatching the handkerchief before the one for whom it
is intended, they may chase, and the one for whom it was intended
must go in the center.
2. Cat and Mouse (Schoolroom)
:
'
Cat chosen who hides (usually under teacher's desk). Several children
chosen to be mice creep up softly and when all are assembled they
scratch on cat's hiding place with fingers. When cat hears this
she chases the mice who try to get back to their seats without
being caught. If no mice are caught the cat is "it" again. Do
not let one child be cat too long. If mice try to be caught let last
one caught be new cat. Choose new mice each time.
3. Rabbit's Nest (Playground):
Children in groups of threes, hands joined forming nests; one child or
rabbit in each nest, and an extra rabbit in the middle. At signal
from teacher rabbits change nests, extra rabbit trying to get a nest.
Child left out stays in center. After several times change so all may
be rabbits.
4. Run fob Your Supper (Playground or Schoolroom)
:
Players in circle. One player chosen by teacher goes around
inside, holds out his hand between two players and says, "Run for
your supper." The two run around opposite ways outside; the one
who first returns to the vacant place wins, and they start the next
runners.
5. Squirrel and Nut (Schoolroom; Playground):
Like "drop the handkerchief," but children stand with eyes shut and
hands behind them. Child chosen to be squirrel goes around and
drops nut in hands of another player who chases him. If caught,
squirrel must be put in cage (center circle) and is out of game.
6. Squirrel and Nut (Schoolroom).
Where desks cannot be moved or there is no room for circle, children
may drop heads on desks, eyes shut, and hold hands out in front of
them.
7. Fox AND Squirrel (Schoolroom) :
Children stand in two straight lines. Pass an object (the squirrel) zig-zag
back and forth. In a few seconds start a second object (the
fox). Object of game is to see if they can make second object
22 Physical Education
overtake first before end of line is reached. May be played in
school room by having two rows sit facing each other with feet
in aisles.
8. Sheep, SHEEa> Come Home (Playground) :
One player chosen who represents the wolf, another the Mother Sheep.
Rest of players are her children. Mother sheep stands on one side
of room, wolf hides, and children on other side of room.
Mother calls, "Sheep, sheep, come home."
Children, "We're afraid."
Mother: "Of what?"
Children: "The wolf."
Mother: "The wolf has gone to Dixieland and won't be back for
seven days, so sheep, sheep, come home."
Sheep run across—wolf chases—all caught must help him.
Repeat. Mother crossing over to other side.
9. Magic Carpet (Schoolroom)
:
An elimination game should be played only when children are well
under control of teacher.
Draw square on floor. Children skip or run through square. At signal
all stop. Those caught in magic carpet are eliminated.
This may be done to music. Signal may be sudden cessation of
music or clapping hands or blowing whistle.
10. Have You Seen My Sheep (Schoolroom or Playground):
Circle, hands joined (may be played in seats). One child goes
up and says to another "Have you seen my sheep?" "No; what
does it look like?" First child then describes another player. As
soon as second child guesses who is being described, he says "Is
it ?" If correct he then chases the person described
who runs outside of aisle and tries to get back to place without
being caught. If he succeeds he asks the question; if caught, the
one who catches him asks the question.
11. Stone (Playground or Schoolroom):
Players in circle. One player, "Stone," sits or stoops in circle drawn
in center. Others advance slowly trying to get as close as possible
without being caught. Stone suddenly jumps up and chases players
who rush back to circle. All caught become stones.
12. Water Sprite (Playground):
Children in two equal lines facing each other about ten to fifteen
feet apart. This space, the river. Two water sprites are chosen
Who stand in middle of river. One child from one side comes out
and beckons to a child on the opposite side. These two change
places. If either is caught he becomes the water sprite. If not
caught stays in line.
Note. If water sprites prefer to stay water sprites and do not make any effort to catch,
change game so that a safe journey to opposite side is rewarded by the player becoming
water sprite.
ElKST GkaDE 23
RHYTHMIC
1. Farmer in the Dell (Traditional
1. The farmer in the dell.
The farmer in the dell.
Heigh-o, the dairy-o,
The farmer in the dell.
2. The farmer takes his wife.
The farmer takes his wife.
Heigh-o, the dairy-o,
The farmer takes his wife
3. The wife takes the child.
4. The child takes the nurse.
5. The nurse takes the dog.
6. The dog takes the bone.
7. The bone stands alone.
GAMES
NortJi Carolina Folk Game):
Children in circle,
hands joined. Farmer in
center. Children circle
around to right while sing-ing.
Each child as chosen
enters the circle. As child-ren
sing the last verse all
clap and all but bone re-turn
to circle. "Bone" be-comes
next farmer.
2. iTisKiT, ITASKET {Traditional North Carolina Folk Game):
Circle, hands joined.
One child with handker-chief,
runs around and
drops it in back of a second
Itiskit, Itaskit.
A green and yellow basket,
I sent a letter to my love
And on the way I dropped it,
I dropped it, I dropped it.
A little boy picked it up
And put it in his pocket.
His pocket, his pocket.
A little boy picked it up
And put it in his pocket.
child who picks it up and
chases the first child. First
child tries to get back to
second child's place without
being caught. If successful
he is "It" again. If first
child is caught, second child
is "It."
ITISKIT, ITASKET
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Little Sally Waters (Traditional North Carolina Folk Game) :
Players in circle, all hands joined; Sally sits in center of circle.
"Little Sally Waters, sitting in a saucer;
Crying and weeping for some young man to court her."
Circle skips to left, while Sally pretends to cry.
"Rise, Sally, rise; and wipe your weeping eyes;
Turn to the East and turn to the West,
And turn to the one that you like best."
Sally pantomimes the action described in the song, and ends facing
some player in the circle, who takes the center as the song is
repeated.
24 Physical Education
LITTLE SALLY WATERS
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Creep like a
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33
life
snail in - to his shell ; Ev - er near - er, ev - er
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First Grade 25
*4. Snail. •
Hand in hand you see us well
Creep like a snail out of his shell.
Ever farther, ever farther,
Ever wider, ever wider;
Who would think this tiny shell
Would have held us all so well.
1. The players all stand in line holding hands; while singing the first verse
they wind up in a spiral, following the leader, who walks in a circle
growing ever smaller until all are wound up, still holding hands.
2. The leader then turns and unwinds, until all are again in one line.
This "winding up" is a very old traditional feature in games, and is
supposed to have originated in tree worship.
5. I Went to Visit a Feiend One Day.
1. I went to visit a friend one day.
She only lived across the way.
She said she couldn't come out to play.
Because it was her washing day.
This is the way she washed away.
This is the way she washed away.
She said she couldn't oome out to play
Because it was her washing day.
2. Ironing day.
3. Sweeping day.
4. Scrubbing day.
5. Mending day.
6. Baking day.
7. Sabbath day.
In single circle, hands joined circle moves to left while singing first four
lines; then stand, facing center, for the appropriate action following each
verse. After verse 7, the "Sabbath Day" is indicated by marching toi church,
with the Sunday parasol indicated by the palm of the left hand above the
forefinger of the right.
I WENT TO YISIT A FRIEND ONE DAT
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* From Bancroft's "Games for School, Home, Playground and Gymnasium," copyrighted
and published by The Macmillan Co. Used by permission.
26 Physical Education
6. Round and Round the Village iTraditional North Carolina Folk
Game) :
1. Go round and round the village.
Go round and round the village.
Go round and round the village
As we have done before.
2. Go in and out the windows.
3. Go now and face your partner.
4. Now follow me to London.
Single circle, hands joined.
One or more children may be chosen to skip around inside of
circle during first stanza.
Second stanza, children in circle raise hands high making windows;
children in center skip in and out of windows thus formed.
Third stanza, children skipping choose a partner.
Fourth stanza, children chosen follow partners around circle.
Note. First children skipping may now return to circle or all may continue until all
are playing.
KOUJfD AND ROUND THE TILLAGE
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7. Little Jack Hobnek.
Double circle facing forward: inside hands joined.
(a) "Little Jack Horner, sat in a corner." Touch outside foot forward,
step forward on outside foot; repeat inside foot.
(b) "Eating his Christmas pie": join both hands with partner and take
three slides forward around circle.
(c) "He put in his thumb, and pulled out a plum": suit action to words.
(d) "And said, 'What a good boy am I'." Same as &, in reverse direction.
LITTLE JAGfr HORMEf^
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First Grade 27
8. London Bridge: (Tune and form of play, traditional Isforth Carolina
Folk Game)
:
London Bridge is falling down
Falling down, falling down.
1. London Bridge is falling down
My fair lady.
2. Off to prison you must go.
3. Take the keys and lock her up.
The following words are also suggested:
1. London Bridge is falling down.
Build it up with iron bars.
Iron bars will bend and break.
Build it up with gold and silver.
Gold and silver will be stolen away.
Get a man to watch all night.
Suppose the man should fall asleep?
Put a pipe into his month.
Suppose the pipe should fall and break?
Get a dog to bark all night.
Suppose the dog should meet a bone.
Get a cock to crow all night. .
Here's a prisoner I have got.
What's the prisoner done to you?
Stole my hat and lost my keys.
A hundred pounds will set him free.
A hundred pounds he has not got.
Off to prison he must go.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
LOND©H BRIDSe:
-%?
^
Hickory, Dickory, Dock:
Hickory, dickory, dock (tick, tock)
The mouse ran up the clock (tick, tock)
The clock struck one
The mouse ran down
Hickory, dickory, dock (tick, tock)
28 Physical Education
Children in two straight lines facing about ten feet apart.
Hands clasped low in front of body; swing in time with music for
first line. Stamp left foot on tick and right on tock.
Second line—Take eight little running steps forward; stamp L and
R on tick and tock.
Third line—Clap hands once on "one."
Fourth line—Eight steps back to place.
Fifth line—Swing pendulum and stamp as for first line.
DICKORV, D/CKORr DOCK
^ i
10. Did You Ever See a Lassie? (Words and Music Traditional)
:
Either in circle or children standing beside seats.
One child leads, standing in front of room or in center of circle.
On words "Go this way and that way" make motions which other
children follow.
DtDYCrU ev/CR SEC A LASSliE
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First Grade 29
1. Children in circle moving to left around "lassie."
"Did you ever see a lassie, a lassie, a lassie, '"
Did you ever see a lassie, do this way and that?"
2. Circle stands and imitates action done by "lassie."
"Do this way and that way; do this way and that way;
Did you ever see a lassie, do this way and that."
To take her place in center, "Lassie" chooses the child who guesses
what activity was being imitated, and the game proceeds.
11. The Muffin Man:
1. Oh, have you seen the Muffin Man,
The Muffin Man, the Muffin Man?
Oh, have you seen the Muffin Man,
That lives in Drury Lane?
2. Oh, yes, I've seen the Muffin Man , , , .
.
'
, .
,
The Muffin Man, the Muffin Man
Oh, yes, I've seen the Muffin Man
Tliat lives in Drury Lane.
Players in circle, hands joined, one or more in center.
Children sing verse while those inside skip around for first two
lines. They stand still during third and choose a partner.
Second verse, those in center skip around and sing "two" "four,"
etc., "Have seen the Muffin Man." Continue until all have been
chosen.
THE MUFFIN MAN
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12. Hunting:*
Oh, a-hunting we will go • '
A-hunting we will go.
"We'll catch a little fox and put him in a box
And will not let him go.
Two equal lines, facing about 5 feet apart. During first four measures,
head couple grasp hands and skip down and back between the two lines
during last 4 measures, two drop hands and race around behind lines seeing
who can get to foot first. Each goes behind his own line.
* From Bancroft's "Games for School, Home, Playground and Gymnasium," published by
The Macmillan Co., New York. Used by permission.
30 Physical Education
HUNTING
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13. See Saw, Margeey Daw:
1. "See-saw, Margery Daw."
Double circle facing partner, both hands joined. Swing joined
hands forward and back in line of direction: repeat
2. "Jack shall have a new master."
Keeping hands joined, 4 slide forward in line of direction.
3. "He shall have but a penny a day."
Shake R forefinger at partner, L fist under R elbow, R foot
pointed forward.
4. "Because he can't work any faster."
Four slide back to place.
This can be done in a schoolroom, joining hands above desks.
see - SAW, MARGCRr daw
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14. Lo©BY Loo (Tune Traditional):
1. Here we dance Looby Loo
Here we dance Looby Light
Here we dance Looby Loo
All on a Saturday night.
2. I put my right hand in
I put my right hand out
I give my right hand a shake, shake, shake
And turn myself about.
First Grade 81
3. Repeat 1 between each verse.
4. I put my left hand in
5. I put my right foot in
6. I put my left foot in
7. I put my little head in
8. I put my whole self in.
Single circle, hands joined.
Slide around to right first three lines: stand still on fourth.
Suit action to words for each verse. Repeat 1st verse between
3d and 4th, etc.
LOOBY LOO
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15. Shoemakers' Dance:
Double circle, facing partners.
Measures 1-2—Arms shoulder high, hands clenched, roll one arm
over other three times. Reverse and roll over three times.
This represents winding the thread.
Measure 3—Full hands apart by jerking elbows backward twice.
Measure 4—Clap hands three times.
Measures 1-3—Repeat.
Measure 4—Hammer fists together. Driving the peg.
Measures 5-8—Join inside hands, outside hands on hips. Skip or
simple polka step around room.
Repeat from beginning.
32 Physical Education
THE SHOEMAKEE
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16. The Swing:
Children in groups of three. Numbers 1 and 2 have hands joined,
number 3 places his hands on their arms. Numbers 1 and 2
are the swing; number 3 is swinging. All numbers 3 should
be facing same direction.
Measure 1—^Number 3 pushes swing forward and upward and bal-ances
forward on R foot, L raised behind.
Measure 2—Pull swing down and back and balancing on L foot.
Continue singing until last measure, when swing is pushed high
and child passes under, catching next swing. Repeat, change
numbers so all will have chance to swing.
Swinging in the swing,
Swinging up so high:
"We can almost bump our heads
Close against the sky.
THe SWIIiG
First Gkade 33
17. Kitty White:
1. Kitty White so slyly comes
To catch the Mousie Gray;
But Mousie hears her softly creep
And quickly runs away.
2. Run, run, run, little mouse;
Run all around the house;
For Kitty White is coming near
And she will catch the mouse, I fear.
One child is chosen for the Kitty, and one for Mousie. The other
players move around to the left in single circle, hands joined,
while Mousie Gray is in the center of the circle, and Kitty White
is on the outside, moving around and peeping in at the mouse.
When the second verse is reached, the circle stops moving and
drops hands while the mouse runs in and out of fHe circle,
chased by Kitty White. While the chase is going on, the players
in the circle stand in place and clap their hands while singing.
KITTY WK^Te
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GRADE II
For Explanation of Types of Exercises,' see pages 12, IS, Iff.
STORY PLAYS
I. On a Farm:
1. Run from car to farmhouse. Each two rows run around one row of
seats.
2. Pump cool water from well.
3. Feed chickens. Hold box in left arm, take grain out with right and
throw over high fence.
4. Climb ladder into hay loft.
5. Pitch hay into stall below. With one foot forward lift hay with pitch
fork and pitch into chute. Ram hay down with pitch fork.
6. Climb down ladder.
7. Run into house.
8. Tired, take deep breath.
II. Washing Clothes:
1. Wash clothes using back of seat or desk for scrubbing board. Lean
over and scrub hard.
2. Put clothes through wringer. Stand on aisle, facTng side of room.
Left hand guides clothes while right hand turns handle. Wring
some by hand.
3. Hold basket on head and carry out to line. Two rows around one row
of desks.
4. Shake clothes and hang on line. Use both hands and reach up on
tip-toe.
5. Run out to play while clothes dry.
6. Imitate wind blowing clothes.
III. Gathering Vegetables:
1. Run and get baskets, spades and pails. Let some hitch horses to big
farm wagons.
2. Climb into wagons. Climb across seat into next aisle.
3. Jump out of wagon. Carry forks and baskets to potato patch.
4. Dig and pick up potatoes. Carry and put into basket.
5. Get other vegetables: corn, cabbage, pumpkins and carrots.
6. Take pails and baskets and run to orchard.
7. Reach up high to pick grapes and apples.
8. Carry fruit to wagon.
9. One child drives team (around room) going home. Horses have heavy
load so others have to walk.
IV. Playing With Leaves:
1. Skip out to yard.
2. Bend knees and reach out to get leaves.
3. Put them on top of desk.
4. Have fight with leaves. Two rows facing.
Second Grade 35
5. Gather more piles.
6. Run into house for matches. Light match on bottom of shoe and set
leaves afire.
7. Dance around fire.
8. When fire burns down make it bright by blowing it.
V. Decorating Christmas Tree:
1. Make stand for tree. Get hammer, nails and saw. Walk rapidly to
back yard. Knock boards from an old box. Saw^ boards, etc.
2. Carry stand and tree into house. Put tree in one corner of room.
3. Decorate tree with presents and candles.
4. Light candles.
5. Dance around tree.
6. Blow out candles.
VL SajS'ta Claus's Visit:
1. Driving reindeer. (Sit on tops of desks if they do not tip. Backs
straight, arms stretched out in front, hands holding reins. Alter-nately
pull in and release reins. Say "Whoa" as you pull in.)
2. Warming feet. (Jump down from seats. Place hands on hips. Up
on toes. Run in place. May count for the running.)
3. Breathing.
4. Santa Claus reading names on stocking. (Hold pack over back. Bend
forward from hips. Look up and read names. Suggest names,
stand up straight.)
5. Placing presents in stockings. (Reach to pack on back. Bend knees
and stoop forward to deposit present. Up straight and stretch.)
6. Climbing rope up the chimney. (Start with one hand in front of
chest and the other high up. Alternate hands as you climb.)
7. Driving reindeer.
8. Breathing in cold air. Watch breath as you exhale.
VIL Jack o' Laktern:
1. Jump over stone wall and go quietly into field to get pumpkin. Over
seat into next aisle.
2. Walk quickly, feet high so as to avoid rattling corn stalks and rousing
farmer's dog.
3. Reach down until you find a good one for your Jack o' lantern. Reach
forward and back.
4. Run home quietly.
5. Sit down and make lantern.
6. Run down street and hold lantern up to someone's window.
Every other row sits in desk. Say "Boo."'
7. Stoop down to hide so those inside can't see. Those inside look out.
8. Children with lanterns walk to next window with knees half bent
so they won't be seen. Stoop and say "Boo."
9. Run home softly on tiptoes.
10. Blow out candles 3 deep puffs.
11. Repeat from 6 on with rest of children.
36 Physical Education
VIII. Brownies' Party:
1. Wind blows calling brownies.
2. Brownies run to party in woods.
3. Look up to see if moon shines and to see stars.
4. Raise arms to catch leaves as they fall.
5. Gather leaves and scatter.
6. Run through leaves.
7. "Wind blows telling brownies party is over (breathing).
IX. Membees of the Fiee Department:
1. Driving horses to fire. Different fire apparatus for each row of chil-dren.
Gallop around the room. "Ready—go"; and back to seats.
2. Deep breathing to prepare for work. "In! Out!"
3. Playing water on flames. Feet apart, grasp hose in front, arms out-stretched.
Move arms slowly to left side, twisting the body some-what—
one! Sway over to right side—two! Repeat and try in
rhythm, making a hissing noise to represent the noise of water
rushing through nozzle.
4. Climbing ladder to window. Opposite hand and foot used. Left hand
and foot used. Left hand and right knee up. Changing hand and
knee-change! Again—one! two! Keep it up—begin!
5. Chopping window open. Feet apart, hands over right shoulder grasp-ing
axe, body twisted somewhat. Chop down^one! Swing to other
shoulder—two! Keep it going ten minutes—go!
6. Throwing clothes out of window. Stoop down, pick up armful of
clothes, etc.—one! Stretch up and throw out of window—two!
Repeat.
7. Descending ladder.
8. Driving horses home. Slow trotting around room, holding reins in
front.
9. Getting rid of smoke in lungs. In! Out!
X. Moving Day:
1. Select a few children to represent moving van with one child as driver.
At given signal have driver bring van to front of room.
2. Load van with furniture. Some children can carry things to front of
room while others pack them in van.
3. Stoop to roll up rugs. Climb on ladder and reach up high to get
pictures.
4. Get barrels from the basement (cellar) and roll them out to the van.
0. Shake curtains and small rugs before putting them in van. Blow to
represent wind carrying the dust away.
6. All loaded. Climb on van and drive to new house. Skip around room.
7. Unload van. Repeat some of the above and let children add other
items.
XI. Cleaning House:
1. Open windows. Reach up to pull top ones down. Push up lower ones.
2. Roll up rugs. Stoop and walk forward a few steps as you roll' rugs.
3. Carry rugs out of doors.
Seconh Grade 37
4. Shake small rugs. Beat others. Kneel on one knee. Use beater in
right hand and then in left hand. May use beater in both hands.
5. Blow the dust away.
6. Run into house and sweep floors.
7. Get rugs and replace them on floor.
8. Wipe furniture with cloth. Reach up high to clean shelves.
9. Get dust out of lungs. Breathe in fresh air from windows.
XII. Mowing Lawjv:
1. Push lawn mower around room or around one row of seats.
2. Run to tool house. Reach up to get rake and broom. Get wheelbarrow
also. Wheel it to lawn.
3. Rake grass.
4. Stoop down and get armfuls of grass to put in wheelbarrow.
5. Wheel grass to back yard. Dump in pile.
6. Go back to get some heavy stones. Stoop to lift them.
7. Sweep sidewalk and put tools away.
S. Skip into house and get lunch.
XIII. Shoemaker and Elves:
1. Tired shoemaker works slowly making shoes.
2. Yawns, stretches and goes to bed.
3. Elves come dancing.
4. Elves make shoes. Wax thread, bore holes with awl, pound nails.
5. Elves dance away at daybreak.
6. Shoemaker goes to work and is surprised to see shoes all finished.
7. Shoemaker and wife make clothes for elves.
8. At night elves' return, put on new clothes and dance in fairy circle.
*XIV. The Sailor:
1. Sailor Saluting. (Right hand above right eye, elbow out, upper arm
on line with shoulder, body erect.)
2. Sailor Walking Out on Mast. (Arms sideward, take two or three long
steps on toes. Turn and return to position.)
3. Hoisting the Sail. (Arms upward, take imaginary rope and pull down
hard, bending knees (one foot in advance of the other) and stretch-ing
until sail is in place.)
4. Climbing Mast. (Both arms around mast, lift first one knee then the
other (climbing motion) until top of mast is reached.)
5. Sighting land. (Put left arm around mast, shade eyes with right
hand, bend forward right and look way off.)
6. Land is Seen; Sailors Happy. (Jump up and down clapping hands.)
7. Rowing (from Large Boat) in Small Boat to Shore. (Right foot for-ward,
take oar in hands and row, using long strokes with arms and
swaying body forward and backward.)
8. Pushing Small Boat up on the Beach. (Bend body forward, bending
both knees (one foot in front of other), push boat taking two or
three steps forward.)
9. Wind Blowing Sail. (Hands on hips, feet apart, body bent forward
(slightly), lips in blowing position. Blow.)
From "Story Plays," Louise Wright.
38 Physical Education
*XV. George Washington:
1. A Great Soldier. (Stand very erect, then swing arms forward, then
sideward, shoulder high, palms of hands up.)
2. Mounting His Horse. (Raise one foot high putting it into the stirrup,
hands up holding saddle. Repeat same with other foot.)
3. Riding His Horse. (Each two rows gallop once around one row of
seats.)
4. Crossing the Delaware "With His Soldiers. (Head erect. Place right
foot a long step forward. Raise and lower heels slowly, with the
motion of the boat, up and down.)
5. Soldiers Looking for Enemy. (Bend body right, shade eyes with right
hand, look far away. Same, bending left.)
6. Raising the American Flag. (Reach up first with one hand, then the
other (pulling the rope), bend knees with arm movement.)
7. Saluting the Flag. (Look up at high flag. Salute.)
8. Giving the Bugle Call. (Hold imaginary bugle, with both hands near
mouth. Breathe deeply, then give a bugle call.)
*XVI. The Jungle:
1. Running Through the Jungle. (Bend body forward right, run few
steps, look for animals, then bend body forward left, run few steps.
Repeat until each row has run once around one row of seats.)
2. Looking for the Wild Animals. (Turn head right, then left. Repeat.)
3. The Tiger Leaping. (Face side of room, place one hand on desk and
one hand on back of chair, bend knees deeply then jump over chairs
to next aisle. Turn and repeat.)
4. The Giraffe. (Stand on toes, extend hands high overhead showing
what a long neck the giraffe has.)
5. The Elephant. (Knees stiff, bend body forward, arms hanging down
in front, palms together (imitating elephant's trunk) sway body
from side to side keeping feet firm on floor, trunk swaying with
body.)
6. The Bear Climbing a Tree. (Raise right knee at the same time curving
arms high around imaginary tree (right arm above left), lower
right knee and raise left. Alternate several times.)
7. The Lion Roaring. (Inhale. Exhale, making roaring noise of lion.)
*XVII. Indians:
1. Put on Moccasins. (Stand on one foot and raise knee of other leg, put
moccasin on foot, using both hands. Repeat, standing on opposite
foot.)
2. Get in Canoe and Paddle to Woods. (Spring up on end of desk facing
side of room. Feet hanging in aisle. Hold paddle with both hands
and paddle with long strokes on one side of the canoe, then change
and paddle on the other side.)
3. Walk in the Woods, Looking for Bears. (Take long steps, bending
knees and walking on toes, shielding eyes with one hand, turning
head right and left, looking. Each two rows around one row of
seats.)
* From "Story Plays," Louise Wright.
Second Gkade 39
4. Shooting Arrows. (Kneel on one knee, holcling bow and arrow. Pull
right elbow back, taking deep breath; shoot arrow and exhale with
hissing sound of arrow going through air. Repeat, kneeling on
opposite knee.)
5. Getting the Bear. (Two or three running steps forward, bend over
from waist, pick up bear and throw it over back. Run backward
to place. Put bear into canoe.)
6. Paddle Canoe Home. (Same as "Get in Canoe and Paddle to Woods.")
7. Jump Out of Canoe and Breathe. (Spring to standing position and
take deep breathing.)
XVIII. Spring Play:
1. Rolling Hoops. (Each two rows run around one row of seats, striking
hoop with stick.)
2. Spinning Top. (Hands on hips, whirl around in place to right.
Repeat to left.)
3. Playing Marbles. (Throwing marbles. Place' one foot a little in front
of the other, bending body forward and throw marble. Repeat,
first right, then left hand.)
4. Jumping Rope. (Run two or three steps (in) then jump two or
three times, run (out) three or four steps. Repeat exercise.)
5. Flying Kite (Look at kite up in air. Turn head left, bend head
backward, look up. Same right.)
6. Squat Tag. (Stoop quickly, then come to standing position. Repeat.)
7. Blowing Feather in Air. (Bend head backward, blow imaginary
feather.)
XIX. Imitative Activities:
1. Dog can trot or run slowly or quickly. One row at a time does each.
2. Bear can walk on hind legs. Walk slowly using arms for balance.
3. Cat goes quietly—run on tiptoes.
4. Elephants—hands in front to represent trunks: walk slowly swaying
from side to side.
5. Rooster walk (hands on hips, bend L knee up, stretch leg straight
forward and place on flood. Repeat R, etc.)
6. Frog hop—Hands on flood between knees which are bent. Take short
and long hops around room.
7. Run like deer.
8. Blow up balloons.
9. Sway from side to side, feet apart, let hand slide down leg.
10. Walk on tiptoes (hands on hips).
11. Bouncing ball (jump up and down in place bouncing ball with hands.
Some bounces are high, others not. Take three small jumps and
one big one.)
40 Physical Educatioi
GAMES AND CONTESTS
Hawk and Dove (Schoolroom or Playground)
:
Teacher chooses one child to be hawk and a second to be dove. Each
child grasps teacher's hand. Teacher releases dove first who flies
away. A few seconds later hawk is released and chases dove. Chase
continues until teacher claps hands when dove tries to return with-out
being caught. Dove remains dove unless caught, when he
chooses another dove. Same for hawk.
"Thread the Needle"
Numbers Change (Schoolroom):
Each child is given a number. Child who is "it" stands in front of room.
Teacher calls two numbers. Children whose numbers are called
stand and change places. Child who is "it" tries to catch one of
these players before he gets to his seat. Child caught is "it."
Jump the Brook (Schoolroom)
:
Mark a space a few feet wide on floor. Children run and try to jump
over "brook" just made. If successful they continue. If they get
Second Grade , 41
their feet wet they must return to their seats and are out of the
game. When all have had one try, increase width of brook.
JrMP Fence (Schoolroom):
Same, only use yardstick for fence. Raise it as soon as all have had one
trial.
Meet at the Switch (Schoolroom)
:
Sides even, teacher standing in front of room holding eraser in each hand.
One child from each side comes up and grasps eraser. Teacher lets
go of both simultaneously. Children race around going to right
when they meet. Child who first places eraser in hand of teacher
wins. If one child fails to go to right other side wins.
Eraser Relay (Schoolroom):
Rows even across room. Place an eraser on flood beside each child of
outside row. At signal each child picks up eraser beside him,
changes it from one hand to the other above head and puts down
on floor in aisle between him and next child, who repeats. Row that
gets eraser across room first wins.
Moving Day (Schoolroom) :
Two adjacent rows play a game together. The first of May is moving time,
and the seats are houses. One player is chosen to be "It" and he
walks up and down the street between the two rows. The residents
along the street change houses before and behind him and he tries
to get a house while it is vacated. The seats not occupied and one
more must be marked and not used in the game, so that there is at
all times one person without a house. If the people do not move
often enough the one who is "It" may number the players and then
when he calls two or three numbers they must change places.
Hopping Relay (Schoolroom) :
Even numbers in each row. At signal first child stands, holds one foot in
hand, hops up and touches front of room and returns to place. As
soon as he sits down second child repeats. If both feet are touched
to floor row is disqualified.
Note. May race around rows as in Automobiles.
Hound and Rabbit (Playground) :
Children stand in groups of 3's representing hollow trees, a rabbit in each
tree. One extra rabbit with no tree and a hound. Hound chases
rabbit who may take refuge in any tree but there may be but one
rabbit in a tree. First rabbit must run and take refuge in some
other tree. "When hound catches rabbit they change places, the
hound running away, the rabbit chasing.
Good Morning (Playground; Schoolroom):
Players in a circle. One player goes around outside of circle and taps
another player on the back. They run around opposite ways and
on meeting on the other side of the circle they must stop and shake
42 Physical Education
hands and bow and say "Good Morning" three times and then go
in the same direction as before. The one reaching vacant place last
must start a new game.
Squat Tag (Schoolroom; Playground):
Choose one player to be "It." Players stand in any irregular places. The
one who is "It" tries to tag players, and they are free from being
tagged as long as they hold a squatting position (knees bent).
When the one who is "It" is not near they stand up again. Each
player may use this way to escape being tagged three times, and
then can escape only by running. Any one who is tagged is "It" and
the game is repeated.
Overhead Rexay (Schoolroom)
:
Even number in ea'ch row. An object is placed in front of desk in each
row. At signal, first child passes object in hoth hands over head.
Each child must touch object with both hands and pass overhead.
When last child receives object he stands on right of desk and runs
tagging front of room. When he is out of aisle players stand in
right and move back one seat. Repeat until all are in original
places. Count first place 5, second 3, 1st, 1. One point off each time
child stands on left of own desk.
Twelve O'clock at Night (Tag game. Playground)
:
Mark off a fox's den in one corner and a chicken yard in another. Choose
a player to be the fox and another to be the mother hen. The rest
of the players are chickens. The mother hen arranges the chickens
in a compact group and then leads them up close to the fox's den
and inquires: "If you please, Mr. Fox, what time is it?" If he re-plies
any hour except midnight, they are safe and may play about;
the hen lets them play a moment and then gets them together again
and, standing between them and the fox, asks the time again. When
he replies "Twelve o'clock at night," they must iiin to the chicken
yard, and the fox tries to tag one. The fox chooses a fox for next
time, the mother hen chooses another player in her place, and the
game begins again.
RHYTHMIC GAMES AND DANCES
I. Rabbit in the Hollow (German Folk Game from "Hansel and GreteV)
:
Rabbit in the hollow sits and sleeps.
Hunter in the forest nearer creeps.
Little rabbit, have a care
Deep within your hollow there:
Quickly to the forest
You must run, run, run.
Single circle, hands joined. One child chosen to be rabbit crouches in
center; another, the hunter hides outside the circle. Determine
where rabbit's home is so that he may be safe. Children forming
Second Grade 43
circle move around to left while singing first 5 lines. Stand still
on last line while rabbit breaks through circle and tries to get home.
If he succeeds he may be rabbit again. If caught, he must return
to circle and choose a new rabbit. Repeat.
For last line children may sing "Hop, hop, hop" or "Hide, hide, hide." If
they sing "Hide, hide, hide," the rabbit crouches down in circle
again and the children try to keep the hunter out of the circle.
EABBIT IN THE HOLLOW
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II. Mazoo (Traditional Southern Game)
:
1. Go round and round the circle
Mazoo, Mazoo:
Go round and round the cricle
My Susie Anna Sue.
2. Go in and out the windows.
3. Go wash your tiny windows.
4. Now let me see you hustle.
Circle joins hands. One child outside of circle. Child on outside skips
around while children sing first verse. During second verse children
in circle hold hands high, others skip in and out.
Third verse—skip around inside of circle pretending to wash faces of
other children.
Fourth verse—children who have been skipping choose partners. All
hustle. To "hustle," time and action same as for skipping in place
but lifted foot is put down behind, crossing feet each time. Repeat
from beginning. Continue until all are playing.
aiAzoo
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44 Physical Education
III. Shifty Shadow:
1. Little (1) flitting shifty stiadow,
I would like to fly with you;
We (2) will dance and skip together,
Just what I do, you do too.
2. First, (3) we'll be a robin flying.
Spreading wide his big brown wings;
Then (4) we'll rest on waving tree tops
While (5) the robin sits and swings.
3. Here's (6) a rabbit, shifty shadow;
See (7) him wag his ears at you.
Here's (8) a little fish a-swimming
In the water deep and blue.
4. Here's (9) a funny little Brownie
Treading softly on his toes;
Harry, hurry, little shadow.
You must go where Brownie goes.
First Verse.
Two rows around one row of desks.
1. Look behind as if looking at shadow and wave both hands, first
over L and then over R shoulder.
2. Eight skips forward.
Second Verse.
Facing front of room.
3. Extend arms at sides and wave in imitation of flying.
4. Place hands together and rest head on them.
5. Slight swaying of body from side to side.
Third Verse.
6. Place hands above head with all fingers closed except first
two on each hand.
7. Wave fingers forward and backward.
8. Hands together in front of body, imitate fish swimming.
Fourth Verse.
Two rows around one row of desks.
9. Forefingers raised at either side of face and moved alternately
up and down. Run around on toes taking short steps.
SBIFTY-SHADOW
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Second Gkade 45
IV. Frog Went A-Courting (Traditional North Carolina Folk Game):
Single Circle, all hands joined.
1. Frog went a-courtin, lie did ride, Um-hm;
The frog went a-courtin, he did ride
Sword and a pistol by his side, Um-hm.
March around circle through verse 1.
2. Froggie came to Mousie's door, Um-hm. (Turn to face partner)
"Mistress Mouse, are you within?" (Boy lifts hat high.)
"Yes, kind sir, I sit and spin, Um-hm." (Girl spins, circle R hand,
taps L foot.)
3. "Mistress Mouse, will you ride with me?" etc. (Boy bows low,
hand across chest.)
"Yes, kind sir, I'd happy be, Um-hm." (Girl makes low curtsy.)
4. So they had a merry ride, Um-hm;
So they had a merry ride (skip around circle in couples.)
Frog and Mousie side by side; Um-hm. (End with curtsy.)
THE FROG WENT A-COUETING
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V. Oats, Peas, Beans
1.
(Traditional North Carolina Folk Game):
Oats, peas, beans and barley grows
Oats, peas, beans and barley grows
Nor you, nor I, nor nobody knows
How oats, peas, beans and barley grows.
Thus the farmer sows his seeds (make sowing motion)
Thus he stands and takes his ease (stand arms folded)
Stamps his foot and claps his hands (stand and clap hands)
And turns around to view his land. (Turn in place to right.)
Waiting for a partner
Waiting for a partner
Open the gates and choose one in
Make haste to choose your partner.
46 Physical Education
Circle, hands joined. Child chosen to be farmer stands in center.
1st verse—Circle around to left.
2d verse—Stand still making appropriate motions.
3d verse—Parmer chooses partner and enters circle again. Repeat
from beginning.
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OATS, PEAS, BEATfS
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VI. Three Dukes (Traditional NvrtJi Carolina Folk Game):
Here come three dukes a-riding
A-riding, a-riding
Here comes three dukes a-riding
Sir Ransom-Tansom-Tardio.
Pray what are you riding here for?
Here for, here for?
Pray what are you riding here for?
Sir Ransom-Tansom-Tardio?
We're riding out to get married.
Fray which of us will you have. Sir?
You're all black as charcoal!
We're just as clean as you, Sir!
You're all as stiff as pokers!
We can bend as well as you, Sir!
Down the kitchen and down the hall
Choose the fairest of them all!
The fairest one that I can see
come over to me.
3 Dukes on one side of room. Rest of children on other side in
line, hands joined.
3 Dukes advance and retire singing 2d verse.
Line advance and retire singing 2d verse.
Dukes sing verses 3, 5, 7, alternating with the rest of the children
who sing verses 4, 6, 8, bowing on 8th.
Dukes say "Down the kitchen, etc." naming person they wish to
have.
Choose new Dukes or play "Here Come Four Dukes," etc.
2.
Second Grade 47
HEBE COME THREE DUKES
Here come three Dukes a - rid - ing, a - rid - ing, a - rid - ing, Here
lid :- :d Id ;- :n I s ;- :n Id :- :d I r :- :r Is, :- :s, I d :- :d Id :-
come three Dukes a - nd - ing, Sir Ran - som, Tan - sora, Tar - dy O!
VII. Old Rogee (Old Pompey) (Traditional North Carolina Folk Game):
1. Old Roger is dead and lies in his grave,
Hm! Ha! Lies in his grave.
2. They planted an apple tree over his head,
Hm! Ha! Over his head. . . ...,
3. The apples were ripe and ready to drop.
4. There came an old woman a-picking them up.
5. Old Roger got up and gave her a thump.
6. Which made the old woman go hippity hop.
Circle, hands joined. Choose Old Roger who lies down in center,
arms folded over chest.
Players sing and march around circle, 1st verse.
2d verse—Child representing apple tree enters circle with arms
stretched out shoulder height, fingers extended.
3d verse—Tree moves fingers (apples falling).
4th verse—Child representing old woman comes in and picks up
apples.
5th verse—Roger gets up and chases old woman.
6th verse—Roger lies down, old woman limps around circle.
Each child then chooses another to take his place and game is
repeated.
OLD EOGER IS DEAD
48 Physical Education
VIII. Nuts in May (Tune, Mulberry Bush) :
Here we come gathering nuts in May.
1. Nuts in May, nuts in May.
Here we come gathering nuts in May
On a cold and frosty morning.
2. Whom will you have for nuts in May?
3. Oh, we will have for nuts in May.
4. Whom will you send to fetch her away?
5. Oh, we will send to fetch her away.
Children facing each other in two equal lines.
One line advances and retires singing first stanza.
Second line advances and retires singing second stanza.
First line advances and retires singing third stanza (naming child
in other line).
Second line advances and retires singing forth stanza.
First line advances and retires singing fifth stanza (naming child
in own line).
The two children named then go up to line which has been drawn,
grasp right hands and stand with right toes touching. They then
see which can pull the other across to his side of the line. The
one that succeeds returns to his own line taking his captive
with him.
Repeat, second line advancing singing first stanza.
IX. Roman Soldieks (Traclitional Old English and Islorth Carolina Folk
Game)
:
1. Have you any bread or wine?
For we are the Romans;
Have you any bread or wine?
For we are the Roman Soldiers.
2. Yes we have some bread and wine.
For we are the English:
Yes we have some bread and wine,
For we are the English Soldiers.
3. Then we'll have just one cup full.
4. No you shan't have one cup full.
5. Then we'll tell the king on you.
6. We don't care for your king or you.
7. Then we'll tell the Pope on you.
8. We don't care for your Pope or you.
9. Then we'll send our dogs that bite.
10. We don't care for your dogs or you.
11. Then we'll send our cats that scratch.
12. We don't care for your cats or you.
13. Are you ready for a fight?
14. Yes we're ready for a fight.
Equal lines facing standing about 10 to 12 feet apart. Draw chalk
line half way between.
Second Grade 49
Romans advance and retire singing verses 1, 3, 5, 7, 9, 11, 13.
English advance and retire singing verses 2, 4, 6, 8, 10, 12, 14.
Malve appropriate motions in verses 11 and 12.
At end step up to line and each grasp opponents right hand at signal
all pull. Any that are pulled over line must go on that side.
THE ROMAIV SOLDIERS
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X. Jenny Jones {Tune, Here We Go Round the Mulberry Bush, Traditional
North Carolina Folk Game)
:
One child, representing Jenny Jones, kneels down; another, the
mother, stands in front of her with skirts spread out to hide her.
Rest of children form a straight line facing mother.
The line, holding hands skips 8 steps up to the mother and 8 steps
back to place singing.
We've come to see poor Jenny Jones.
Jenny Jones, Jenny Jones.
We've come to see poor Jenny Jones.
How is she now?
They stand still while mother imitating washing sings:
Jenny Jones is washing, washing, washing.
Jenny Jones is washing, you can't see her now
Children walk up and back 4 steps as before singing:
"Very well, ladies, ladies, ladies.
Very well, ladles, gentlemen, too.
Throughout game children advance and retire, mother stands still making
appropriate motions.
Children repeat first verse
Mother: "Jenny is starching"
Children: "Very well, ladies," etc.
We've come to see Miss Jenny Jones"
Mother: "Jenny is ironing"
Children: "Very well, ladies," etc.
We've come to see Miss Jenny Jones"
Mother: "Jenny is ill"
Children: "Very well, ladies,"
We've come to see Miss Jenny Jones"
Mother: "Jenny is dying"
Children: "Very well, ladies,"
"We've come to see Miss Jenny Jones"
Mother: "Jenny is dead"
Children: "Very well, ladies," etc.
"We'll come to the funeral, funeral, funeral.
We'll come to the funeral
Will that do?"
4
50 Physical Education
Mother: "You may come to the funeral, funeral, funeral
You may come to the funeral, that will do."
Children: "Very well, ladies,"
"We'll come in red
Red, red
We'll come in red
Will that do?"
Mother: "Red is for soldiers, soldiers, soldiers
Red is for soldiers, that won't do."
Children: "Very well, ladies,"
We'll come in blue," etc.
Mother: "Blue is for sailors, sailors, sailors,
Blue is for sailors, blue won't do."
Children: "Very well, ladies"
"We'll come in pink"
Mother: "Pink is for babies"
Children: "Very well, ladies"
"We'll come in yellow"
Mother: "Yellow is for jealousy"
Children: "Very well, ladies"
"We'll come in white"
Mother: "White is for weddings"
Children: "Very well, ladies"
"We'll come in black"
Mother: "Black is for funerals, funerals, funerals
Black is for funerals, black will do."
Six children pick up Jenny (who has fallen over) and carry her a short
way. Mother and rest follow weeping. Then they put Jenny down. Jenny
gets up and chases them. First two caught are Mother and Jenny.
XI. Fussy Cat:
Pussy cat, pussy cat (1)
Where have you been? (2)
I've been to London (3)
To visit the queen (4)
Pussy cat, pussy cat (5)
What did you there? (6)
I frightened a little mouse (7)
Under her chair. (8)
Single circle, hands joined. Cat stands in middle.
Lines 1 and 2—Children take four slides around to right.
Lines 3 and 4—Cat bows and sings lines.
Lines 5 and 6—Four steps in toward center, shaking finger at cat.
Lines 7 and 8—Cat whirls around, arms shoulder height as she sings.
Children run back to places.
Repeat 1 and 2, sliding to left.
3 and 4, 4 steps into circle.
Second Grade 51
5 and 6, stand still and sing.
7 and 8, cat whirls and joins circle.
Choose new cat and repeat.
PUS^r CAT^ PU55V CAT
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XII. The Bridge of Avignon:
On the bridge of Avignon
They are dancing, thej' are singing
On the bridge of Avignon
They are dancing in a ring
Gentlemen do this way:
Then they all do this way.
Ladies all do this way
Then they all do this way.
All the priests do this way.
Soldiers all do this way.
Street boys all do this way.
Single circle, facing forward, hands joined.
1st 8 measures—skip around to left; at end of 8th measure come
to stop and drop hands.
Measure 9 and 10—face partners as they sing "this way" make a
bow as though removing a hat.
Measure 11 and 12—face opposite direction and repeat 9 and 10.
Repeat measure 1-8.
Measure 9 and 10—make courtesy to partner, 11 and 12, courtesy
other way.
Continue repeating third time, put palms together fingers down
and incline head.
Fourth time salute.
Fifth time, put thumbs in ears and wiggle fingers.
52 Physical Education
THE BRIDGE OF AVIGNOJf
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XIII. The Circus:
In couples, single circle, R shoulders to center.
1. (a) "I am going to the circus.
Come and take a ride with me;
I should like to ride a pony
—
I can do it you will see."
Circle marches around, singing the stanza above,
(b) "Gee up, come along.
Gee up, come along;
Gee up, come along;
Whoa—back—^whoa."
One player of each couple is the "pony," and is driven by the player
behind him; the pony stretches arms back to grasp the hands of tlie
"driver," and the circle gallops or trots lightly until "Whoa," where
all stand still; back one step; and stand.
2. When the words call for "elephant," all bend forward and swing clasped
hands from side to side, imitating trunk; have movements slow and
ponderous.
3. "Reindeer"; form horns by placing thumbs at side of head, spread-ing
fingers; trot softly, as on snow.
Other animals may be added to suit conditions.
THE CIRCUS
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XIV. The Little Pony:
Single circle, all facing center. One player in the center is the pony_
1. "Trot, trot, trot, through the pasture lot;
Though the road be rough and stony, trot along, my little pony;.
Trot, trot, trot, trot, trot; through the pasture lot."
Second Gkade 5S
The center player trots around inside circle during the singing of
the above verse.
2. Rest, rest, rest; you have done your best;
To your stable I vsrlll lead you, and on corn and oats I'll feed you;
Rest, my pony, rest; you have done your best.
All the players forming circle make a "stable" of the arms in front
of the chest; the player inside circle enters a "stable" during
singing of second verse.
1. Repeat as in 1, but there are two ponies inside the circle—the
original pony and the player whom he faced for the "stable."
Each of the two ponies enters a "stable."
Repeat, having four in center; continue until all have been
chosen.
THE LITTLE PONT
2.
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*XV. Swedish Ring Dance:
Double circle R shoulders to center, boys on outside.
Measure 1-8 —16 walking steps forward.
Measure 9-16—skipping steps forward.
Measure 17-20—All join hands 8 slides right.
Measure 21-24—8 slides left.
Measure 25-28—Face partners, hands on hips, girls take 4 slides in
toward center, boys 4 slides out, and back to place.
Measure 29-32—Lock right arm with partner, left arm held high 16
running steps around with partner.
A'*-
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SWEDISH RING DANCE
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* Used by the kind permission of Mr. Louis H. Chalif, of the Chalif School of Dancing..
New York City.
54 Physical Education
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Second Grade 55
XVI. Baby's Boat:
Schoolroom game; lines facing forward, hands on hips.
1. "Baby's boat's the silver moon,
Sailing in the sky,
Sailing o'er the sea of sleep
While the clouds float by.
Chorus. Sail, Baby, sail,
Out across the sea;
Only don't forget to sail
Back again to me.
2. Baby's fishing for a dream.
Fishing near and far;
His line a silver moonbeam is.
His bait a silver star.
Chorus.
During the singing of the first verse the lines advance with touching the
right toe forward; repeat the touch; step forward on right; bring up left
foot with right.
This will take two measures, or eight in all for the first verse.
During the chorus, step sideways on right, bring left to right, and raise
and sink heels (one measure) while swinging arms to right as if rocking
an imaginary baby.
Repeat throughout chorus.
During second verse, same action as In verse 1.
Chorus as at first; then repeat chorus, humming softly.
BABY'S BOAT
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56 Physical Education
XVII. Pop Goes the Weasel:
(For music, p. 95.)
A penny for a loaf of bread
A penny for a needle;
That's the way the money goes
Pop goes the "Weasel.
Up and down the village street
In and out of Eagle;
That's the way the money goes
Pop goes the Weasel.
Circle, hands joined.
One child skips around inside of circle for first 6 measures and stops in
front of partner.
Measures 7 and 8—They both jump and land with R foot forward, heel
touching, repeat L R L.
First child now places his hands on his partner's shoulders and they skip
around for measures 9-14 and stop in front of another.
Measures 15 and 16—Repeat 7 and 8. Continue until all are playing.
More than one child may be in center at beginning.
XVIII. Muffin Man (Schoolroom form):
(For words and music see p. 29.)
Four children are selected who go to different corners of room. Children
in their seats sing first verse while children in corners skip up
and choose partners. They lead partners to corners singing "Two
have seen the Muffin Man," etc. When they get to corners skip
around singing until end of verse. Repeat 1st verse choosing
new partners, repeat second verse singing "Four have seen the
Muffin Man." Continue until all are playing.
RELIEF EXERCISES
In the first and second grades there is usually so much freedom that these
periods are not as definitely marked as in the upper grades. If the children
become restless, they may be permitted to skip or march around the room.
Other suggestions are:
1. Let them sit with arms shoulder high and shake fingers hard; do same
overhead.
2. Jumping in place etc.
A few simple games may give relief after a period of sitting still.
The following games are suggested:
I. Good Morning. One child sits with eyes closed. Teacher motions to
another child who says "Good morning, Mary." Mary (or whoever has eyes
closed) has three chances to guess who is speaking. If she guesses, she
may be it again. Otherwise the child blindfolds her eyes.
Second Gkade 57
II. HucKLE Buckle Bean Stalk. All children close eyes but one. He
hides an object and then takes his seat. Rest of children look for object.
When one sees it he pretends to look farther, then quietly takes seat and
says, "Huckle, buckle bean stalk." Rest continue search. First one to see
object hides it to next time. It will shorten game to have several children
searching at once.
III. Charlie Over the Water. One player stands in center. Rest make
circle and say "Charlie over the water, Charlie over the sea, Charlie caught
a blackbird and can't catch me." As they say the last line all stoop. Charlie
tries to tag them. One tagged must be Charlie. If there are many players,
have more than one child in center at beginning.
The following imitative activities are suggested for use during Relief
Periods:
1. Run like a cat—quietly.
2. Gallop like horses.
3. Walk like an elephant—^hands clasp low in front swinging from
side to side.
4. Walk like a bear—hands on floor, slowly lumbering from side to side.
5. Jump like a frog—hands on floor, arms between knees jump forward.
6. Rabbit hop—knees bent, backs flat, hands held up to represent paws,
hop in this positon.
7. Birds flying—arms shoulder height, raise and lower.
8. Aeroplane propeller—large arm circles. Wings—keep arms shoulder
height, tip body from side to side.
9. Ducks. Sit on heels, hands on knees: waddle forward.
10. Jumping imaginary rope.
11. Stunts.
GYMNASTICS
G-ENEKAL Plan of Gymnastic Lesson
Each lesson is so constructed that all parts of the body share in the
exercise-values; therefore, the whole lesson should always be given. The
lesson plan is, in general, as follows:
1. Order. These exercises are given primarily to train pupils in quick
response, and to improve neuro-muscular coordination.
2. Head. The objectives of this group are mainly corrective; upper
shoulder muscles and neck muscles are tightened, and the chest expanded.
3. Arm. These exercises are also strongly corrective, strengthening the
shoulder muscles and broadening the chest. Good form is necessary to
produce the desired result.
4. Trunk. The large trunk muscles are used, the back and the abdominal
walls are strengthened, and the digestive functions improved.
5. Precipitant. Again the large muscle-groups are used, and improved
muscle-tone, quicker heart-action and deeper breathing should result.
6. Breathing. Respiration should be brought back to normal after the
exertion of the last group, and the habit of deep breathing encouraged.
58 Physical Education
Directions for Teaching Gymnastic Lesson
1. Have windows open and coats off; face windows for breathing exercises.
2. Insist on quiet feet; noise and stamping are unnecessary, even in
street shoes.
3. The lesson must be memorized: a small card may be held as a memo-randum,
but no teacher can successfully teach any subject when she has to
keep her attention on her book.
4. All breathing exercises are to be done with mouths closed.
Incoerect Arm Stretching Upward, With Coat
5. In correcting poor positions, never say "shoulders back"; not the
shoulders, but the whole trunk, is wrongly poised. Say "chest broad, waist
in," or "stand tall, knees straight."
6. Exercises done on one side must be done an equal number of times
on the opposite side.
7. When the gymnastic lesson is given two or three times a week, using
health talks, contests and rhythmic work on the alternate days, one pro-gram
is used for two weeks, varied with different games.
Second Grade 59
8. "Atten
—
tion." Head high; chest broad; hands at side, stretched
downward; heels together, with toes slightly turned out, not more than
forty-five degrees. A smart and convenient way for children to reach this
position from their seats is in two counts; one, right (or left) foot in the
aisle, preparatory to rising; Uvo, class stands at "attention."
9. "At ease." This is not necessary after each exercise, but may be
given when rest is required, or when any explanation is needed. Tlfe left
(or right) foot is carried about a foot-length to the side, weight being
equally distributed between feet.
mmwH
Correct Arm Stretching. Without Coat
10. Every exercise must begin and end with the fundamental standing
position. The command "po—sition" is used to get the child back to the
starting position, from any gymnastic position of feet or arms.
11. Demonstrate an unfamiliar exercise, but do not accompany the
children in their work; if the full educational benefits are to come from
the lesson, it must be taught from commands, not from imitation.
€0 Physical Education
12. Each command has two parts, preparatory and executive. The pre-paratory
part explains the order; the executive gives the signal for its
performance. In the command "Left foot forward—place!" the dash sepa-rates
the preparatory and executive sections. The preparatory part of the
command is given in an ordinary conversational tone; a distinct pause must
always come before the executive part, which is given in a crisp, emphatic,
decisive manner.
13. Repetition. Arm exercise may be repeated 8 to 10 times; leg ex-ercises,
12 to 16; breathing, not more than five times. The lesson must have
snap and vigor. Never repeat an exercise to the point of losing the interest
of the class. It is much better to work for effort and for good spirit than
to drill on an exercise until every child can execute it perfectly.
14. If the children are old enough to have developed sex-consciousness,
it may be desirable to have the Physical Education lessons done with boys
on one side of the room, girls on the other. Assign seats for gymnastic
lessons, taller pupils at rear of line; have desks cleared; command "change
seats for gymnastics," and have boys pass to front of room, girls to rear,
in taking temporary seats.
GRADE III
For Exjilanation of Types of Exercises, see pages 12, 13, I4.
GYMJfASTICS
General Plan of Gymnastic Lesson, page 51.
Directions for Teaching Gymnastics, pages 57, 60.
Time for Physical Education should be divided between health lessons,
games, gymnastics, rhythmic exercises, athletic contests, and efficiency tests
such as the Badge Tests decribed by the Playground and Recreation Associa-tion
bulletins. A new lesson in gymnastics is to be started every two weeks.
Every lesson is begun and ended with "Best sitting position."
Lesson I
1. Order. Drill in directions of right and left. "To the right
—
turn!"
lacing each of the four sides of the room.
2. Arm. Hips—^irm; hands placed firmly on hip bones, not waist line,
thumbs to the back, fingers close together. Po
—
sition hands brought smartly
down to sides.
3. Leg. Hips
—
firm; feet apart
—
jump (lightly, catching weight on balls
of feet) ; feet together
—
jump.
4. Splitting wood; swing hands over right shoulder, as if grasping axe;
on count one, swing axe between feet, bending forward from hips; two,
straighten body and swing hands again over right shoulder.
Repeat an equal number of times, bringing hands to left shoulder.
5. Precipitant. Fire Engine. Number the rows; have signal given with
bell or handclapping, and the row whose number is signalled rises and
gallops lightly around outside aisle and back to seat.
6. Hands on lower border of chest
—
place; breathe in, one; out, two.
Lesson II
1. Order. Touch R foot, tiptoe only, forward
—
one; replace, two. Repeat
to left.
2. Arm. Chest
—
firm; make two level shelves by placing thumb against
chest, palms down and horizontal, wrists and fingers straight, hands well
apart on chest. Fo
—
sition.
3. Leg. Hips
firm; raise heels eight counts
go.
4. Trunk. Raising Flag. Right hand high over head, left in front of
waist; pull down right arm and bend knees, one; raise left arm high and
straighten knees, two.
5. Precipitant. Hips
—
firm; jump lightly on toes 10 counts
—
go (may
be taken one row at a time).
6. Sitting, hands on near corner of desks; head high; deep breathing,
one, (chin drawn in and chest broadened) ; tico.
62 Physical Education
Lesson III
1. Order. Quick change between hips
—
firm and chest
—
firm.
2. Arm. Chest
firm; fling arms sideways, one (fingers straight, palms
down, hands shoulder high); return, two.
3. Leg. Hips^/irm; feet apart
—
jump; heels raise, 8 counts
—
go.
4. Trunk. Splitting wood; see Lesson 1, Grade III.
"Shoulders—Firm!"
5. Precipitant. Hips
—
firm; feet apart jump; together
—
jump; continue
lightly ten counts
—
go. (One row at a time.)
6. Raise arms sideways shoulder high and breathe in
—
one; two, lower
arms and breathe out.
Lesson IV
1. Order. Marching in place; mark time
—
go (foot raised clear of
floor, toe pointing downward) ; class halt; one—tivo. (Two steps in place
after the word Jialt.)
2. Arm. Head
firm (hands on back of head, finger tips touching wrists
straight, elbows back, chin well in).
Thied Grade 63
3. Leg. Hips
—
-firm: Bouncing balls, turning right; 4 counts
—
go; (Take
three soft light jumps in place, hardly leaving floor; turn to right on fourth
jump. The first three are "getting up steam"; the fourth jump is more
vigorous.) Again to right
—
go.
4. Trunk. See-saw. Three children to a see-saw; the center standing
with arms stretched out at side, being the plank, and the two other players,
each holding with both hands to the end of the see-saw, are the riders.
On count one, the center player bends to right, as the rider on that side
bends his knees almost to sitting position; on two, the right-hand player
-stands erect as the one on the left bends knees. The music to the familiar
Mother Goose rhyme may be used for the rhythm to this exercise.
5. Precipitant. Skip on tiptoe, one row at a time, around room.
6. Hands on lower ribs, broaden chest and breathe in, one; tioo.
Lesson V
1. Order. Quick change between hips
—
firm, chest firm, head
—
firm.
2. Arm. Chest
—
firm; fling arms sideways and raise heels
—
one; two.
3. Leg. Hips
firm; deep knee bending (the children call it "growing
little") bend knees, heels off floor, one; stand erect, tivo.
4. Trunk. Throwing snowballs; pick up snow from between feet, one;
mould balls, ttvo; throw at some object in front of room, three. A child
may be chosen for a snow man, and his arms, head and legs knocked off in
succession.
5. Precipitant. Run on tiptoe, one row at a time, around room.
6. Sitting. Chest
—
firm; breathe in, one; out, ttoo.
Lesson VI
1. Order. Review the march in place and halt (see Lesson IV).
Mark time; go; then forward, march; class halt
—
one; two. Take
two steps after the word halt; bringing heels together on tiDO.
2. Arms. Circle arms overhead
—
one (raise arms sideways overhead and
place R hand above L, both palms down, two, lower arms sideways to position.
3. Leg. Arm raising sideways with heel raising, one; two.
4. Trunk. Cranking automobile; stoop and make large circle outward,
first with right arm, then with left.
5. Precipitant. Hips
—
finn; jump with feet astride and together, twelve
counts
—
go. (See Lesson III.)
6. Sitting. Head
—
firm; broaden chest and breathe in
one; two.
Lesson VII
1. Order. One step forward
—
one (step forward on left foot) ; two, bring
up right foot to left, heels together.
2. Head—Arm. Raise right arm sideways, turning head to look at tips
of fingers
—
one; return, tivo. Same to left.
3. Leg. Chest
—
firm; deep knee bending ("growing small") one; two.
4. Trunk. Raising Flag. (Lesson II, Grade III.)
5. Precipitant. Marching game, "Follow my Leader."
6. Hips
—
firm; heel raising and deep breathing; one; two.
64 Physical Education
Lesson VIII
1. Order. Quick drill in directions, as in Lesson I.
2. Arm. Shoulders
—
firm; fists clenched tightly and held on outside of
arm, not touching shoulder; wrists straight; elbows close in.
3. Leg. Head
—
firm; feet apart
—
jump; raise heels 10 counts
—
go.
"Chest—Firm!"
4. Trunk. "Crow Hop"; bend knees and clasp ankles; hop forward 6
times in this position. (One row at a time.)
5. Precipitant. "Fire Engine"; see Lesson I.
6. Arm raising sideways and heel raising with deep breathing one; two.
Lesson IX
1. Order. Quick changes of arm positions, insisting on good form.
2. Arm. Arm raising sideways, with head twisting to R; one; tioo.
Take with deep breathing. Repeat to left.
3. Leg. Bouncing Balls; see Lesson IV.
4. Trunk. Feet apart
—
jump; bend and clasp both hands to L
ankle, one; two. (Keep knees straight.)
(R)
Thikd Grade 65
5. Precipitant. "Crossing the Creek"; mark witli chalk a space about
three feet wide in front of the teacher's desk; have one row at a time run
around outside aisle, jumping across space marked out.
6. Chest
—
firin; heel raising and deep breathing
—
one; two.
"Rabbit Hop"
Lesson X
1. Order. Marking time and marching; alternate rows face back of
room, so that two rows of children march around one row of seats.
2. Shoulders
—
firm; arms sideways stretch, one—two.
3. Leg. Arm circling and heel raising
—
one—two.
4. Trunk. "Rabbit Hop"; bend knees and place hands, palms down, on
floor between knees, fingers pointed inward; advance by moving hands
forward, then bringing up feet with a little jump.
5. Precipitant. "Jumping the Fence"; like "Crossing the Creek," Lesson
IX, except the children jump over a yardstick or blackboard pointer held
about ten inches above floor.
6. Sitting. Chest
—
firm; arm flinging sideways with deep breathing
one; tioo.
GAMES AND CONTESTS
FiNGEK Circle Race (Schoolroom):
Draw small circles on the board, one in each corner, so that four children
are running at ia, time. Each child stands with his flnger in a circle,
right shoulder to the board. At the signal, all run around the room
in the same direction, each child touching every circle as he passes
it. The child flrst reaching his own circle wins the game.
66 Physical Ebucation
I Spy (Schoolroom):
One child is ^selected to hide some small object, such as the top to an ink
well; several of the children are meanwhile sent out into the hall.
When they enter to search for the hidden object, the first one who
sees it says, "I spy" and returns to his seat, while the other players
continue to search. The player first seeing the object may hide it
next time. It is advised that the object be hidden where it will
not be necessary to move anything in order to find it.
Exchange Tag (Schoolroom)
:
Children are seated at their desks; one is chosen to be "it," and stands
in front of the room. The teacher calls the names of two pupils,
who exchange seats, trying to avoid being tagged by "it." The one
who is tagged is next "it."
Follow the Leader (Schoolroom)
:
One player is chosen as leader. The others form in single file behind him,
and imitate all that he does. The leader may march, skip, walk" on
all fours, go backward or sideways, turn around while walking, or
hop on one foot; he may assume on the march any position of the
arms. Whoever fails to follow, must go to the foot of the line.
Going to Jerusalem (Schoolroom) :
Place a book or a chalk-mark on one desk. Players march in and out of
aisles, and at the signal (a tap on the bell, or a clap) each tries
to secure a seat. The marked seat may not be used. An additional
seat is ruled out at each repetition of the game.
Eraser Relay (Schoolroom):
Place an eraser on the front desk in each row. At the signal, the eraser
is passed backward overhead, being touched by each child in suc-cession;
the player in the last seat runs forward with it, coming
up on the right-hand side of the seats; the first child replacing tlie
eraser on the front seat wins for his row. Each child then moves
back one seat, the player who has just run taking the front seat.
Continue until every child has had a turn at the rear seat.
Stealing Steps (Playground; schoolroom):
One player, standing in front of the class, hides his eyes and counts audibly
to ten; a player in each aisle has been chosen to start from the
back of the room and comes forward as rapidly as possible, but must
be motionless when the one in front, having counted ten, uncovers
his eyes. Any player seen to move must return to the back of the
room. The player first reaching the front wins one point for his
row.
Ducks Fly (Schoolroom):
The leader calls rapidly "Ducks fly," "Chickens fly," "Robins fly," etc.,
and children raise and lower arms once when the name is called
of some animal that can fly; when a player raises arms at the com-
Thikd Geade 67
mand "Pigs fly," he is caught and must take his seat. The row
having the largest number of players standing after two minutes
of the game, is the winner.
Bird-Catcher (Playground) :
A nest is marked out in one corner, a den in the opposite corner. One
player is chosen for the bird-catcher, another for the mother-bird.
Bach row of players choose the name of some bird. When the name
of one row is called, they must run to tag the rear wall and try to
reach the "nest" before being tagged by the bird-catcher. Birdt;
tagged must remain in the cage. The same catcher serves through
one game, unless the children play better with two catchers.
Poison Snake (Playground):
Players form circle about a stick or some object that is "poison"; the
players try, by means of pushing or pulling each other by the clasped
hands, to make some player touch "poison," when he has to drop
from the circle.
Mother May We Go Out to Play (Playground) :
One player is chosen for the mother, the rest are children, and scatter
about; the mother calls "Children, come home"; the children
answer in chorus, "no, we won't"; the mother calls "I'll send a bear
f. after you"; to which the children reply, "we don't care"; after
many more animals have been threatened, the mother saj^s "Well,
I'll come myself after you," at which she chases the children, who
as fast as they are tagged must return home. The first player
tagged may help chase the others.
Hill Dill (Playground; 10 to 30 or more players) :
Two parallel boundary lines are drawn from thirty to fifty feet apart; or
the game is often played between the curbings of a street, which
serve as boundaries. One player is chosen to be "it," and stands in
the center. The other players stand in two equal parties beyond
the boundary lines, one party on each side. The center player
calls out, "Hill, dill! come over the hill!" The other players then
exchange goals, and as they run across the open space the one in
the center tries to tag them. Any who are tagged assist him there-after
in tagging the others.
The Boiler Burst (Schoolroom game; any number of players) :
The seats are arranged so that there is one more player than there are
seats. This extra player stands at the front of the room and begins
a story. At its most dramatic point, the narrator says "and then
—
the boiler burst!" when all players must change seats, while the
narrator tries to secure a seat for himself. The game continues,
with the odd player as "it."
68 Physical Education
RHYTHMIC PLATS
Bean Porridge Hot.
Players in couples forming circle, right shoulders to center. Inside hands
joined with partner.
1. Heel-toe polka around circle, 8 measures.
2. Face partner. "Bean porridge hot," clap hands to sides, clap own
hands, and clap both hands with partners' in succession. "Bean por-ridge
cold," repeat as before. "Bean porridge in the pot," clap hands
to sides, clap own hands, clap R hand with partners', clap own hands;
"nine days old"; clap L hand with partners', clap both own hands,
clap both hands to partners'.
Continue, to finish course.
3. Join both hands, facing partner. 2 slides in line of direction around
circle; tap feet three times. Repeat slides, moving in opposite direc-tion;
tap feet three times.
Repeat 3.
4. Repeat chorus, fig. 2.
BEAN rOERIDGE > i»^£P^ ^m m t:
^a li * J J J — ^g Children's Minuet:
Children in couples around circle, R shoulders to center.
The step used throughout is the "minuet step," touch R forward and lift
foot immediately; step forward on R; repeat, touching L and then
stepping on L.
The 4 measures of introductory chords are in every case used for a deep
and ceremonious curtsy, girls holding skirts, boys R hand across the chest;
boys bow with knees straight, bending from hips; girls place one foot behind,
and bend knees deeply, keeping back straight.
1. Curtsy; then take minuet step forward throughout first verse.
2. Curtsy; then give right hand to partner and take minuet step in circle
around partner. Keep joined hands high.
3. Curtsy; then repeat 2, with L hands joined.
4. Curtsy; then boy kneels, while girl goes around him, minuet step,
R hands joined.
5. Curtsy; repeat 4, with L hands joined.
*Music from Niedlinger's "Small Songs for Small Singers." By permission.
Third Grade 69
M
CHILDEEN'S MTIfUET
Very quietly (J.iho)
'^T^
1 Let us play weVe
1 ^^ If ff m ^
m s
J . ;< JH J
—
J J i u 3=
grown folks, too,. And are go - ing to
J j;^ j
j ^^=^ §J J i
=J=±i ^ 4-4-4- Efsb:;^
?^ ?^
r
erese.
J J J I r J I n ,^ i^ ball- I would like to dance with you, Up_ and 1 i^ ^^ ^=1 nii^
-=f
M:
rf7
y ^
r
g^=^
70 Physical Education
dimin.
on your feet; When you're tir - ed, will you tell
me, And we'll rest up - on that seat.
Third Gkade 71
The Jolly Miller {Traditional North Carolina Folk Game):
Oh—Jolly is the Miller
And he lives by the mill
As the wheel goes round
"With a right good will.
One hand in the hopper
And the other in the sack
As the boy goes forward
And the girl stays back.
Double circle, boys on outside, girls on inside. Walk forward while sing-ing
first 6 lines. During lines 7 and 8 the boys step up to new
partner, the girls remaining in place. When they have learned to
do this, an extra player may be chosen who stands in center; as
boys change, this extra player tries to get partner. The one who
is left out remaining in the center and trying to get a partner
next time.
JOLLY IS THE MLLLER
^^^^^m^^^^^^^^^^m -^ ^ 5 ^-^ ^-i " " i 5 J- J ^
j
i\-J-JJJ ' MJ^^N^^j^^^^^^
Yankee Doodle:
Players in couples, R shoulders to the center. Girls' hands on skirts.
boys' on hips. Begin with foot away from partner.
"Yankee Doodle came to town." Touch R heel forward; touch R
toe backward; take 3 light running steps forward.
"Riding on a pony"; repeat above, beginning inside foot.
"He stuck a feather in his cap." Skip 4 steps forward, beginning
outside foot, lifting knee high.
"And called him macaroni." Pace partner and curtsy.
For chorus, skip around circle, humming tune.
*Sevex Jumps:
Single circle, hands joined.
Measure 1-8, 16 skips around (knees high) to L.
Measure 9-16, 16 skips around to R.
*From Clark's "Physical Training for the Elementary Schools," copyrighted and pub-lished
by Benj. H. Sanborn & Co., Boston. By permission.
72 Physical Education
At end of 16th measure land with feet together, hands on hips.
Measure 17, raise L foot suddenly.
Measure 18, replace L foot suddenly.
Pianist commences measure 1 suddenly and all skip around as
in beginning.
Measure 17, raise L foot.
Measure 18, replace L foot.
Measure 17, raise R foot.
Measure 18, replace R foot.
Continue as before adding one more repetition of chords 17 and 18
each time.
Third time, repeat all before and kneel on L knee.
Fourth time repeat all before and kneel on R knee.
Fifth time repeat all before and place L elbow on floor.
Sixth time repeat all before and place R elbow on floor.
Seventh time, repeat all before and drop head in hands.
Repeat skips and finish.
SEVEJf JUMPS
AtlegTO moder^to ( J = 90 )
A ^mjr^-tfrr-^f|f=mg;aE5:af:?:ffM
/ 1
^?f4^ ^^^^ ^=t=
i ^m J
—
s m—« s^li igw^
gg^
10 12
^m
13 14 ^ E?*
Continue thus 7 limes,
adding a measure each time
Fine
*NixiE Polka:
AC. D.c. D.C.
Players in circle, facing center; three or more players in center. All
hands on hips.
1. Spring, placing R foot forward, heel down, toe up; repeat L, R, L,
4 measures.
*Prom Clark's "Physical Training for the Elementary Schools," copyrighted and pub-lished
by Benj. H. Sanborn Co., Boston. By permission.
Thied Gkade 73
2. All clap on first note of next measure, then players in center run 12
tiny steps to face partner.
3. Repeat 1, facing partner.
4. Players with backs to center turn to face center on the clap; his
partner follows, hands on shoulders of the one ahead. The two run in
this manner to face new partner, and the game proceeds until all have
been chosen.
NIXIE POLKA
Swedish
vnrr m =j»— _
lit- tie while we lin-ger here, 'Mid ma-nyjoys and ma. cy fears,
1 2 3 A
tt m O *
'>'\l''l V
\[
:^ i^
<?''' J j!J'J!.Mj!i'J j i^!-^''j J:^'iJ^ Come,Iit- tie gob-lins,comeaoi play, Come let us sing and
5 , 6 I , 7 Wpj J M jol . ly.
8^ Sing a Song o' Sixpence:
Flayers in circle, facing center; four players, in the "pie," crouch in
center of circle, close together.
"Sing a song o' sixpence, a pocket full of rye;
Four and twenty blackbirds baked in a pie." Circle skips to left.
"When the pie was opened the birds began to sing," etc. Circle
stands and raises joined hands to open "pie," blackbirds fly under
the raised arms, and skip around outside circle, whistling.
"The King was in his counting-house," etc.; circle pantomimes
counting money.
"The Queen," etc.; players in circle pantomime eating with spoon. .
"The maid," etc.; players pantomime hanging clothes.
"And down came a blackbird," etc.; each blackbird on outside of
circle, snips the nose of some player in the circle, who becomes a
blackbird when the game is repeated.
SOG A SOING 0' SIXPENCE
Uz ^^^^^^^^^^
^^^^^^S^^m
74 Physical Education
The Spielman:
Partners in circle, R shoulders to center.
1. "We are two musicians gay; would you like to hear us play?
If you like us we will stay, or go back to cold Norway."
Players march around circle, swinging hands gaily, singing the above
verse.
2. "We can play the viol, viol, violin;
We can play the big bass viol and the flute, oh."
Players face each other and imitate the movements of playing the
instruments named in the preceding verse.
3. "Boom-fa-la-la, boom-fa-la-la, boom-fa-la-la-lay;
Boom-fa-la-la, boom-fa-la-la, boom-fa-la-la-lay."
While singing the preceding, players in sets of 4 join 4 right hands
across square, and skip around to R during 4 measures; reverse, join-ing
L hands and skip 4 measures to left.
THE SPIELMAN
Swedish
i ^^p :^^^fe^^
-I rr
?^S f=r=^
V^T^-
t^ ^ ^^^3£S^E3 ^ ^
^irf
^ J- J- i ^ rrrx -:ir^r-i-^
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J- J^ i-i-
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i)^ o
r- r. r r
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GRADE IV
For Explanation of Types of Exercises, see pages 12, 13, Hi.
Time for Physical Education should be divided between health lessons,
games, gymnastics, rhythmic exercises, athletic contests, and such efficiency
tests as the Badge Tests arranged by the Playground and Recreation Asso-ciation.
A new lesson in gymnastics is to be started every two weeks. Every
lesson is begun and ended with "Best Sitting."
GYaENASTICS
General Plan of Gymnastic Lesson, page 57.
Directions for Teaching Gymnastics, pages 51, 60.
Lesson I
1. Order. Hips
—
firm; one step forward
—
march (see Lesson VH, Grade
III).
2. Arm. Chest
firm; arms sideways fling and raise heels, one; tico.
3. Leg. "Thread the needle"; clasp hands low in front; on count one.
step R (L) foot through ring formed by hands, and stand on R foot; two,
step through ring with left foot, and stand erect, hand still clasped behind.
4. Trunk. "Cranking automobile"; see Grade III, Lesson VI.
5. Precipitant. Running in place, raising feet backward; 16 counts
—
go.
(Like a quick run but done without moving forward. Insist on good rhythm.)
6. Hands on lower ribs
—
place; breathe in. one; out, tiDO.
Lesson II •
1. Order. Two steps forward
—
march. This takes three counts, stepping
forward L and R on one and two, and bringing heels together on three.
2. Arms. Shoulders
—
firm; stretch arms downward and raise heels, one;
tico.
3. Leg. Raise arms sideways and bend knees (slightly) one; two.
4. Trunk. "See-saw." See Lesson IV, Grade HI.
5. Precipitant. "Jumping Jack"; on one, jump to stride position and raise
arms sideways; two, return arms and feet to place. Continue 12 counts.
6. Circle arms overhead with deep breathing; one; ttoo.
Lesson III
1. Order. March steps forward and backward; vary number and direction.
2. Arm. Chest
firm,; fling arms sideways and twist head to R (L)—
one; tico.
3. Leg. "Thread the needle"; (See Lesson I, Grade IV) and return to
starting position, reversing the movement.
4. Trunk. Bending to grasp L (R) ankle; one; two.
5. Precipitant. Bend arms to athletes' running position (elbows at right
angles, held close to body) ; run in place, one row at a time, 16 counts
go.
6. Sitting; head
—
firm: deep breathing, one; tioo.
76 Physical Education
Lesson IV
1. Order. Quick changes of arm positions.
2. Arm. Hand clapping overhead with heel raising, 10 counts, go.
3. Leg. Hands clasped behind back, place; slow deep knee bending, one;
two. Try to touch floor with finger tips without tipping body backward.
4. Trunk. "Human Wicket"; feet apart
—
jump; bend forward, knees
straight, and touch L hand in front of L toe, right hand in front of R toe
—
one; stand erect, two.
5. Precipitant. "Crossing the Creek," see Lesson X, Grade III.
6. Arms sideways
—
raise; turn palms up, with deep breathing, one; two.
DEEa" Knee Bend
Lesson V
1. Order. Hips
—
-firm; place L foot forward (one foot-length; weight on
both feet) one; two.
2. Arm. Chest
firm; arm flinging sideways and quick knee bending,
one; two.
3. Leg. "High-stepping horses"; hips
—
firm; mark time in place, with
high knee bending upward; 12 counts
—
go. (Bring knee as high as hip;
right angles at knee; toe pointing downward.)
FouKTH Gkade 'T?
4. Trunk. "Rabbit Hop." See Lesson X, Grade III.
5. Precipitant. "Jumping Jack"; clapping hands over head on odd counts,
bringing hands to sides on even counts. 12 counts
—
go.
6. Shoulders
—
firm; deep breathing, one; two.
Lesson VI
1. Order. Hips
—
firm; L (R) foot forward
—
-place; raise heels, 8 counts,
go.
2. Head. Circle arms and twist head to right (left), one; two.
3. Arm. Shoulders
firm; feet apart
jump; stretch arms upward, one;
(arms parallel, palms turned in; watch for hollow back and protruding
abdomen) ; bring arms to shoulders firm
—
tvjo.
4. Leg. "Wicket Walk" (see "Human Wicket," Lesson IV, Grade IV)
;
feet apart
—
jump; bend and touch floor
—
two; advance L foot and hand
simultaneously, then R; continue for 6 counts; position
—
stand.
5. Precipitant. Arms in running position
—
place (see Lesson III, Grade
IV) ; running around room, one row at a time, go.
6. Sitting. Hips
—
firm; deep breathing, with head bending slightly back-ward
(chin close to neck; secure broadening of chest, not raising shoulders).
Lesson VII
1. Order. March steps forward and backward; vary number and direction.
2. Arm. Shoulders
—
firm; stretch arms sideways and raise heels, one;
two.
3. Leg. Deep knee bending, hands clasped behind (see Lesson IV, Grade
IV).
4. Trunk. "Climbing Ladder." On count one, raise L arm as if grasping
ladder, and bend left knee upward; two, change position of hands and feet,
bringing right arm and knee upward.
5. Precipitant. "Jumping Jack," with hands clapping overhead (Lesson
V, Grade IV) ; 16 counts
—
go.
6. "West Point" Breathing; one, deep breathing, turning palms outward,
keeping little finger close to side (see that the exercise secures chest broad-ening,
not shoulder raising) ; return and exhale, two.
Lesson VIII
1. Order. Facing to right
—
one (quarterturn to R on R heel, pushing
with L toe; hold this position until second command) ; bring up L foot to R,
heels together, two.
2. Arm. Arm circling overhead with heel raising, 12 counts
—
go.
3. Leg. "Thread the Needle" and return; see Lesson III, Grade IV.
4. Trunk. "Splitting Wood"; see Lesson III, Grade III.
5. Precipitant. Hips
fi7-m; jump in place; bend knees, heels off floor,
one; spring upward and land on toes with knees bent as in starting position,
two; stand erect, three.
6. Sitting. Chest
—
firm; deep breathing with head bending backward,
one; two. (See Lesson VI, Grade IV.)
78 Physical Education
Lesson IX
1. Order. Right and left facing (see Lesson VIII, Grade V).
2. Arm. Hands cla.pping overhead with heels raising, 12 counts
—
go.
3. Leg. Hips
—
firm; high knee bending upward, march time, 16 counts
—go.
4. Trunk. "Steamboat"; arms sideways raise and feet apart
—
jump; on
one, bend trunk to R, bending R knee, R hand touching iloor, L arm pointing
upward; two, bend to L, touching floor with L hand.
5. Precipitant. Practice marching and halting.
6. West Point breathing, one; two.
Lesson X
1. Order. Head firm and L (R) foot forward
—
place; heel raising 8
counts
—
go.
2. Arm. Arm stretching sideways and upward; shoulders
—
firm; stretch
arms sideways
—
one; shoulders firm, ttoo ; stretch arms upward, three; to
shoulders, four.
3. Leg. Chest
—
firm; deep knee bending, one; two (see Grade III, Les-son
V).
4. Trunk. Climbing ladder; raise L arm and R knee upward; change
and continue to 10 counts.
5. Precipitant. Hips
—
firm; jump in place, one; tivo, three. (See Lesson
VIII, Grade IV.)
6. Arms sideways
—
fling; deep breathing, turning palms upward, one:
tico.
GAMES
Automobile Race (Schoolroom):
Each row chooses the name of some automobile. At the signal, the first
child in each alternate row rises on the right side, runs forward
around his own desk, then to the rear on the left side, going com-pletely
around his own row of seats. As soon as he is seated, he
touches off the child who sits behind him, and so on until the last
child has run and has returned to his seat. The alternate rows then
play, and the two winners finally compete to decide the champion.
PosTUKE Tag (Schoolroom) :
One child is chosen for the runner, and another for the chaser. Each
has a bean-bag carried on his head. If either player touches or
loses the bean-bag, he is out, and must choose a player to take his
place. If the runner is tagged by the chaser, another runner is
chosen.
Teacher and Class (Schoolroom) :
A leader is chosen for a class of about ten players, the "class" in a line
facing the "teacher," who stands about twelve feet away. The
"teacher" tosses the bean-bag to each of the class in succession,
beginning at the head. A player who misses goes to the foot. If
the leader misses, he goes to the foot and the player at the head
becomes leader.
Fourth Gkade 79
Beast, Bied or Pish (Schoolroom):
The leader tosses the bean-bag to any player, and calls "Bird," then im-mediately
begins to count rapidly to ten. If the player to whom the
bean-bag was tossed does not name a bird before the leader counts
ten, he is caught, and must stand at the back of the room. If the
leader calls for "fish," or for "'beast," the correct reply must be
given.
Weathee Vane (Schoolroom) :
This is a useful game for teaching points of the compass. It is played
like "Simon Says"; the teacher calls "Turn to the—North," and a
child who turns in the wrong direction is an unreliable weather-vane,
and must take his seat. Give a good pause before the direc-tion
is announced, and demand instantaneous response.
Lame Fox and Chickens (Playground):
The chickens are divided into two groups, standing on opposite sides of
the playing space; a den for the fox is marked out in the center.
At the signal, the chickens exchange bases, running across the space
marked out for the fox; the fox who is lame and can hop only on
one foot, tries to tag as many as he can. All caught are lame
foxes when the signal again is given.
Center Base (Playground) :
Players in circle, one playing in center with ball. The center player
throws ball to some player in the circle, who must replace ball in
f, the center and then chase the center player, who is safe if he can
touch the ball before he is tagged by the chaser; if he is tagged,
the chaser may be in the center.
Call Ball (Playground; Schoolroom):
Players are given consecutive numbers, beginning at one. One player
has a basket ball, which he tosses into the air immediately after
he has called a player's number; that player runs forward and tries
to catch the ball before it has made a second bounce. As a play-ground
game, the players stand in circle; in the schoolroom, play-ers
are in their seats, and the ball is tossed in the vacant space
. at the front of the room.
Fish Net (Playground):
Two goal lines are drawn some forty or fifty feet apart and reaching from
side to side of the play space. The players are aligned on one of
the goal lines. One player, the "Net," stands on the opposite goal
line. At the call, "The Net is coming!" all move forward to the
opposite goal, while the "Net" tries to catch a "Fish" by throwing
his arms around him. The one caught joins hands with him on
the opposite goal line. The "Net" again gives his warning, and as
the "Fish" swim to the other side, another one is caught by the
"Net," now consisting of two players; encircling him and grasping
hands, they take him to the goal, where he joins the "Net." As the
80 Physical Education
"Net" becomes longer, several "Fish" may be caught at one time.
The last one caught is the "Net" for the next game. If the catchers
let go of hands the "Net" is broken and those in it are released.
Btjll Frog Relay (Playground):
Pupils in columns or file formation arranged according to size and equal
in number. After player has completed his turn in racing, he must
pass by way of left side of team to the rear and place hands on
shoulders of team mate in front observing complete silence and
perfect alignment.
Position of individuals when in action: Hands on hips; deep
knee bend.
Flying Dutchman (Schoolroom):
Sitting on desks facing back of room. One who is chosen to be "it" stands
facing players with a bean bag in his hand. At a signal from the
teacher, "it" hands the bean bag to a player, the class then count
aloud as the bean bag is passed to the fi