GA 
300  .1 1938 
~6 
,y IN EDUCATION 
'-r---~ 
Official Manual for Teachers 
 
GEORGIA STATE DEPARTMENT OF mUCATlON 
 
ATLANTA 
 
e 
 
1938 
 
,. No D. COLLINS. State Super1nteDc18Dt of Schools 
 
,, 
 
, ~" 
 
f 
 
 ". 
GEORGIA STATE BOARD OF EDUCATION 
B. D. BIVIBS. aa "Ei'" 
 
 PLAY IN EDUCATION 
OFFICIAL MANUAL FOR TEACHERS 
Prepared by 
THE DIVISION OF INFORMATION AND PUBLICATIONS 
L. L. PERRY. Director 
GEORGIA STATE DEPARTMENT OF EDUCATION AnANTA 1938 
 
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THIS PUBLICATION IS DEDICATED TO 
ALL THOSE LONELY BOYS AND GIRLS WHO 
THROUGH NO FAULT OF THEIR OWN HAVE 
NEVER LEARNED TO PLAY 
We hope that throuqh some wise and earnest teacher these children may yei find experiences that will unfold new worlds filled with the fraqrance of re-creation - without which no life is complete. 
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 WHAT CONSTITUTES A SCHOOL 
Not ancient halls and ivy-mantled towers, Where dull traditions rule 
With heavy hand youth's lightly springing powers; Not spacious pleasure courts, 
And lofty temples of athletic fame, Where devotees of sport 
Mistake a pastime for life's highest aim; Not fashion, nor renown 
Of wealthy patronage and rich estate; No, none of these can crown 
A school with light and make it truly great. But masters, strong and wise, 
Who teach because they love the teacher's task, And find their richest prize 
In eyes that open and in minds that ask; And boys with hearts aglow 
To try their youthful vigor on their work, Eager to learn and grow, 
And quick to hate a coward or a shirk: These constitute a school, 
A vital forge of weapons keen and bright, Where living sword and tool 
Are tempered for true toil or noble fight! But let not wisdom scorn 
The hours of pleasure in the playing fields: There also strength is born, 
And every manly game a virtue yields; Fairness and self-control, 
Good humor, pluck, and patience in the race Will make a bad heart whole 
To win with honor, lose without disgrace. Ah, well for him who gains 
In such a school apprenticeship for life; With him the joy of youth r~mains 
In later lessons and in larger strife! 
-Henry van Dyke. 
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FOREWORD 
This manual has been prepared, in compliance with. Georgia law, at the direction of the State Superintendent of Schools and the State Board of Education. 
A few copies of a more elaborate textbook on physical education have been furnished the office of each school system superintendent and can be secured for reference by faculties and individual teachers upon request. A small book of games with music has also been supplied each teacher as a source-material of rhythmic activities. Safety education has not been completely covered in this manual. It will be more fully treated in a manual, similar to this in nature, to be issued at a later date. 
Improved health conditions and character development present a prime challenge to the educational program of today. Play education affords an opportunity for the development of proper attitudes and the growth of character unsurpassed by any phase of our public school curriculum. 
The content of this manual is sound in its philosophy and should prove adequate for at least a minimum educational program in play and recreation, which is essential to the perfection and completion of the teacher's task. 
Many teachers have been bewildered for years because they were not able to bridge the chasm between strictly formal studies and the leisure-time life belonging to every pupil. It is now commonly agreed that a properly directed play or recreation program can serve the useful purpose of preparing for wholesome activity during leisure hours and at the same time develop desirable character traits as well as certain valuable skills and health habits. 
M. D. COLLINS, State School Superintendent. 
4 
 
 Coyer Paqe ~friIe Paqe 
 
TABLE OF CONTENTS 
 
;Dedication Paqe What Constitutes a School? Foreword A Letter to Teachers-By Dr. Paul Morrow Introduction Table of Contents' Supervised Play As An Inteqral Part of the Curriculum The Educative Value of Play Play As a Means of Character Development and Emotional Balance Aims and Objectives of a Play Education Proqram The Teacher As a Leader What is Expected of Teachers With Reqard to the Play Proqram in 
Georqia Schools Overcominq Obstacles Defects For Correction Precautions To Be Observed Conditions Under Which Children Should Be Closely Observed On 
the Playqround Normal Outcomes and Ways To Evaluate Play General Suqqestions To Teachers How To Set a Play Proqram in Motion Suqqestions for "Bad-Weather" Days Hobbies Planninq a Yearly Proqram Planninq a Daily Proqram Outline of Eiqht-Week Proqram Proqram for the Primary Level Proqram for the Elementary Level Sample Yearly Proqram-Elementary Level All Grades Physical Education in the Hiqh School Games Classified Creative and Social Activities Index To Games Biblioqraphy Recommended for School Libraries Wanted-A Sheltered World 
 
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INTRODUCTION 
 
By 
 
The Author 
 
The greatest responsibility of the teacher is to convey to the pupils under her charge the highest possible degree of inspiration, aspiration, factual knowledge and wholesome character. We must reach the inner spirit of the individual if we would elevate him to a higher, a more complete, and happier existence. 
Play education has come to be accepted as a method of education rather than a mere means of bringing about physical development and entertainment of children. This means of education has been too long neglected and it is hoped that the content of this book will prove helpful to teachers, not only in broadening the perspective as to the possibilities of this phase of instruction, but as a source of readable, usable material which will guide them in their approach to the broad problem of training the whole child for a full and well ordered role in the society of which lie is a rightful member. 
The material herein presented is intended as a basal guide for the inauguration of a minimum program in Georgia schools, and not necessarily as a complete course of study in the field. It is to be hoped that from the use of this manual there will arise a state-wide interest sufficient to prompt the building of a fuller course of study by those persons actually engaged in teaching and leading play education activities in the schools of Georgia. The schools and school systems which are financially able should immediately employ persons trained in this field for leaders and directors, in case they have not already done so. It will probably prove advisable for superintendents to appoint certain teachers as leaders of this work, in the event specialists are not employed, in order to promote coordination of effort on the part of all individual teachers. 
The manual has been prepared for the purpose of serving what the author considers to be a wide-spread need-that of building a recreational program in the schools of our state. This accounts for the relative abundance of philosophy bearing upon play education, and for the repetition of thought under separate headings. In other words, the guiding thought has been to afford material designed to aid those teachers who have had little or no training along this line. These are considered to be in the 
 
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 majority, taking the state as a whole. Big things grow from _s_JPall ones, if the life germ is sound. This program in Georgia -schools should develop gradually, keeping pace with the larger school curriculum of which it is a vital portion. The two should grow together and should change as needs become different. The use of the manual should promote some degree of uniformity in the physical education program within the various school systems of the state. 
Correlating play education with the various subjects to be taught in the elementary school curriculum will require study, but teachers are to be encouraged in this connection. 
Play education implies physical activity, largely, but all activity does not necessarily involve what is commonly termed physical, bodily action. Action is a plan of life to be followed if Nature's demands are to be met; and life itself is created and enriched through the exercise of energies. 
All energy outlet, however, does not necessarily call for "big muscle" activities. We need more music, more "good fellowship," more skills, crafts, hobbies, with pupils permitted to work at their OWN rate in pursuit of their OWN ideas insofar as possi. ble. We need more Nature study, handicraft, dramatics, recreational reading, festivities, pageants, museums, arts, linguistic and mental activities, and the like. This manual should serve to spur teachers on to a more enjoyable and more educative use of the "hundred and one" activities conducive to the development of cultural attitude and talents, particularly those things which can be undertaken indoors during inclement weather and which have been neglected in hundreds of Georgia schools through many years. The question of a method of conducting these activities will, as in other forms of teaching, be fairly well discovered when the pupils are found to enjoy them and improve in the desired skills. 
The author is of the opinion that our teacher training institutions can contribute more largely than in the past to the preparation of teachers for good teaching by lending more attention to the development of principles and knowledge of subject matter related to what is taught, rather than a precise method. This means that to prepare teachers for conducting play, recreational, and physical education activities- the student teacher should have more experience in doing just those things. In other words more of such experience should be injected into the life of the student teacher and in turn the in-service teacher should spend 
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 more of her leisure time in activities that carry unique and yet ~"''; ".. cultural and educative appeal. Too many teachers are themselves 
-- physically illiterate and have not "fully found the way to skills, interests, attitudes and appreciations fundamental to a wellrounded life. This manual will have served its purpose if it causes the rank and file of Georgia teachers to lend themselves to the discovery, development and exercise of those interests which relieve monotony, provoke satisfying neuro-muscular activity, and stimulate a mutual yet ardent response between the mental-physical life and the soul. 
Georgia teachers are DEEPLY devoted to their task, and we have full faith in their ability to get better results as they are afforded better aids through a more flexible curriculum based upon objectives more in conformity to the life program of the present-day individual. The content of this manual, it is hoped, will aid in the enrichment of the curriculum and the improvement of the efficiency of the teachers at large. 
We are deeply indebted to a number of persons who have so generously given of their time and effort toward aiding us in the preparation of the manual. Among these are: Dr. Paul Morrow, Director of Curriculum Research for the State Department of Education, who very kindly prepared an analysis of the work; Miss Fannie Shaw, Director of Health Education for the Georgia State Department of Health, who offered many helpful suggestions as to the philosophy of the text; Mrs. Mary Lundy Soule, Director of Physical Education for Women, University of Georgia, who aided greatly in determining the nature of the content, but who is not to be held responsible for any deviation from accepted professional thought; Dr. Gertrude Manchester, Director of Physical Education, Georgia State College for Women, whose very splendid criticism prompted us to abandon our original manuscript and start over again; Mrs. Annie J. Burns, who aided in collecting much of the material for study; and Dr. W. F. Melton, whose critIcism of the composition and checking of the proof adds to our feeling of security. 
We are also indebted to A. S. Barnes and Company, Publishers, and to the Pennsylvania State Department of Public Instruction, who so kindly permitted us to adapt a limited amount of their materials. 
L. L. P. 
8 
 
 A LETTER TO THE TEACHERS By 
Paul R. Morrow 
 
The Manual, Play in Education, is a rich source of play activities for the curriculum. The teacher will need to guide in the selection of activities that are most desirable for her pupils and community. If she is to be a wise guide she must have a sound philosophy of the function of play in edueation; she will need to study carefully the interests, needs, purposes and problems of her pupils and community; she must learn to work with pupils and community rather than for pupils and community. 
 
Proper inclusion of educational and recreational play activities in the curriculum, briefly, upon: 
 
1. A continuous study by the teacher of individual and group needs, interests and purposes, for pupils and community. 
 
2. The fitting of activities to maturity and experience levels of individuals and groups. 
 
3. The ability of the teacher to make fine distinctions between 
 
play activities that are most significant for education and 
 
the play activities that are more nearly recreational. (There 
 
is a place for both in the curriculum.) 
 
. 
 
4. Adequate knowledge and good judgment by the teacher to secure the values of play activities in learning situations, and to avoid the dangers and failures of misuse of play in the learning process. 
 
5. Keen recognition by the teacher of the truth that play activity, like any other activity of the curriculum, may be fairly empty of educational worth. The waste and futility of "activity that is merely activity" applies quite as well to play activity as to more serious activities of the school. 
 
6. Possession by the teacher of a sound philosophy of the function of play in education, not only for use as a guide to selection of play activities, but particularly and practically as a protection and defense for the teacher who may pioneer in play and education in the more traditional community where play in the school and community program is an innovation. 
 
Play has the most important place in education for learning, for physical and mental health, and for recreation. The teacher, 
pupils and community should learn to work together to put play into that place. 
 
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SUPERVISED PLAY AS AN INTEGRAL PART 
 
OF THE CURRICULUM 
 
American democracy undertakes to guarantee to every child the inherent right to be well taught. To be well taught implies that the child is offered the full advantage of a well rounded educational program. Such a program, according to the best modern theory and practice, entitles th child to be taught to play. A well organized program of play education, designed to include every child in the school, will tend toward the all round development of the pupils and the strengthening of a wholesome spirit on the part of the entire student body. The best way for the pupil to learn how to live in the future is to learn how to live in the present. 
It is natural for children to play. This has been true since the dawn of civilization. Self-expression, which is exercised through free play, serves as a basis for natural growth and development of the individual. The school is responsible for the conduct and welfare of all children throughout the school day, and a well directed school will provide proper supervision of all time periods. 
Pupils of themselves will generally engage in those forms of recreation that are conducive to the development of the body, the mind, social expression, and personality as a whole. The school, however, must give to the child this opportunity; and in addition to giving the opportunity, the school must be responsible for both the type of opportunity and the use the child makes of it. 
Many children are timid, reserved, and not given to free, full expression of their own personalities. Many children come from homes where "seldom is heard an encouraging word," and it behooves the teacher to provide for every child under her care those character-developing influences which are not offered by the home. One of the elements in the full development of a personality is self-confidence coupled with the art of self-expression. Another element is the ability of th individual to realize his relationship to his fellow beings, and the faculty of cultivating this relationship so as to. make possible the interchange of experiences which are mutually beneficial. IT IS THE TEACHER'S PROBLEM AND THE TEACHER'S RESPONSIBILITY TO BRING INTO SOCIAL AND PHYSICAL ACTIVITY THOSE TIMID, BACKWARD SOULS UNDER HER CHARGE WHO 
 
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 NEVER PARTICIPATE IN ANYTHING OF THEIR OWN ACc.,QORD.. These pupils should be led to find themselves socially;  
and the playground program probably affords greater opportunity for spontaneous, true, wholesome and natural expression than any other activity. THE SPIRIT OF FAIR PLAY, THE ROLE OF HONESTY, THE TRAIT OF COURAGE, THE QUALITY OF PERSEVERANCE, THE HABIT OF STABILITY, AND SIMILAR QUALITIES ARE FUNDAMENTAL TO A SUCCESSFUL LIFE. It is the function of the public school to provide situations in which the above can be applied and tested. Formalism is not an end in itself, but some degree of it is necessary in order properly to carryon activities with groups. 
Activity is the principal motive for recreation. This implies physical activity, largely, but all activity does not necessarily involve physical action as such. Activity has a higher degree of value if it is joyful and free and springs from an inward impulse which carries its own drive. The instinctive neuron patterns of the child's nervous system furnish the urge to activity. The school should provide a program which will afford an outlet for this urge. A responsive mental and emotional attitude is essential if play is to be of value; but since play provides activity, it behooves the teacher to arrange for play of a type that is mental, sensory, and neuro-muscular. 
There is too much "passive" activity in the recreational program of our present day life. Many people are physically illiterate. The experience of industry and our present day unemployment problems indicate definite trends . toward shorter working hours and more time for leisure. Weare commercializing too much upon recreation through the "movie" and other forms of inactive recreation and need to provide more avenues for natural activities. Play is necessarily creative and is motivated by current interest and satisfaction. Play should not give mere simple amusement. The school should provide a real play program in order that there may be vigorous activity for the physical development of the child, together with the teaching of skills and attitudes in the use of leisure time. 
Another reason for having a play program as one phase of the educational set-up is to formulate standards of social behavior and proper ideals of citizenship together with character ideals. A well ordered play program provides cultural appreciation of others as well as of physical laws, rhythms, and nature in general. Since play activity is so essential to the constructive ex- 
11 
 
 perience, and so essential to the establishment of personal enjoy~2": .. ment and happiness, the school should employ this method of 
enriching such qualities as self-control, courtesy, and friendliness. 
IT IS AGREED THAT THE SCHOOL SHOULD BE THE CENTER OF COMMUNITY CULTURE AND LEISURETIME LIFE. SINCE THIS IS ACCEPTED AS ONE OF THE FUNCTIONS OF THE PUBLIC SCHOOL, SHOULD NOT THE SCHOOL BE THE IDEAL TRAINING CENTER ALONG THESE LINES, CULTIVATING ON THE PART OF ITS OWN PUPILS A HIGH DEGREE OF TRAINING FOR PARTICIPATION IN CULTURAL ACTIVITIES? 
Mter the school has established factual knowledge as to the value of a wholesome recreation program, it naturally follows that home play and community interest in recreation will be promoted. Environmental conditions conducive to the leisuretime needs of a community will be shaped and patterned after the school program. The church has an interest in recreation. The commercial world and the industrial world have an interest in recreation. Various elements of our citizenry look to the school to furnish trained leaders, and it consequently follows that if the school is to fulfill its function as a training center for future citizens, it should attend to the full development of a play program. LIFE AND EDUCATION SHOULD MEET AT THE FRONT DOOR OF THE SCHOOL, AND PUPILS DEPARTING FROM THE SCHOOL SHOULD CARRY INTO THE LIFE OF THE COMMUNITY THOSE QUALITIES THAT MAKE FOR ENRICHED LIVING. 
A play program should be established for the purpose of cultivating on the part of the pupil a desire for experience, recognition, public approval, beauty, the response of friendship, a feeling of security and equality. 
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THE EDUCATIVE VALUE OF PLAY 
 
Public Mntiment cannot expect society "to be safe until the day's pleasures are stronger than its temptations." The rural boy and girl need play for its social value. The city boy and girl need social and physical development. Through recreation and play it is possible to build an appreciation and love for country life and to stop the drifting of farm youth to crowded cities. Through cooperative understanding of rural and community life there may be a satisfying procedure-thus bringin'g joy and happiness rather than destroying them. 
Play fosters happiness. Mental alertness, accuracy, efficiency, courage, self-control and open-mindedness are traits of character which play may develop. Such qualities aid the individual in making life adjustments. A happy attitude toward adjustment means that the child is developing and experiencing social discipline. This social discipline is the basis of all educational development. 
1. Play is now generally recognized as an educational means. Play education is concerned with the same things as education in general; its aims are the same as the aims of all education; its principles are the same. 
2. Play education is a definite method of education through emotional, sensory and muscular experiences. 
3. "Policing" playgrounds has no educative value. Properly directed play activity will train pupils to see the value of laws and rules, and make them wish to respect them. 
4. Participation in a play education program stimulates growth-mental, physical and socially cooperative. 
5. Participation in play activities leads the child to self-expression, thus helping him to discover his own personality. 
6. The play education program develops traits not dealt with in the traditional classroom procedures. 
7. Play education activities tend to develop good posture. 
8. Play education tends to reduce absence and tardiness. 
9. Play activity offers opportunity for the development of the coordination of muscle and mind, and of certain desirable skills. 
10. Nervous tension growing out of any classroom strain can 
 
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 be relieved through play activities. This applies to the 
 
.::'--:!~ 
 
.teacher. as well as to the pupil. 
 
11. Free participation on the part of the teacher in playground 
 
direction will frequently change a grouchy person into a 
 
pleasant companion and leader. 
 
12. Play education offers the child encouragement" in that he 
 
may visualize his accomplishment. 
 
13. The teachr through play activities has a better oppor- 
 
tunity to discover both physical defects and undesirable 
 
character traits, and the playground provides a laboratory 
 
through which she and the child may measure his improve- 
 
ment. 
 
14. Play should create an open-minded and considerate atti- 
 
tude toward every member of the group. 
 
PLAY AS A MEANS OF CHARACTER DEVELOPMENT AND EMOTIONAL BALANCE 
Play very definitely embodies the essential principles of char- acter development. If a child experiences early in life the educational values of play he will have progressed through very difficult stages which may be definitely distinguished. The cooperative attitude of behavior and play should be extended to the general activities of living. This can be done in a large way through the child's learning and adjusting himself to his environment. The play value aids the child in becoming conscious of the factors that compose his behavior. Play aids in receiving and transmitting ideas and the value is enhanced with the development of skills and the pupil's understanding of the activity. 
The development of character traits and the formation of conduct habits largely take place during the early primary years. The teaching of ideals should accompany the establishing of character traits. Pupils should be led to the improvement of behavior by working out their own ideals cooperatively and establishing patterns acceptable to the group. 
The proper use of leisure time is just as important in the development of character as the nature of the formalized play period program. All play does not involve activity of the playground type. Story telling, dramatization and a study of biography may prove worthwhile for leisure time with character development one of the aims of the teacher. Incidents related 
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 - - - - - - - _  _ _ 
 
_-.1!I.9I..~ Jll'J.~_~' 
 
in connection with such subjects may provoke emotions that are ".::3:lifficult to reach in a physical activity program. 
Pupils imitate teachers and some imitation is probably desirable. It is more important, however, that pupils emulate teachers, in which case every precaution should be exercised by the teacher in determining her personal conduct and habits. 
Courtesy can be developed in children by leading them to formulate their own standards for the practice of everyday conduct. The playground affords opportunity for this as well as for honesty, truthfulness, control of one's self, cleanliness, respect for authority, promptness, etc. The playground affords opportunity for friendliness, clean speech and proper attitude toward classmates of a different status in life-rich, poor, etc. 
Teachers should provide opportunity for children to be given repeated experiences designed to strengthen weak character traits. Good conduct should be promptly recognized and commended. 
Character can be developed by using the playground for training leaders and followers. Pupils should be organized so as largely to govern themselves, choosing their own teams, captains and leaders. Those chosen as leaders should be properly respected by the teacher and the members of th@ group and should so conduct themselves as to be worthy of this respect. The ideal of democracy should be well drilled into pupils by so conducting the management of the activities of the group as to inspire all members to work together on the basis of fair play. Followers are just as important as leaders, and leaders should be taught to respect the members of the group regardless of the part they play. 
Play which is free, in that the inner urge of the child is active, lends itself to the free expression of personality. This expression promotes growth of the personality, and the interchange of emotional stimuli increases the stability and improves the quality of personality traits. The emotions must not be discredited, because they' fortify and supply increased urge to greater achievements. 
Play affords opportunity for the expression of kindness and love. Love, hate, anger and fear are personality traits which need balance, control and direction. Normal emotions train the proper flow of energies and develop the powers of the individual. Anger may be speedily subdued under the quick and successive experiences of the playground, and ready self-mastery there inculcates the general mastery of self which is so necessary to a 
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 future successful and well-ordered life. Anger is one of the most ='2difficult problems with which the teacher must deal in child 
training. The power to control the temper can be developed by training this emotion to give way before some aesthetic impulse or altruistic effort. This training necessarily must be brought to bear upon early or elemental anger. Similarly with respect to fear, which it is as necessary to observe as anger. The best way to cure or eradicate fear is by demonstrating that either there is nothing to fear or else that courage is better than fear. (Some fear, however, may be wholesome.) 
Cheerfulness, self-control and persistence are qualities readily developed through play activities. A personality is a matter of evolvement, and these qualities are as readily made functions of personality as are evil qualities. By establishing them, the teacher has performed a goodly office toward the child's unfoldment. 
Self-respect comes only from having the fiber of one's nature put to the test. We respect ourselves only when we have proved to ourselves that we can overcome; but this is no more true of the adult than of the child. Where, better than on the playground, maya child's character be tested? All he does is seen and is subjected to the scrutiny of others. Would he care to be seen doing that which is mean or low? Let him not be ashamed of the good that is in him, or of his power to show to his playfellows that his good is stronger than his bad. Petty jealousies are frequently cast aside when the individual is subjected to the observation of the group at large. He is quick to sense their reaction and is often just as quick to respond to their ppinions and to avoid their silent disapproval. Shyness, not necessarily fear, is timidity's support and may be overcome positively by experiences on the playground, when this would be impossible in the classroom. For shyness to evolve into a self-respect devoid of conceit is one of the truly great turning points in the strengthening of personality. On the playground, even self-consciousness is often lost in a moment and the individual conforms, through mental, sensory and neuro-muscular responses, to the judgment of the group-his self-consciousness is overcome because it is replaced by activity. Activity being positive, it is more wholesome than mere negative inhibition. 
BOYS AND GIRLS DESERVE TO BE PROPERLY DIRECTED IN WORK AND PLAY, SO AS TO PREPARE THEM TO CHOOSE ENJOYMENTS THAT ENRICH LIFE AND MAKE 
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 IT MORE ABUNDANT RATHER THAN THOSE WHICH DE_....GRADE Al\TDDISSIPATE. Such opportunities will encourage -iionesty and strength of character. Proper supervision leads to 
the elimination of evil practices and gives all pupils an equal chance for full development through participation. The heart and mind can best be kept free from evil thoughts by keeping the child engaged in wholesome endeavors. 
The child naturally responds to the spirit of unselfishness on the part of his leaders and classmates on the playground. In following the rules of the game, he learns the law of unselfishness and comes to practice it unknowingly. Even a child fears and respects the judgment and criticism of his fellows and naturally seeks their approval. Teachers should foster the idea and should provide opportunities for pupils under their charge to exercise an unselfish spirit as a means to permanently establishing this attitude. 
Love is an ardent feeling held one toward another and is based upon an inexplicable experience of the heart. Children who play together have greater opportunity for the outlet of that personal feeling which flows between two individuals, and this feeling grows in accordance with the number and intensity of wholesome experiences. Thus it appears that proper play activities wherever they are experienced will tend to develop the pupil's capacity for unconsciously loving his fellow students, the beautiful in nature, the beauty of friendship, and the beauty of his own life. 
Character ideals may be established through the practice of wholesome conduct as such is experienced in the numerous activities of the recreational program. Much of the pupil's experience, at certain age-levels, is definite opportunity for the attainment of high ideals. The teacher has an opportunity through explaining the difference between right and wrong and through directing the group as a whole to work toward high ideals, to lead the individual to the acquirement of lofty aspirations. Pupils who make mistakes can be led to confess them, and thus to govern their future conduct and to set an example to their fellow pupils. Playground activities tend to encourage children to refrain from hiding their faults, because playground conditions will be conducive to spontaneous action and spontaneous expression. 
Character traits can be developed through the class recreational program. In planning a class outing with each pupil taking part in the activities and all pupils planning together for a pleasurable experience, every pupil will be led to anticipate a 
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 good time. Some pupils will prefer parties and clubs for boys c:f':and girls. Some boys will prefer hunting and fishing and many 
of the class members will enjoy visiting the hospital to see some friend of the class while some will enjoy providing toys and other forms of amusements for the shut-ins of various ages. 
Play activities will prove themselves to be conducive to the development of the spirit of cooperation and the unifying of different points of view. Many deep friendships will find through the play program a foundation for growth, and pupils may be brought to an interest in cultural activities such as music, amateur photography, nature clubs, stamp collecting, etc. Most important of all, we learn through play experience to view work with a happy attitude. 
AIMS AND OBJECTIVES OF A PLAY EDUCATION PROGRAM 
AIMS 
1. To afford the school a better balanced curriculum. 2. To train pupils for membership in a democratic society. 3. To prepare pupils for enriched living through better per- 
formance of life's demands for play and recreation. 4. To prepare teachers and pupils to substitute new social ob- 
jectives for old ones as changing life situations occur. 5. To aid in the establishment of proper social ideals based 
upon courtesy, of fair-mindedness and good sportsmanship on the part of pupils and the school at large. 6. To develop habits and skills pertinent to the fundamental life processes. 7. To prepare pupils to discriminate rightly in choosing leisure time activities. 8. To afford pupils and teachers an outlet from the monotony of the classroom and provide an opportunity for them to create an environment conducive to enjoyment and satisfaction. 9. To provide wholesome social intercourse appropriate to normal daily living. 10. To afford an opportunity for democratic control, through pupil participation, of the informal, as well as the formal part of the school program. 11. To extend an opportunity to the pupils for social contact beyond the classroom group. 
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 12. To cultivate the inner urge to self expression, and thus 
 
0"1:3. 
 
promote the development of personality. To provide for the development of the 
 
entire individual 
 
through activities that are both mental and physical. 
 
OBJECTIVES 
1. The development of physical and mental growth, together with improvement of body function and body control. (a) The improvement of neuro-muscular skills. (b) The improvement of mental health. (c) Proper physical exercise. (d) The increase of alertness and quick response. (e) Reduction of awkwardness in body control. (f) The improvement of posture. (g) Increase in correct response to rhythm. (h) To develop the quality of clear thinking. (i) To train the individual to meet physical emergencies. (j) To afford opportunity for expression of the spiritual attributes of the soul. 
2. The development of desirable modes of behavior. 3. The development of courage, courtesy, honesty, and the 
spirit of cooperation. 4. To train the individual to accept victory or defeat like a 
sportsman. 5. To develop an interest in the physical well-being of others. 6. To develop qualities of leadership: to develop "followship." 7. To promote the spirit of kindness. 8. To provide recreation during the school day. 9. To reduce discipline problems within the student body. 
 
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THE TEACHER AS A LEADER 
 
Good teaching involves a knowledge of the subject, an understanding of youth and a love for teaching. Without these qualities a teacher will likely fail-and her success will be gauged by the degree to which she possesses them. Play education requires a full understanding and an ardent interest on the part of the teacher, without which this opportunity to develop well rounded personalities on the part of pupils will be missed. 
 
Bare "doing" of activities on the playground is not enough. 
 
Neither will indoor "procedures" serve the purpose unless they are accompanied by all the intelligence and interest a teacher can command. On the other hand, the teacher will find in the play 
 
activity period an opportunity really to enjoy teaching and to 
 
develop her own personality. She will also derive a tremendous 
 
degree of satisfaction as she observes the growth of youthful 
 
character, the display of all human characteristics, and a verit- 
 
able unfolding of myriad personality qualities which are pleas- 
 
ing and challenging in their very nature. 
 
The success of group cooperative experiences depends largely upon the attitude of the leader (teacher). The teacher's personal qualities will promote greater response than her knowledge of skills. Her sincere interest and the spirit of friendliness prevailing with the group will prove to be the basis of all cooperative accomplishment. 
 
The teacher should remember that it is her function to aid the child in shaping himself, rather than for her to shape the child. She should remember that quick, intrinsic, and spontaneous interest on the part of pupils must characterize any successful activity, especially on the play court, and that it is her job to 
 
arouse it by wisely guiding activities which are purposed by the 
 
pupils themselves. All play activities should be purposeful, and 
 
they cannot be forced. The child must be led to develop a "mind 
 
set" for the thing to be done and the imagination of the teacher 
 
may be often taxed by this undertaking. Her imagination, how- 
 
ever, coupled with a fair degree of enthusiasm, will promote a 
 
variety of responses on the part of the group members, and free 
 
participation will follow. She should not expect the same response 
 
from all pupils but some from all. She should bear in mind that pupils often labor upon the basis of "deferred satisfaction"- 
 
that is, engage in an activity expecting the reward to come later. 
 
For example, a boy may practice jumping as if it were work, 
 
20 
 
 expecting someday to be a champion. A jubilant, gleeful spirit c-llbes not therefore have to prevail at all times as evidence of a 
wholesome activity. Play differs from work in that the person who participates nurses the feeling that the activity may be dropped at will. It becomes work when he feels it cannot be dropped. Much has been written about "free" play. The author of this manual takes the position that all play is "free" and that when activity ceases to be "free" it ceases to be play. The teacher should bear in mind therefore that it is her task to guide pupils in the selection of an activity based upon a purpose and encourage them to give it a trial before rejecting it. Should the plan fail, the pupils should see for themselves that it is failing and improve it if possible. Some of those who did not accept the purpose of the activity wholeheartedly will become interested with the execution of the undertaking if only its success is kept evident. 
The teacher should be on hand at all times to encourage individual group members to accept and make use of the suggestions of others. She is guiding active, growing human beings and her task is to help them make choices that will contribute most to their wholesome development. She should be generous in her interpretation of play attitudes and practices, but should be firm as necessity demands. Children are generally conscientious and usually behave as they do because they believe it to be right. She should have a desire to build up confidence of individual members of a group and to point out to other members errors that frequently cause a feeling of self-consciousness. The leader will do well to restore this confidence by calling attention to things that have been done well, thus making each individual feel that he has something to contribute to other members of the group. She should also show sympathy for and a willingness to listen to the troubles of group members; however trivial these may seem, they are important to the child, and may be indicative of other things which are of greater importance to the leader. 
By and large the teacher should lead pupils to choose and execute their own activities. She should "sell" them on a wholesome and deeply purposeful program. They should always be led to see the immediate objectives, while she should have in mind ultimate objectives based upon the aims of education in general and play education in particular. She is responsible for their making a choice of activities, and also responsible for the choice they make. Much planning will be necessary. A sign of poor 
21 
 
 play leadership is to allow a need for equipment to arise with~".,out the equipment being on hand. Another poor leader is a 
-- teacher who provides all equipment and materials through her own effort. Pupils should be led to provide for themselves with the advice and help of the teacher, and should not be allowed to depend entirely upon her. It is the leader's responsibility to develop leaders in the play group. Some pupils will prove natural leaders, and the uninterested teacher will permit them to lead at all times. Ways should be found to give all pupils experience in leadership and responsibility from time to time and in various capacities. Democracy should be the watch word, and it is the teacher's responsibility to see that each pupil is offered equal opportunity for experiences befitting his nature. It is easy for the teacher to complain about shortage or inadequacy of equipment, small or rough playgrounds, small playrooms for indoor activities, weather interference, etc. The competent teacher, however, will plan her program to suit the facilities and will anticipate the difficulties before they arise, and be prepared. The success of any program depends upon the degree of interest manifested in its execution, and the truly interested teacher will not abandon her play program on a rainy day, but will instead use this opportunity to bring into play some activity suitable to the circumstances. Teachers will soon learn that there is not a best method for handling pupils on the playground. There are good methods and bad methods, just as there are for formal classroom procedures. She must learn the art of making quick decisions and lead the pupils to like it. She must also learn to be a quick observer, being able to determine when interest is lagging and when fatigue is at hand. The leader will soon learn that one secret to the success of her program is to keep every child active throughout the entire play period. Some degree of organization will prove advisable so that each pupil will feel a loyalty to some team or leader and in turn will have the leader and his teammates interested in his participation in whatever activities are being carried on. 
22 
 
 Safety is an important factor in which the teacher is primarcejly responsible. Every school should have its first aid kit and no 
injured pupil should be permitted to be neglected. On the other hand the teacher should remember that "an ounce of prevention is worth a pound of cure" in regard to safety on the playground. Do not expect to abandon your pupils during play hour without tragedy resulting. It may be slow or indirect but it will certainly come. 
A wholesome teacher-child relationship is essential to a successful school program. The play program is the supreme force which influences the mutual understanding of teacher and child. The spirit of a well rounded school must be the working together of individual members for the welfare of all. The teacher should be the child's "guide post". 
Additional qualities of a good teacher are indicated in the following "pointers": 
1. The teacher should be willing to learn from her pupils. The professional leader may know about the psychology of play but often the pupils can present new problems and solutions best. 
2. Every leader should have patience. She should not expect too much from the pupils. Let the members of a group conduct themselves naturally. 
3. Re-Iearning play. The teacher must not forget that in reeducation the children have to leave off habits to which they have been accustomed and surrender beliefs~they hold very dear. The teacher knowing this should do everything she can to help pupils to translate new ideas into practice, with a feeling of understanding and self-acceptance. 
4. The teacher should be cautious and modest in expressing herself and should encourage pupils to ask questions if anything is not understood. 
5. A willingness to make an effort to have a constructive program is important. Very few persons are "born" leaders and possess skill and understanding of leadership. Success will usually depend upon planning and effort. 
6. The teacher should practice leadership and at all times be able to act in situations so as to show that wholesome and sound thinking has preceded action. 
23 
 
 7.. The leader should analyze the school needs, and plan a play 
 
"<L 
 
program which will have both general and particular ap- 
 
plication. 
 
8. One of the basic purposes of Play in Education is to instill 
 
character building habits into the life of the pupil. A good 
 
leader will possess the ability to inspire wholesome ideals, 
 
and encourage the building of cultural habits. 
 
WHAT IS EXPECTED OF TEACHERS WITH REGARD 
TO THE PLAY PROGRAM IN GEORGIA SCHOOLS 
(It is hoped that all teachers will study carefully the subject of Play In Education as set forth in this handbook, and if possible consult other publications. One or more copies of Physical Education for Elementary Schools, by Neilson and Van Hagen, will be found in the possession of the Superintendent of your school system for your use. This text should afford you additional suggestions as to games and other activities as well as suggestions for administering your program. You have also been furnished a copy of Twice Fifty-five Games with Music to aid you in providing a proper balance of rhythmic activities.) 
The following procedures are outlined as suggestive of attainment in Georgia Schools. Teachers working cooperatively can greatly enrich the offering of the schools by striving for the successful fulfillment of these undertakings: 
1. Study to acquire a thorough understanding of the value of Play In Education, its philosophy, aims, objectives and outcomes. 
2. Establish this phase of the school program on the same ..plane as all other phases, conducting the program of activities with the same thoroughness as other classroom undertakings. 
3. Comply with the Georgia law which requires that thirty minutes each day be devoted to health, safety and physical education under supervision of the teacher. 
4. Plan and conduct a daily program, a seasonal program and a yearly program. 
5. Develop knowledge, method and skill but remember that something more is necessary-interest. 
6. Do not allow the program to lag on account of inclement weather or lack of facilities. 
7. Safeguard the health of children against accidents and over-indulgence, especially when not in good physical condition. 
24 
 
 8. Build a program that will reach every child. .9. Maintain records of activities conducted and results ob- 
tained. 10. "Sell" your program to both pupils and parents; build one 
they will accept. ("Make the experiences of the children satisfying to them.") 11. Suit your program to age-level and sex. 12. When possible, conduct physical examinations of pupils and keep a continuous, cumulative health record of each child. 13. Develop an "appetite" for your task-if you would be successful. 14. Plan activities with the children, not for them. 15. Set a high standard of self-discipline and general conduct before pupils at all times. 16. Make character training the first purpose of your program. 17. Always be prompt in the execution of activities. 18. Consider it a privilege to plan your program to include the handicapped child. Never "set him apart" or otherwise stigmatize him. (He is a normal person with physical limitations.) 19. Remember that the best activities are not necessarily those involving the greatest degree of physical activity. 20. Encourage your community to sponsor a recreation program for pupils during vacation season. 
OVERCOMING OBSTACLES 
Few Georgia schools have provided a well-balanced and thoroughly functioning play-education program. It will, therefore, necessitate creative effort on the part of administrators and teachers to set such a program in motion for every school child. 
Relatively little equipment has been provided. Few teachers have been fully trained for this work. The curriculum has been and is now much crowded. Textbooks on physical education have not hitherto been provided, and there has been little state-wide uniformity in practice in this field of school work. Some schools have very limited playground space and still more limited space for indoor activities. Daily schedules have not been so arranged as to permit adequate attention to such training, and individual teachers have used "recess" periods for miscellaneous duties, 
-25 
 
 permitting pupils to run free. Naturally tendencies of pupils to c __~play -have been curbed by rainy, cold and hot weather, and an 
-- established provision for such emergencies has not been made in the school program. 
A very general criticism of the doctrine of play education is also likely to arise at any time from those persons who were educated in a different era. Teachers are likely to hear that this program is "tomfoolery". The answer is simple and obvious. Back in the days of the old field school many boys and girls walked three or four miles to school and back again each day. They laughed and joked along the way. They had natural opportunity for self-expression which they could not escape. Their lives were at no point artificial. Individual life and nature walked hand in hand, and "nature-training" was not so much needed ... In addition, the schools were not crowded and individualism had to be curbed rather than inculcated. But today the reverse is true. Instead of curbing individualism of self-expression, we actually have to inculcate it. Under the inescapable stress of highly mechanized living-the constant menace of traffic for example-boys and girls cannot playas they once did, and a planned recreational outlet is literally forced upon the school for the promotion of child life and youthhood. 
These and other customs and obstacles are to be overcome if our schools are to keep pace with those in other parts of the country. Administrators and teachers will likely welcome an opportunity to join in a state-wide effort to inaugurate a movement to meet this long felt need. Ways should be found to enable teachers in the small schools to provide a thorough program for pupils of widely different age-levels. Teachers should call upon committees to help supply free and inexpensive equipment for use in teaching physical education. Older pupils may be used in collecting, making, and installing materials to be used in the schools. 
It is hoped that henceforth professional books on play education will be placed in school libraries for the convenience of teachers. Many school grounds must be cleared of weeds and waste places in order to make them usable for playground purposes. Vacant classrooms, auditoriums, and gymnasium halls may be equipped with pianos and other facilities for indoor activities. 
Parents who have complained of lax discipline about the school during recess and off periods, will become stronger supporters of the school program when they find that an organized effort is 
26 
 
 made to provide proper direction of the child during recreation ciil..edods~ 
Pupils will enjoy the activities more when they find that such activities are really a part of the school program, and that provision is made for all pupils to participate of their own accord. 
Experience will lead to conditions in which sufficient flexibility will be provided to permit freedom on the part of teachers in planning and carrying out the activities under their direction. Daily schedules can be arranged for teachers to alternate in the use of various playground spaces and particularly in the use of such indoor space as may be accessible. 
Teachers will, as a result of experience, arrive at conclusions of their own as to which games are too difficult or too strenuous for the different age-levels, and will find much help on this question in textbooks and other printed materials dealing with this subject. 
Arrangements can probably be made in the average locality to have special games for pupils who are handicapped physically or who are unable to participate vigorously in all activities. Children, who on account of physical status are not inclined to participate in games, may be led to develop an interest by teachers who through resourcefulness are able to find and to direct various types of table games, dart games, modified bowling games, bean bag games, croquet, archery, deck tennis, horse shoes, fly casting, etc. The larger schools will find it possible to have specially trained teachers for directing corrective activities for those pupils who are shown through medical examination to be unfit physically for regular activities. Ways should be found to take care of these pupils without stigmatizing them as defectives. The physically handicapped child can help and be a part of the "team" or "group" by acting as coach, manager, score keeper, captain, choir leader, etc. 
It is suggested that in each school where the number of faculty members will permit, one teacher be appointed as director of all physical education and recreation activities. It would be this person's responsibility to plan the general program of the school and serve as advisor to the respective teachers. Such a person should be trained in this field and if not already equipped with such training should be encouraged to make special study of play-activity as opportunity allows. Such a program should not be accepted by the various classroom teachers as relieving 
27 
 
 them of any responsibility, but rather as a source of help in the "":f_ development of this phase of the work. 
Indoor rhythmic activities will be difficult to conduct in small schools where pianos are not available. Every effort should be made, however, not to neglect such activities, especially in the lower grades. Pupils should be taught to be good consumers of good music, and the promotion of pageants and festivals will aid in this connection as well as the specific rhythmic games. Mass singing should be encouraged. Rainy days afford a good opportunity for such training and this will prove a sound indoor activity for the play period. Orchestra and stringed music clubs should be organized and the school can easily encourage community singing, band concerts, folk dancing, festivals, etc. Contests can often serve to encourage participation both within the school and the community at large. Keep the community informed as to your program and cooperation will follow. 
Many pupils have reached the upper elementary and high school levels without having had an opportunity for the development of skills fundamental to the life processes. Teachers will find it somewhat difficult to adapt these pupils to the proper program, but patience and time will bring surprising results. Efforts to organize children will bring disciplinary problems at first, but experience will reduce these in the course of time. For instance, boys of the adolescent age who have never practiced group singing will likely be averse to such an activity, considering it to be "sissy", but it has been observed that this negative response is seldom encountered on the part of pupils who have had such training in schools where public school music has been taught through the primary and elementary grades. 
Many parents and pupils will fail to understand the program at first, and some parents will want their children "excused" from participation in recreation exercises. Some will even secure a doctor's certificate upon which to base their request, if such is accepted in the school. Teachers will find in the course of time, however, as pupils become accustomed to the program, that few requests to be excused will be filed. Schools should heed the doctor's certificate regarding strenuous exercise, etc., but should always find some activity for such pupils even if it is passive in nature. 
28 
 
 PRECAUTIONS TO BE OBSERVED 
There are certain hazards accompanying a play education program, and it behooves the teacher to avoid these when at all possible. Complex situations can best be handled by careful planning in advance, and no situation will result in tragedy to either pupil or the program if the teacher exercises enough concern and is apt at making quick decisions based upon clear thinking as emergencies arise. 
A few suggestions for avoiding troubles: 1. Have morning health inspection of pupils, and make allow- 
ance in the play activities for pupils who are "under par". 2. See that all equipment is inspected regularly and its use 
abandoned if not safe. 3. See that all playground space is surfaced if possible and 
free from rocks, snags, glass and obstructions. 4. Watch carefully for signs of illness and fatigue. 5. Keep a first aid kit at all times and treat all injuries care- 
fully. If in doubt about the extent or limit of the seriousness of any injury, refer the case to the principal, the parent, or a doctor. 6. Keep pupils active if you would avoid disciplinary problems. 7. Have pupils adopt rules of their own against playing in the street or trespassing on private property or the area of another play group. 8. Avoid allowing pupils to sit in a draft after getting hot, or to sit with wet clothing or wet feet. 9. Watch out for pupils playing near railroad tracks, pits, or other dangerous objects. 10. Do not allow tipping or throwing of stones and other hard objects. 11. Have pupils agree not to use unsafe toys, firearms, etc., and to adopt their own safety rules for the playground. 12. Mark off safety zones for pupils to stand in while waiting for a turn "at bat", horse shoes, etc. 13. Watch out for pins in pupils' clothing, pencils and other sharp instruments in pockets, exposed electric wires, fruit peelings on floors and walks, swinging on cars, running or pushing on stairs or steps. 
.. -;. 
14. Have pupils who wear glasses remove them before enter- 
29 
 
 ing games involving personal contact or passing objects, 
 
.::;"--.1_ 
 
such as balls, bean bags, etc. 
 
15. Don't lose your head in case of an accident. 
 
16. Do not permit long distance running under competition for 
 
elementary children. 
 
17. Do not permit girls to strive for records in high-jump and 
 
broad-jump contests. 
 
18. Adapt all games to ages of children so as not to have con- 
 
tests too advanced for them. 
 
19. Create a "safety consciousness" on the part of pupils. 
 
20. Watch for evidence of low vitality, respiratory disturb- 
 
ances, emotional instability, inability to relax and rest, etc. 
 
DEFECTS FOR CORRECTION 
Constructive play-planning has resulted in considerable improvement, but there are many defects in our program that should be corrected, such as: 
1. Causing the child to feel self-conscious because he is underweight-the school failing to provide activity for his proper development. 
2. Teaching athletics with the desire to win as the only purpose of the game. 
3. Allowing only skilled students to play-developing talents and skill that are natural-leaving these who need the training most to continue with their handicaps. 
4. Teaching playas a separate subject unrelated to other school activities. 
5. Employing activities unsuited to the age or ability of the pupil. 
6. Considering playas an end in education-overlooking the fact that it should function to make better citizens in the community. 
7. The improper use of Mother Goose Rhymes as a basis of play in lower grades. 
8. The mistake of paying players to "win the game". Some students receive no compensation, and none should; to play under these conditions, in competition with professionals, is unfair. 
 
30 
 
 CONDITIONS UNDER WHICH CHILDREN SHOULD BE 0'1': CLOSELY OBSERVED ON THE PLAYGROUND 
1. Evidence of emotional instability. 2. Respiratory disturbances. 3. Evidence of unusual fatigue. 4. Inadequate protection against weather. 5. Evidence of low vitality. 6. Inability to relax and rest. 7. The under developed child and those even temporarily 
under par physically should be carefully checked for and against over fatigue. Weight charts and other such means should be used to identify such children. 
NORMAL OUTCOMES AND WAYS TO EVALUATE PLAY 
A. The child who is fair in play will have a tendency to be fair in work and business. The child who is trained to be honest with his playmates will have a tendency to grow up to be honest with his fellow workers. The child who is taught to respect the rights of others will later in life respect the property and rights of his neighbors. The child who is trained in play to speak the truth will have a tendency to be a truthful man or woman in later years. 
B. The committee on Curriculum Research of the American Physical Education Association lists these five major objectives: 1. Development of sound physical or organic structure and function through properly adapted physical activity. 2. Development of sound social and normal qualities through the medium of highly socialized physical activities. 3. Development of sound mental and emotional attitudes as a result of difficult, stimulating and satisfying activities. 4. Development of general and specific safety skills valuable in self-protection and the protection of others. 5. Development of physical skills valuable as carryover hobbies for leisure time recreational use. 
C. Evaluating the effectiveness of the individual's work has always been found conducive to favorable progress in the development of skills, habits, attitudes or knowledge. 
31 
 
  ,; ' ....- . .! " --:!. ~.' ,.~ ~-_  
 
.The .following list of essentials are suggestions that will aid ~.c:?_ the teacher in evaluating the effectiveness of the play pro- 
 
gram. (The program of the individual should be compared with his own efforts.) 
1. Comparison of posture (checked from accumulated rec- 
 
ord). 2. Know the value of physical activity for health, charac- 
 
ter training and proper use of leisure. 3. Check leadership qualities. 4. Check "followship" qualities. 5. Check fellowship qualities. 6. Note types of attitudes: 
a. Modesty in success. b. Cheerfulness in failure. 7. Check politeness. 
 
8. Retain self-control in emergencies. 
 
9. Check response to signals or commands. 
 
10. Check ability to analyze games and skills and to understand fundamental strategy in games. 
 
11. Check cooperation with others. 
 
D. A check as to the value of leisure: 
 
1. Is the class better fitted physically for its work as a result of a period of leisure? 
 
2. Do the pupils feel that they have had rest, diversion and release from tension? 
 
3. Have the fires of ambition been rekindled in the group? 
 
4. Has the group lifted or lowered its ideals? 
 
5. Have the pupils obtained practical information in their reading that will prove helpful in their line of work and has the class gained general information? 
 
6. Has the leisure time helped the class to see the dignity, necessity and value of work? 
 
7. Has it made the group appreciate the value of the work of others? 
 
8. Has it caused the individuals in the group to lose or 
 
gain faith in mankind? 
 
. 
 
9. Has the leisure in which the group participated, 
 
strengthened or weakened the teacher's conception of right and wrong? 
 
10. Has the group been guided by their own better selves or have they followed someone else just to be agreeable, socially? 
 
32 
 
 GENERAL SUGGESTIONS TO TEACHERS 
'","<Z": 
1. Plan all activities in keeping with the objectives of play education. 
2. Place honesty and character development above other values. True sport is impelling-teachers must give in order to get. 
3. Do not permit cheating. The teacher's greatest accomplishment, no matter how much she may achieve, is to keep her own record clean and train pupils to do likewise. Cheating in sports lays the foundation for cheating in all activities. Don't forget that the pupil will always remember the coach and her principles. 
4. Plan a yearly program, a seasonal program, a monthly program and a daily program. 
5. Make a record of activities taught and write out an estimate as to their value. 
6. Keep written reports on play education activities for the permanent files of the principal's office. 
7. Study to learn the fine points of play education values. 8. Correlate activities with school subjects when possible. 9. Conduct some activity each day-do not skip days. 10. Adapt all activities to prevailing conditions. 11. Secure all equipment in advance of need. 12. Bear in mind that children like activity. 13. Remember that rain and cold weather make the teach- 
er's responsibility greater and increase the pupil's need for direction and good leadership. 14. Study games before attempting to teach them. 15. Avoid allowing individuals to dominate or monopolize a game. 16. Enforce all rules or abandon them. 
17. Train pupils for leadership, but don't forget that you are the referee. 
18. Have children rotate rather than play all the time in the same position on teams. 
19. Change games when interest lags or when your undertaking proves to be a failure. 
20. Lose no time in getting activities started. 21. Train pupils to move with the bell and obey the whistle. 22. Play with the children at every opportunity. 
33 
 
 23. Watch for overindulgence on the part of handicapped 
 
0---.1'_ 
 
pupils or those who have been ill recently. 
 
24. Do not excuse pupils from the play period-provide 
 
some other activity for those who are not physically 
 
"~p to par". 
 
25. Sterilize whistle daily if used. 
 
26. Organize teams, elect officials and hold them respon- 
 
sible for scoring, timing and other official duties. 
 
27. Make pupils responsible for care of equipment but do 
 
not neglect this duty yourself. 
 
28. Report inj uries to the principal or the school nurse. 
 
29. Play outdoors when possible. 
 
30. It is probably advisable to keep sexes separated if above 
 
ten years of age because boys are stronger. Arrange 
 
occasional activities together. 
 
31. Have team scorers keep record of games played in 
 
series. 
 
32. Remember that one secret to the success of the pro- 
 
gram is "every child active throughout the entire 
 
period." 
 
33. Ring bell promptly. Do not permit pupils to play over- 
 
time especially in games involving vigorous activity. 
 
34. Arrange for competing teams to be comparatively equal 
 
in skill and strength. 
 
35. Give written tests to older pupils on the rules of the 
 
game. 
 
36. Plan annual or semi-annual demonstrations of your play 
 
program, inviting parents, older pupils and the public. 
 
37. Reduce the time of the play period on rainy days if in- 
 
door facilities are inadequate. 
 
38. Train children to study the rules of the game. 
 
39. Study to learn the psychological basis for each activity 
 
40. Do not permit pupils to whine or complain. 
 
"Exercise frequently stimulates relaxation; physical fatigue fosters sleep, while mental fatigue drives it away."-Bernice Lowe. 
34 
 
 <L HOW TO SET A PLAY PROGRAM IN MOTION 
The following outline is suggestive: 1. Hold a series of faculty meetings, the entire faculty making 
a study of this manual and other materials bearing on the subject. 2. Arrange for the proper division of labor, assigning to the respective teachers an approximately even number of boys or girls of approximate age levels. (Teachers assigned to groups of their own choice or groups with which the principal feels they will work most successfully.) 3. Have each teacher plan a yearly program for the group, and a detailed program covering an ensuing period of four to eight weeks-including provision for all types of pupils under her charge, and activities to be resorted to during inclement weather. This plan should set forth aims and objectives of each activity as well as general objectives. 4. Each teacher should confer if possible with the principal or some designated expert in physical education when preparing her outline. 5. Assign to each group of pupils a specific portion of the playground and arrange rotating schedules and equipment for the use of limited play space, both outdoor and indoor (each teacher to use the home classroom during inclement weather in case other space is not available). 6. Hold a special faculty meeting in which each teacher reads or explains her schedule in order to have a common understanding of the program of the school as a whole and in order to have an exchange of opinion as to each individual's proposals. (This suggestion is especially for schools in which a specialist is not available for consultation.) 7. Begin an immediate campaign to secure the necessary equipment for carrying out each teacher's program without delay, confusion, or excitement. (Program should be planned in the light of available facilities.) 8. At the end of each month, or similar period of time, have each teacher file with the principal or physical education director an outline of the activities followed by her group, explaining successes and failures, together with a statement of her estimate as to the educative value of each activity and an outline of activities for the ensuing period. 9. Hold another faculty meeting at which brief reports are 
35 
 
 made and general discussions are held as to the appropriate- 
>~--1_ 
ness of the respective actitvities for the various age-groups. (This suggestion is especially for schools in which a specialist is not available for consultation.) 10. Arrange for teachers to exchange groups wherever it appears that this would give better results. (Transfer pupils from one play-group to another when it appears that their social needs would be better suited.) 11. Have each teacher keep a permanent record of any play equipment belonging or assigned to her group. (Probably physically handicapped children can be used in this connection.) 12. Wherever playground facilities and. the number of pupils permit, the play period for all should be held at the same hour. Pupils should be grouped preferably by age-levels and sexes rather than by grade groups. This affords the pupil a wider range of social contact. 13. The wide awake teacher is a more valuable teacher and records of experiences should prove very profitable to the person who writes such records, to the principal in charge of the school, and to teachers who may have access to such files in studying what to do next year. It will prove worthwhile for principals to keep a systematic file from year to year on the activities of each teacher and the results obtained. 
SOME FURTHER SUGGESTIONS FOR 
"BAD-WEATHER" DAYS 
1. Never "skip" the play period. 2. Take three minutes of intense calisthenics in the classroom 
with all windows open. 3. Devote the remainder of the period to group singing, such 
stunts as space permits, handicraft work for the classroom museum, drawing, story telling, instrumental music, showing of slides, table games, dramatics, guessing games, etc. 4. Pupils can be marched orderly to the door, and allowed to run to some point and back again if the weather is not unfavorable and underfoot conditions permit. A race around the building, at a walk often proves interesting. (Running around the building or in hallways is often dangerous.) Teachers will find that pupils can usually be kept under full 
36 
 
 discipline on such occasions if they themselves are given the opportunity to choose the activity of the hour. Team captains and monitors can even be trained to lead the entire group so as largely to relieve the teacher if this policy of encouraging pupils to organize under leaders of their own choice is followed generally in connection with the recreation period. In fact the activities should be purposed by the pupils themselves and they should be able to see the reason for the choice of a certain activity. 5. Teachers should take turns in order at using the gymnasium and auditorium and other vacant rooms for music, singing, and rhythmical activities whtre a piano is available. Rainy weather may require the use of the entire space in such room for pupils of a number of teachers to take calisthenics, practice drills, group singing, or some other activity under a chosen leader. 
HOBBIES 
Teachers have every opportunity to encourage children to pursue hobbies. Some avocation is essential to the well-balanced use of leisure time. A hobby is often the beginning of a very definite vocation, and wise teachers will doubtless find the recreational period more profitable and more easily conducted during inclement weather if she permits the pursuit of hobbies on the part of her pupils. 
The keepers of scrap books, stamp books, leaf and flower botany books, as well as the displayers of arts and crafts may often enrich the "play" period, breaking the tension of the formal classroom, and inspiring many to become interested in wholesome occupations. Hobbies can and should be correlated with the home life of the pupils and with the curriculum, but even more can the home life be made to supplement the school when pupils are encouraged to pursue hobbies based upon facts learned in school. Flower gardens, vegetable gardens, poultry raising, hog and cattle raising may well be encouraged as hobbies in rural schools where the homes are adaptable to such avocations. Urban boys and girls can well carryon machine work, newspaper writing, and any form of handicraft if only encouraged at school. Why could not rainy day recess be given to learning the interests and accomplishments of each other, as varied as they may be? This can be done as supplementary to the things of this nature brought out under the regular classroom procedure. 
37 
 
 '::---:f~ 
PLANNING A YEARLY PROGRAM 
 
Suggestions for planning a yearly program were made under the section "Setting the Program in Motion." Also a typical list of activities may be found on page 44. The teacher should base her program on seasonal games and should by all means plan for culminating programs at the end of the year. Such programs should produce a demonstration of the principal features of the various activities carried on during the year and should serve 
as a means of testing the merit of the work so conducted. 
The play education program should be planned with the same thoroughness and taught with the same regularity as subject matter is taught in the classroom. One of the teacher's greatest problems will be finding material for use during inclement weather, and one of the school's greatest problems will be keeping the program going and well balanced without abandoning it during extreme weather and busy seasons. 
 
Pupils will be kept under much better control if some activity 
 
is conducted with regularity each day. If the program is aban- 
 
doned even one day, pupils will not respond so promptly upon re- 
 
entering the activitites. They become disorganized from the 
 
. 
 
. 
 
standpoint of discipline. Equipment and material is sometimes 
 
found to be missing, and the program of the school as a whole 
 
sometimes encroaches upon the recreational program, if neglect 
 
or abandonment is allowed for even a short period. 
 
The program undertaken should be based upon the interests and the needs of the community. A greater degree of cooperation can be expected if this is done. Activities having no value and hastily put into the schedule should not be tolerated. Build your program upon the basis of sound psychology, philosophy, and sociology. It should also be based upon experiences that are known to be satisfying to children. PUPILS CAN NOT AND SHOULD NOT BE COERCED INTO PLAYING. PLAY IS NOT PLAY UNLESS IT IS FREE AND UNLESS PUPILS PARTICIPATE LARGELY OF THEIR OWN ACCORD. This attitude, however, will grow out of a well planned and well directed program. Pupils should be allowed to choose many of their undertakings and should have a part, under the leadership of the 
 
38 
 
 teacher, in planning the yearly program as well as the daily pro- 
 
gram. 
 
i) 
 
~- Festivals and other seasonal events should be carefully pre- 
 
~. 
 
pared. A Play Day should probably be held in the spring, but 
 
care should be taken to see that all activities have an educative 
 
value. 
 
PLANNING A DAILY PROGRAM 
The daily program should cover several periods. In many schools, pupils who arrive early like to play before school hours. Extreme care should be exercised in this connection to keep pupils from overindulging in activities before entering the school room. There is usually some time in connection with the lunch period during which formal or informal activities may be brought into use. Many schools also have pupils who remain after school hours while waiting for "buses," or for other reasons. Activities directed at this time serve to afford relaxation from the strain of the school room, and also afford wholesome employment during this period which can be used for little else. 
The principal period, however, during which teachers conduct their play program should fall toward the middle of the morning. Other schedules may be found desirable on the part of some schools, but some of the most successful programs have been conducted by dividing the school day somewhat as follows: 
8 :OO-School opens. 
10 :OO-Recess for play period. (Two or three minutes freedom allowed for water and toilet.) 
10 :03-Play bell rings at which time teachers and pupils promptly assemble on their respective play territories. 
10:19-Bell rings for end of play period. (Free periods before and after the play period should be of such lengths as is actually necessary. No time should be allowed for pupils to loiter or congregate. In some schools, two minutes may be ample, while in other schools four minutes may be necessary.) 
10 :22-School reassembles for cnapel or assembly program. 
10 :40-Classes. 
12:10-Lunch period. (Pupils when they finish lunch, if left free, will likely be found to return to their respective playgrounds and engage in the same games that were followed during the 
39 
 
 . regular morning play period. In a ten-teacher school, 
 
~-,.-:!~ 
 
three or four teachers (fewer number in small school) 
 
patrolling the grounds during the latter half of the noon 
 
play period probably will be all that is necessary to keep 
 
order. Pupils should be permitted to follow their own desires during this period of freedom as long as there is no 
 
confusion or misconduct.) 
 
12 :40-Class resumed. 
 
2 :10 or 2 :40-School dismisses. (If an afternoon recess is desired for small children, the school day should be extended. If afternoon play periods are conducted on the same basis as the morning period, they may be conducted as a part of the five and one-half or six hours devoted to classes. If these afternoon periods are arranged purely to allow a "break," the time should not be counted as a part of the school day. An extended play period may be conducted following the close of the classroom program, as a laboratory period in which teachers may test results of the morning instructional period.) 
 
Teachers will note that in this suggested outline supervised play periods and chapel periods carried out under planned programs are conducted as a part of the school day proper. Free periods in which there is no planned or directed activity, however, 
 
.are not counted under this schedule as a part of the school day proper. 
 
One or more supervisors should be on the school grounds at all times when children are free-the number varying with the 
 
size of the school. 
 
40 
 
 \JU.l.-.....,.I...I..,~ V.I.' x".I.ui..I..J.-"D"':.U.~ ... .I."VU;U.'O'.Lf.l.~UUUi::.lU... .a:;,..&.I .: v.....J.,:a. 
 
(Make forms on sheets of sufficient size to permit writing in columns.) 
 
(Copy to be filed with Principal or Director of Physical Education Program and preserved for future' as 
 
well as current reference) 
 
\,~ 
 
Date Period Begins 
 
Ends 
 
_ 
 
Name of Teacher 
 
Grade or Grades 
 
_ 
 
No. Pupils: Girls 
 
Boys 
 
TotaL 
 
_ 
 
Age range of Pupils: Girls 
 
_ 
 
Boys 
 
ACTIVITIES 
PLANNED 
First Week: Monday Tuesday Wednesday Thursday Friday 
Second Week: Monday Tuesday Wednesday Thursday Friday 
Etc. 
 
General Aims and Objectives 
 
Necessary Equipment 
 
On Hand 
 
Not On Hand 
 
Plan for 
 
What Program Will 
 
Acquiring Equipment 
Not On 
 
You Substitute if Weather 
 
Hand 
 
or Other 
 
Hindrances 
 
Interfere? 
 
~ 
 
Was Activity 
a Success? 
 
RESULTS 
Chief Value 
of Activity 
 
Failure-- 
Reasons 
for Failure (If Any) 
 
Do You Recommend This Activity As Highly 
Suitable for This Age 
Level of Pupil? 
 
- 
 
II I 
 
I 
 
 ""--2_ 
PROGRAM FOR THE PRIMARY LEVEL (Grades 1-3) 
 
1. Rhythmical Activities 
 
25% 
 
Farmer in the dell, Looby Loo, mulberry bush, 
 
Chimes of Dunkirk, Old Roger is dead, The Swing, 
 
Carousal, Jolly is the Miller, Oats, peas, beans, etc. 
 
2. Mimetics and Story Plays 
 
20% 
 
Animal imitations, mechanical imitations, athletic 
 
imitations, driving automobile, circus, nutting, fire- 
 
men, cowboys, gathering wood, aeroplanes, etc. 
 
3. Hunting Games 
 
20% 
 
Cat and mice, Jack be nimble, squirrel in trees, cat 
 
and rat, hound and rabbit, midnight, lame fox and 
 
chickens, etc. 
 
4. Relays 
 
. 
 
15 % 
 
Cross over relay, bean bag passing relay, stoop and stretch relay, eraser relay, tag the wall relay, etc. 
 
5. Stunts and Self Testing Aetivities_------------------l0% 
 
Duck walk, rabbit hop, human rocker, crab walk, 
 
forward roll, frog hand stand, etc. 
 
6. Athletic Games of Low Organization 
 
~ 
 
10% 
 
Boundary ball, dodge ball, hand polo, kick ball, 
 
bound ball, etc. 
 
Total 100% 
 
Note; Descriptions of above typical activities will be found in most game books and elementary school manuals, such as Neilson and Van Hagen, Physical Education for Elementary Schools. 
The time allotments indicated in percentages are approximate, merely to indicate the relative importance. These will vary somewhat with grade,-relays receiving emphasis from the second grade on, and athletic games from the third grade on. In many cases the activities included under the several headings will be selected from the subject matter of a given unit of work or center of interest around which the entire program of a given grade may be centered. It is very important that the physical education activities be integrated with the rest of the program of this level. 
 
42 
 
 PROGRAM FOR THE ELEMENTARY LEVEL (Grades 4-6) 
 
.::;-,.-:!- 
 
1. Athletic Games of Low Organization 
 
25% 
 
Basketball Type: captain ball, captain basketball, corner ball, line basketball, nine-court basketball, newcomb, six-court basketball, six hole basketball, quadruple dodge ball. Playground Ball Type: bombardment, bat ball, circle strike, end ball, fongo, hit pin baseball, one and two old cat, triangle ball, and work up. Soccer Type: advancement, circle soccer, corner kick ball, field ball, kick ball, punt back, rotation soccer, simplified soccer, soccer dodge ball, and soccer keep away. Volleyball Type: bound ball, feather ball, net ball, school room volleyball, and sponge ball. 
 
2. Rhythmical Activities (including social games) 
 
20% 
 
Broom dance, Dutch couple dance, Pop goes the 
 
Weasel, Bleking, Virginia Reel, Sellenger's Round, 
 
Ace of Diamonds, Gustaf's Skoal, Seven Jumps, Nor- 
 
wegian Mountain March, Lottie is Dead, etc. 
 
3. Hunting Games 
 
15% 
 
Bears and cattle, circle chase, gathering sticks, two and three deep, catch of fish, last man, pom porn pullaway, all stand, club snatch, cross tag, dare base, duck on a rock, prisoner's base, etc. 
 
4. Individual Athletic Events (self testing) 
 
10% 
 
Batting for accuracy, base running, baseball throw 
 
for accuracy, basketball pass for accuracy-for goal 
 
-for distance, pull up, push up, broad jump, high 
 
jump, soccer kick for goal-for distance, etc. 
 
5. Mimetics and Free Exercises 
 
10% 
 
Sports imitations, such as archery, rope jumping, 
 
skating, broad jump, high jump, batting, baseball 
 
throw, basketball throw, etc. 
 
6. Relays 
 
10% 
 
Arch ball relay, hopping relay, stunt relay, all-up 
 
Indian club relay, over and under relay, shuttle re- 
 
lay, stride ball relay, skin the snake relay, etc. 
 
7. Tumbling Stunts 
 
10% 
 
Head stand, forward roll, backward roll, cartwheel, 
 
43 
 
 heel click, wooden man, jump the stick, Indian wres- 
 
tle, Eskimo roll, front foot flip, knee and toe wrestle, 
 
.:;---:z.,:- 
 
hand wrestle, knee spring, elephant walk, triple roll, 
 
etc. 
 
Total 100% 
(Note: Descriptions of the above typical activities can be found in most game books and elementary school manuals.) 
The time allotments in percentages are approximate, to suggest relative importance. The selection of activities as in the primary level should be adapted closely to the center of interest or culture area being studied at the time in a given grade. It is suggested that the self-testing athletic events be practiced as an integral part of the corresponding game of low organization and that many of the relays be composed of elements of the same game. Tumbling stunts should be kept very simple, and rhythmical activities should include good variety.-From the Physical Education Curriculum. 
 
SAMPLE YEARLY PROGRAM-ELEMENTARY LEVEL ALL GRADES 
 
1st. 2nd. 3rd 
 
4th 
 
5th 6th 
 
1. Athletic Games of Low Organization (25%) 
 
Similar plan for other grades 
 
Corner Ball Bat Ball Bound Ball End Ball Long Ball Soccer Dodge Ball Etc. 
 
Similar plan for other grades 
 
2. Rhythmical Activities (20 % ) Broom Dance Children's Polka Dutch Couple Dance Hansel and Gretel Pop Goes the Weasel Etc. 
44 
 
 3. Hunting Games (15 %) 
 
Bears and Cattle 
 
~--:!- 
 
Circle Chase 
 
Link Tag 
 
Oyster Shell 
 
Two Deep 
 
Etc. 
 
4. Individual Athletic Events (10%) Soccer Kick for Distance Baseball Throw for Accuracy Baseball Throw for Distance Broad Jump High Jump Etc. 
 
5. Mimetics and Free Exercise (10%) Archery Jumping Rope Skating Chopping Wood Etc. 
 
6. Relays (10%) Arch Ball Relay Hopping Relay Soccer Relay Stunt Relay Walking Relay Etc. 
 
7. Tumbling Stunts (10%) Forward Roll Head Stand Cart Wheel Etc. 
 
45 
 
 PHYSICAL EDUCATION IN THE HIGH SCHOOL 
--,.-:!- 
The fact that this publication is limited to the elementary school in its scope does not in any wise mean that the subject treated herein should not be given equal attention in high school. High school games and activities are omitted for lack of space and for lack of time for assembling the necessary materials. 
Teachers and superintendents may well regard the basal plan set forth in these pages as equally applicable in high school. A program of physical education is fully needed in the high schools of Georgia and every school having high school pupils should see that the play or recreation period is observed every day with the same care, planning, and execution as in the elementary division. No pupil should be omitted from the program and no class should be overlooked. Physical education should be treated each and every day with the same seriousness as any other subject. 
The problem of the proper use of leisure time and vocational guidance combine themselves definitely with the physical education program of the secondary school. Georgia high schools have for many years been leaning toward very undemocratic practices in that a few pupils have been given training in special sports while the rank and file of the student body has gone unattended. One needs only to visit a small number of schools to get a bird'seye view of the state-wide conditions. The matter presents a rather discouraging spectacle, when we realize the vast number of high school boys and girls who are leaving school before they graduate without being fully trained in the art of self-control, partly because the school offers no outlet for the thousand social impulses which daily tug at the hearts of these young people. It has been found on every hand that some boys and a fewer number of girls have been held in school by the athletic program. So many school leaders have taken pride in this phase of their program. Does it not, however, enlarge the challenge when we stop to consider the vast number who though they may not qualify for participation in interscholastic athletics, can be equally helped through a complete recreational program built around the needs of growing beings who are eager for the enriched life? 
Plan a high school schedule to provide: (a) Interest in healthful and wholesome relations for both 
boys and girls. (b) Physical recreation facilities which have not been pre- 
viously available. 
46 
 
 (c) Democratic activities, designed to reach all students. 
 
(d) Provide activities which will furnish training for recrea- 
 
--:f_ 
 
tionalleadership after the pupils leave school. 
 
(e) Schedule all recreation activities in such way as to have 
 
all interscholastic participants selected through the pro- 
 
cess of elimination from the school as a whole, rather than 
 
to select a few "raw" candidates and offer them special 
 
training. 
 
GAMES 
FIRST GRADE 
A. Story Plays. 
BROWNIES. Players are in threes in a circle. Two players make a swing by joining hands, the third player faces counterclockwise around circle, resting hands on swing. All swing in rythm to music, and players run under swing and on to next one at the end of each line, remaining in place during the last two lines. 
1. Brownies come out at sunset-Creep out of their desks. (Desk is Brownie's home.) 
2. They exercise their legs which are cramped from inactivity -Skip around. 
3. Creep very quietly into woods to see if anyone is near. 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-Tell each 
other of their surprise. Decide to help. 6. Brownies help-Gather wood, sweep floor, wash soiled 
clothes, wring them out, hang them up to dry, wash dishes, wash windows. 7. Day breaks-Brownies skip home to trunks of trees. 
CHRISTMAS TOYS. 
1. Jack-in-the-Box. Teacher makes downward motion with hand as if closing lid of box and all children stoop down. Hand is raised quickly and children jerk up to standing position. 
2. Wooden Soldiers-March, beating drums. 3. Each group forms a train ef cars-First child in each group 
has his hands on his hips. Those behind place hands on shoulders of child in front. Short steps around on toes, making "choo-choo" sound of engine. 
47 
 
 4. J@1ping" Jacks-:-Teacher makes motion as if pulling a string. Children jump into air with feet apart; bring them together when they land. Arms are brought straight out to side and down again while jumping. Repeat. 
5. Rocking Horse-One foot well in front of other, hands on hips. Stiff wooden legs. Rock forward, lifting back foot. Rock backward, lifting front foot. 
6. Jointed Doll-One child may be the leader and show the class the variety of positions the doll can assume. Head, arms and legs. As each new position is demonstrated the leader says, "Like this" and the class imitates the same position. 
DEAR OLD SANTA. 
1. Santa makes toys-Children seated go through motion of hammering, pasting, sewing and printing. 
2. Toys finished-Santa stretches and stands. 3. Packing toys-Stoop to right and left to gather toys for 
pack. 4. Santa runs to the barn for his reindeer-One group at a 
time runs and returns to place. 5. Reindeer prance and shake their heads-Place thumbs on 
head with fingers spread like antlers. Shake heads and dance from one foot to the other. 6. Put the pack into the sleigh-Bend to gather the pack, then slowing rise as if the pack were heavy; stretch hands over head, and standing on tiptoes give a little jump as if pushing the pack into the sleigh. 7. Santa rides away-Same as number 4. 
FIREMEN. 
1. Firemen asleep-Heads on desk, faces toward open windows. 2. Gong! Gong! The fire bell goes!-Pupils jump out of seats 
and make motions of dressing quickly. 3. Slide down the pole-8toop and stand several times to imi- 
tate many firemen sliding down. 4. Drive to the fire-Run around in a circle and back to place. 5. Unwind the hose-With hands clasped together, both arms, 
describe large circles in front. 6. Playing hose-Teacher points to a corner and says, "There 
is the blaze." Children grasping hose, work arms" up and down, throwing streams of water. Make soft hissing sound. Teacher points to different places saying, "There is smoke," 
48 
 
 or "There is another blaze." Children play the hose on it. 
 
c--'1:'7. 
 
Have some of the blazes in the ceiling. Raise the ladder-Both hands pushing up. 
 
8. Climb the ladder-Alternate raising of arms and knees. 
 
9. Wrap valuables in a sheet end, throw them out of the win- 
 
dow. 
 
10. Climb down ladder--Same as climbing up, except with deep 
 
knee bending. 
 
11. Wind up the hose-Reverse of unwinding. 
 
12. Drive home-Same as driving to fire. 
 
HALLOWE'EN. 
1. Jump over the fence into the field where the pumpkins grow. 
2. Bend over and hunt for big pumpkin for your Jack-O-Lantern-Bend forward and downward. 
3. Stoop down and lift one up-Run home with it. Stoop, lift pumpkin and run in place. 
4. Make lantern-Sit down, cut off top, take out seeds and light candle. 
5. Playing with lantern-Run to window. Hold lantern high up to the window. Hear some one coming, stoop down quickly to hide. Creep along to the next window. Can hardly reach this window, stretch up on toes. 
6. Run home-Softly on tiptoes. 7. Blowout candle. 
I SAW. (Any number of players.) The children stand wherever they will. The leader asks one of them, "What did you see?"This one answers, mentioning some action which he and the others can imitate. For example, he says, "I saw a horse trotting down the street." Then he trots around the room while the others follow him. The leader then asks this question of someone else, and the second one gives a different answer and starts an action which the others imitate. Here are some good answers: 
I saw a butterfly flying over the flower beds. I saw a man walking up the street pushing a cart. I saw a drum major leading a band. I saw a lame chicken hopping. Another way to play is for the child who is asked a question not to make an answer but to start some action, while the others guess what he means before they imitate him. 
THE OCEAN IS STORMY. Arrange all but two players in 
 
49 
 
 pairs in scattered positions about the playing area. Have each c-1_ pair draw a circle three feet in diameter about their position. 
Have each pair join hands and secretly choose the name of some fish. Appoint the extra players "Whales" and place them in the center of the playing area holding hands. At signal the "Whales," continuing to hold hands, walk about the playing areas calling the names of fish. Each pair that has the name of the fish that they have adopted, if called, falls in behind the "Whales" and follows after them. When the "Whales" can think of no more fish they call the "Ocean is Stormy" and all run for the empty circles. The pair left without a circle becomes the "Whales" for the next game. 
GARDEN SCAMP. Arrange all but one of the players in a circle twenty feet in diameter, players facing in. Appoint the extra player "Gardener" and place him in the center of the circle. At signal the "Gardener" points at a player in the circle and says, "Who let you into my garden?" The player pointed at says, "Nobody," and runs. The "Gardener" chases him. The "Scamp" runs about the circle as he wishs performing various stunts such as crawling through a player's legs, doing a forward roll, running on all fours and so on. The "Scamp" may go outside of the circle, but must stay within five feet of it. The "Gardener" must do each stunt the "Scamp" sets. This continues until the "Scamp" is tagged. Upon being tagged the "Scamp" becomes "Gardener" and takes position in the center of the circle. The old "Gardener" takes position in the circle and at signal the game continues. 
BLUEBIRD. 
1. Bluebird, bluebird, in and out my window-Repeat. 2. Oh, Johnny I am tired-Repeat. 3. Take a little boy and tap him on the shoulder-Repeat. 4. Oh, Johnny I am tired-Repeat (Substitute Jenny for girls). Players in single circle with hands joined. On 1 and 2 "It" winds in and out of circle. On 3 and 4 "It" stands behind a member of the circle and taps him continuously on the shoulder. On repetition of song the player chosen leads, with "It" following holding his shoulders. Game continues until all are chosen. 
ROUND AND ROUND THE VILLAGE. 
1. Go round and round the village; go round and round the village; go round and round the village, as we have done before. 
50 
 
 2. Go in and out the windows ... Repeat as in 1. 3. Now stand before your partner ... Repeat as in 1. "~. Now follow me to London ... Repeat as in l. Players in single circle with hands joined. On 1, "It" skips around outside of circle, on 2, players encircled hold joined hands high and "It" skips in and out of circle under arches. On 3, "It" chooses a partner and stands facing him; on 4, "It" and partner skip together around the inside of the circle and players in the circle skip in opposite direction. Game may be repeated, with two players in the line being "It", and so on until all are chosen. 
B. Rhythmical Activities. 
LOOBY LOO. The players are arranged in a circle. The following rhythm begins as follows: 
Here we dance looby 100, here we dance looby light, Here we dance looby 100, all on a Saturday night. Put your right hand in, take your right hand out, Give your right hand a shake, shake, shake, And turn yourself about. 
Repeat first two lines, repeat last three lines, substituting in order left hand, right foot, left foot, head, whole self. 
Group in single circle, hands joined, skip to left during first two lines of song. During remaining three lines stand in place and suit action to words of song. Repeat, substituting different parts of body, and end with first two lines. 
HOW DO YOU DO, MY PARTNER? 
1. How do you do my partner, how do you do today? 2. Will you dance in a circle? I will show you the way. 
Chorus: Tra-la-la-la-la-la-la throughout. 
Partners face each other in a double circle. On line 1, shake right hands, then left hands, keeping hold of hands. On 2, turn to face in counterclockwise direction. On chorus all skip forward around circle. At end of chorus outside person skips forward to meet a new partner, and game is repeated. This game is a good social mixer for any age group. 
FOLK DANCE. Formation: In a circle around room, partners facing .each other, hands on hips.. 
Measures 1 - 2. Stamp R., L., R. 
Measures 5 - 8. Partners take hands and turn each other once around, with running steps, in place. 
51 
 
 Measures 1- 8. Repeat. If desired, at end of turn partners may change going forward 
oc:f_ once. Balance Test~forward close-walk standing position. (Hold balance position for fifteen seconds.) 
GALLOP STEP. Step forward with the left foot; at the same time draw the right foot up to the left and repeat. Same with right foot. 
SKIPPING. The feet are alternately placed forward; as the rear foot is raised from the floor a short hop is executed on the front foot. 
C. Hunting Games. 
CROSSING THE BROOK. Two lines are marked off one foot apart to represent the "brook". If he can do this, he turns and makes a standing jump back. Anyone who fails to make both jumps is out. Wider places in the "Brook" are marked for those who have been successful, and the one wins who makes the longest jump both ways. Children may be divided into groups according to size, and the width of brook may be varied. A twoby-four board, or balance beam, may be used as a "Bridge," which the players must walk along without stepping into the water. 
HUNTSMAN. Choose a leader: This leader marches around in any direction he wishes and announces, "Who would like to go with me to hunt ducks" (or bears, rabbits, foxes, etc.)? All the players fall in line behind him and march as he does. When the leader sees that all are in line and away from their seats, he calls "Bang," when all scamper for their own seats. The first one to be seated in his own seat may be leader next time. 
BOW-WOW. The children sit in a circle with a child in the center as a "dog". The child in the center is blindfolded and has a ball by his side. The teacher signals to one of the players to try to get the ball without "It" hearing him. If "It" hears him, that child becomes "It" until some one can get the ball without him knowing it. If "It" hears the person trying to get the ballhe says "Bow-Wow". 
FIND THE OBJECT. The children are seated. Select a small object such as a coin or a pi~ce of colored chalk to be hidden. Have all but one child leave the room. The child left in the room hides the object in plain sight; that is, it must be visible without moving anything. At signal the other children return 
52 
 
 to the room and hunt for the object. As each child finds it he continues hunting for a moment so as not to give its hiding place eRway, and then returns to his seat. This continues until all have found it. The child who found it last is the "Dunce" and must remain in his seat during the next hunt. The child who found it first hides it for the next game. 
FROG IN THE SEA. Mark a spot about one foot square on the floor. Appoint one player to be the "Frog" and place him sitting tailor-fashion (with legs crossed) on the spot. The other players stand about him just out of reach.. At signal the players tantilize the "Frog" by dancing toward him and calling "Frog in the Sea, can't catch me" and at the same time trying to avoid being tagged. The "Frog" must retain his sitting position but tries to tag one of the tantalizing players. Any player tagged by the "Frog" becomes the "Frog". The old "Frog" joins the players; the new "Frog" sits on the floor and the game continues. 
DROP THE HANDKERCHIEF. The children all stand in a circle, spreading out so that it is easy to run between the different players. One is chosen as "It" and goes around the outside, carrying the handkerchief and saying or singing the rhyme: 
A tisket, a tasket A green and yellow basket, I sent a letter to my love And on the way I lost it, I lost it, I lost it- 
The final phrase is repeated until the child drops the handkerchief behind another without giving any indication that it has been done. 
Players are on the watch for this, however, and as soon as it falls, the one behind whose back it has been dropped must run after the one who dropped it. The one who is "It" flees and may run straight around or in and out of the circle as he or she wishes, the one in pursuit being obliged to follow exactly. The dropper of the handkerchief is safe upon reaching the vacant space without being tagged. In that case, the other one who has lost the place becomes "It". If, however, the dropper is tagged, the other goes back to the vacated place and the game continues as before. 
Sometimes the game is played with children all seated, to give "It" more chance to get well away before the other player starts. 
53 
 
 D. Mimetics. 
----:!- FLOWERS AND WIND. The group is divided in halves, flowers and wind. They stand on goal lines at opposite ends of the playing area. The flowers choose a flower and advance toward the wind. They may give an appropriate pantomime or name the first letter of their flower. If the wind guesses the flower correctly the flowers run back to their goal line and any player tagged must join the wind group. Sides may alternate in choosing flowers, or one- may remain a flower until all are caught. 
CAT AND MICE. A cat hides behind the teacher's desk. A number of mice creep up to the desk and scratch on it. Immediately the cat gives chase to the mice, who run for safety to their holes (seats). Any mouse caught becomes cat for the next game. 
HOW ANIMALS GET READY FOR WINTER. 
1. Squirrels gather nuts and bury them. Jump on toes, get nuts, put in mouth, stoop down, dig hole, put in ground. 
2. Birds fly south-with arms raised high, fly about. 3. Bears look for cave-walk around swaying from side to side; 
find and crawl into own cave. (Seat.) 4. Deer in north woods make tracks in snow-Run, making a 
zigzag trail. 5. Pony is shod-Hammer horse shoes. Every other child act 
as a pony and the others as blacksmiths. 6. Pony breaks loose and runs away-Gallop around free areas,. 7. Snake wiggles slowly into hole-Glide toward a seat and 
wiggle into it. 
PLAYING IN THE WIND. 
1. Skip out to play-Two rows form one circle and skip. 2. Look up and point to wind clouds-while skipping. 3. Weathervane-Stretch arms out at sides. Slowly twist trunk 
to right and left. 4. Flying kites-Toss kite into air, run back a few steps, pull 
string and watch the kite. Haul it in and wind string. 5. Windmill-Stretch right arm overhead. Let arms describe 
motion of windmill. 6. Trees swaying in wind-First the fluttering of leaves (fin- 
gers) , next the bending of branches (arms), and finally the swaying of the entire tree (body). 7. Toss some light object into the air, as feather or leafWatch the wind carry it away. Run and blow to keep it floating. 
54 
 
 8. Teacher calls-Run into the house. 
. BRLL RINGING. Separate the feet and at the same time exC~-tend the arms diagonally forward and upward with hands closed 
as if taking hold of a rope. Keeping the back erect and heels tight on the floor, bend and separate the knees and pull the arms in front bending the elbows. Return to starting position. 
SWINGING. 1. "How would you like to go up in a swing, up in the air so 
blue? 2. Oh, I do think it the pleasantest thing ever a child could do. 3. Up in the air and over the wall till I can see so wide. 4. Rivers and trees and cattle and all, over the countryside. 5. Swinging, swinging, swinging, swinging, over the country- 
side." 
SECOND GRADE 
A. Hunting Games. 
DAYS OF THE WEEK. Each row is named for a day of the week. The teacher stands in the front of the room, calls a day and throws a bean bag or ball to the child in the front of the row representing the day she has named. The child catches it, throws it back to the teacher and then runs around the room. Immediately the other players in his row move forward one place. Another row is then called, etc. 
CLAP IN, CLAP OUT. The players divide into two groups, one of which stays in the room, the other going out. The players in the room sit down, each with an empty chair on one side. Each player then decides which one of the absent players he wishes to have occupy his vacant chair, and when all are chosen, the word is given and one by one the other players come in. 
As a player comes to the door, he surveys the waiting chairs and sits in the one he thinks he was intended to occupy. If his guess is right, everyone claps once and he stays there. If he is wrong, everyone keeps on clapping -till he leaves. This player must then go to the end of the line, while another takes the turn. 
When all the chairs are finally filled, those who had to guess their way in, stay seated and the .others go out to repeat the process. 
PEANUT HUNT. (Any number of players.) The object is to gather peanuts which have been hidden in every nook and corner, 
55 
 
 in the desks and chairs under book shelves, on tables, behind cc:rl()ors, etc. Each hunter is given a dish or a cup. As fast as the 
peanuts are found they are placed in the cups. When the hunting has kept on long enough the hunters are recalled to the room from which they started, and each hunter counts his peanuts. The winner is the hunter having the largest number of peanuts. Children may work in teams. 
IMITATION TAG. (Girls.) This game is played as ordinary tag with this exception: the player who is "It" may choose the style of travel. This may be hopping on one foot, jumping, walking, running, frog jumping, duck-waddling, or any other method he may devise. When a player becomes "It" he immediately takes up the style of travel he desires; the others conform at once. Any player who fails to travel in the indicated manner becomes "It." Likewise any player who runs out of bounds becomes "It." 
B. Rhythmical Activities. 
THE SNAIL. 
"Hand in hand you see us well, Creep like a snail into its shell, Ever nearer, ever nearer, Ever closer, ever closer, Who'd have thought this little shell Would have held us all so well?" 
Players form a line with hands joined. The leader who is on one side of the line leads group round and round until they are in a small mass representing the snail shell with the leader in the center. While doing this winding they sing the first stanza over and over. The leader then leads the group in unwinding as they sing the second stanza, which is a duplication of the first stanza except for the second line which goes: "Ever farther, ever farther, ever wider, ever wider." Use new leader and repeat. 
THE MUSIC lJOX. "Now the music box will play, Grandma took the key and wound it. All its tunes are bright and gay; Don't they mostly sound it?" 
Grandma says: " 'Twas made in France; That is where she found it, 
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 Hear that queer old-fashioned dance. 
 
Amaryllis is its name. 
 
-<L 
 
Tra, la, la, la, 'la, la," etc. 
 
Partners walk around the room singing music through once. 
 
They may imitate winding of music box when described in song. 
 
Repeat music and children dance with partners around room sing- 
 
ing, "Tra, la, la, la." The steps may be a skip or two glides and 
 
three stamps. This has creative possibilities in steps, patterns 
 
and imitation of music box characters. 
 
MA'S LITTLE PIGS. Record: Victor No. 20432. Record may be obtained from Cable Piano Co., Peachtree St., Atlanta, Ga. Price 75c. 
Fundamental rhythm: Accented running in % time. 
Formation: Single circle, all facing center, hands joined. Step 1. (Measures 1-10.) Run (three steps to a measure to right around circle for 7 measures. Face partners and boys all bow. (Measure 8.) Girls bow. (Measure 9)-Face center again and all bow. (Measure 10.) Repeat running to left. 
Step II. Same as Step I but partners face, and joining both hands, run around each other, first to left, then to right. 
 
MYSTIC RUSH. Arrange the children around the outside of the room facing to the right. Appoint one child "Leader." At signal all march forward following the leader. At the same time the Instructor plays a march on the piano. The "Leader" leads the column of marchers up and down the aisles and around the room as he wishes. All must follow. Suddenly the music is stopped. All rush for tlJeir seats. The first player securing his seat leads the next march: the last player to secure his seat is the "Dunce" and must remain there during the next march. The same player cannot be "Leader" twice in succession. This game may be used by having the children sing; all rush for their seats on the last word of the song. The Victrola may also be used. 
 
JACK IN THE BOX. Character: This is a game involving imitation and mental alertness. 
When a leader has a short time for a lively humorous game that does not take long to learn, this game may be used. Any number of players may participate. Organization: Players stand where they can see the leader. Description of method: The leader of the game gives the command "Jack In the Box," all the players then bend their knees a full deep bend. The leader then gives the command "Jack Out of the Box" and all the 
 
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 players straighten their knees and come to an upright position. c--1fi.fter they have executed these commands for a few times the 
leader then explains that whenever the word "Jack" is left out of the command all are to remain in the position in which they happen to be; i. e., if they have bent their knees they remain in that position at the command "Out of the Box," but they must move if the word "Jack" is added. The leader tries to deceive the players by ~ssuming the next position himself when leaving the word "Jack" out of the command. 
The object of the game is not to be caught imitating the leader except when the word "Jack" is put in the command. The object of the leader is to catch as many players as he can. When anyone is caught moving at the wrong time he is out of the game. The player who remains longest in the game wins the game. 
DID YOU EVER SEE A LASSIE? 
1. Did you ever see a lassie, a lassie, a lassie, 2. Did you ever see a lassie, do this way and that? 
Do this way and that way, do this way and that way, 4. Did you ever see a lassie do this way and that? 
Players in single circle with hands joined. "It" stands in center and on "Do this way and that" the line performs some movement in rhythm with the music. Throughout lines 3 and 4 all players imitate the movements. At the end of the stanza "It" chooses another player to take her place. 
C. Story Plays. 
THE THREAD FOLLOWS THE NEEDLE. 
"The thread follows the needle, The thread follows the needle, In and out the needle goes, As Mother mends her children's clothes". 
Eight or ten players stand side by side with hands joined and keep hands joined throughout. The leader acts as needle and stands at right end of line: other players are the thread. The leader, followed by the other players, moves forward and around toward the other end of the line and goes between and under the arms of the last two players. When the whole thread has passed under their arms, the last two players turn to face in the opposite direction with their arms crossed. The needle then goes through between the 2nd and 3rd from the end, then between the 3rd and 4th, etc., until all players are facing around with arms crossed. 
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 This completes a chain stitch. On signal "Rip", leader pulls and -ooch player in turn unwinds under his own arms. 
CAROUSAL. 
"Little children sweet and gay, Carousal is running! It will run all day. Little ones a nickel, Big ones a dime, Hurry up, get a mate, be on time. (Chorus) Ha, ha, ha, happy are we, Anderson, and Peterson and Henderson and me"Repeat from Ha, ha, ha. 
Players in double circle facing center, inside, hands joined, outside players holding on to shoulders of inside players. All slide to right, slowly at first, then faster. On chorus continue to right but in double quick time, and change to left in middle of chorus. 
GYPSY. (10 or !pore players.) The one who is chosen to be "Gypsy" tells the rest, who are her "Daughters", to stay at home and be good. While she is walking away the others run and hide. The "Gypsy" must find them all. The first one who is found and caught must be "Gypsy". 
Sometimes one child is chosen to be "Mother" and another "Gypsy". The "Mother" goes away and blinds her eyes. While she is gone the "Gypsy" comes and takes the children, one at a time, and hides them, until all are hidden. After the "Mother" has found them all, and brought them all home, they all chase the "Gypsy". The one who catches the "Gypsy" first becomes the new "Gypsy". Very exciting. 
GIANT'S CAVE. (6 to 20 players.) The "Giant" has a cave behind a bush or a tree. The other childrens' homes are marked on the ground. The children are at home, with their "Mother" in front of them. The "Giant" is hiding in his "Cave". The children say, "Mother, may we go out to play?" The "Mother" answers, "Yes, but don't go near the Giant's cave". The children run out to play until the "Mother" calls, "Children, come home, or the 'Giant' will catch you!" They then run home, while the giant chases them. Those who are caught become "Giants" and hide in different "Caves". 
The "Giant" should come on growling and the "Children" may shriek in "Terror" as he chases them. Most thrilling. 
LAME GOOSE. (Large number of players.) This is a running tag game that is good for a.limited time. If played too long, 
59 
 
 interest lags. It is played with knotted handkerchiefs. One pupil c-:!_ .. is selected to be the "Goose" and takes his place in a corner called 
"Home". The others spread themselves out over the yard. 
After three running steps the "Goose" must hop on one foot. He then endeavors to tag one of the others all of whom are running about. Should he succeed in tagging someone, that one becomes "Goose" and is chased by the others back to "Home". They may strike him with their knotted handkerchiefs. Should the "Goose", in his attempt to tag a player, put the other foot on the ground, he may be chased "Home" by the others. 
Space for playing must be limited according to the number of players. 
LETTING OUT THE DOVES. (Any number of players over 20.) The players divide into two groups of three each. In each group is a small child who is a "Dove", and a larger child who is a "Hawk". The third is the "Owner" of the birds. The "Dove" stands behind the "Owner" holding his hand. When he is ready the "Owner" lets the "Dove" out by pushing him forward. The "Dove" flies away waving his arms like the wings of a bird. When he has stepped far enough away to get a good start, the "Owner" lets out the "Hawk" in the same way, to chase him. In chasing the "Dove" the "Hawk" must follow in exactly the same direction the "Dove" has taken. 
The "Owner" always tries to favor the "Dove", and whenever the "Dove" thinks he can safely get back the "Owner" claps his hands loudly, and then the "Dove" circles back and tries to get home safely. The "Dove" must not start back until he hears the "Owner's" hand clap. If he gets back safely, he may run again. 
LONDON TOWN. 
1. I want to go to London town. 2. How shall I get there? 3. I'll go the way the donkey goes. 4. That's how I'll get there. 
Players in single circle facing center. They decide on different means of reaching London town-like animals, trains, etc.starting with the slowest and ending with the fastest. 
On 1 and 2 players sing, then music is repeated as they imitate the object chosen until the end of the couplet when they jump up singing "I'll never get there". The whole thing is then repeated successively with faster and faster means of transportation until the fastest, when they finish by singing "I'll surely get there". 
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 FOX AND SQUIRREL. The chairs are put in two long lines c"acing each other, so that when the children are seated, the two 
sides face in two rows. 
At the top of the lines one player has a bean bag and the opposite player has a soft ball. The bean bag is called the "squirrel" and the ball the "fox". At a signal, the player having the "fox" hands it quickly to the one holding the "squirrel" and the one who has the "squirrel" hands his ball to the one who has just passed him the "fox". These two pass them down the line to the next two, who do the same. 
The plan is to pass the ball and the bag, zigzag across. One side wants the "fox" to overtake the "squirrel", and the other side wants the "squirrel" to escape. 
The line that finishes first wins. 
After playing this a while, the seats may be pushed back so there will be a little more space between them, and the ball and the bag may be tossed instead of passed from hand to hand. 
This is a lively game, and children are very fond of it. It helps them to be alert and quick in contacting their hands. If one drops the ball or bag, time is lost and that side is likely to lose. 
CHICKEN MARKETS OR HONEY POTS. One player is chosen to be "market man" and another "buyer". The rest of the players are "chickens". They stoop down in a row, clasping their hands under their knees. The "buyer" comes up to the "market man" asking, "Have you any chickens for sale?" The "market man" answers, "Would you like to see and try them?" Then the "buyer" goes up to different "chickens" saying, "This one is too fat, this one is too lean," etc., until at last he finds one that suits him. The "chickens" are supposed to go through all this without smiling. 
When a "chicken" seems to be "all right", the "buyer" and the "market man" take him by the arms, one on either side. He stays in his first position, with his hands clasped under his knees, while they ~wing him forward and backward three times. If he does not loosen his clasped hands he is supposed still to be all right, and the "buyer" takes him, and puts him off to the opposite side of the ground. The game continues until all the "chickens" are sold. 
HONEY POTS is a simple form of this game. One child is the "honey merchant", and the other buys honey. The rest are "honey pots". They squat down with their hands clasped un- 
61 
 
 der their knees. The "merchant" and the "buyer" take each "pot" -1_ by its own two arms and swing it. If the "honey pot" breaks its 
hold, "the honey pot is poor". Each child, of course, tries to be a "good pot of honey". 
LONDON BRIDGE IS FALLING DOWN. Music: Victor record No. 22133, Cable Piano Co., Peachtree St., Atlanta, Ga.Price 75c. 
Long after the real London Bridge has fallen in ruins, children will probably be playing this game. Children have played it, and grown-ups as well, for hundreds of years. In the middle ages, the tug-of-war with which it ends was supposed to represent a battle between angels and demons for the soul of the person caught between the two sides. 
The players are chosen as the bridge, and clasping hands, raise their arms and stand far enough apart for others to pass under. The line of children-marches under the bridge, singing the classic refrain: 
London Bridge is falling down, Falling down, falling down, 
London Bridge is falling down, My fair lady! 
At the word, lady, the arms come down and the child passing under at that moment is caught. These who formed the brid-ze lead their captive to a corner. There they give her a choice of two objects, having previously decided which player represents which object. Alternatives are often diamond and ruby, rose or lily, blue or pink, etc. 
Each child in choosing takes a stand behind the leader whose emblem has been chosen. When all have been caught, there is a tug-of-wa:r . 
D. Relay Races. 
CATCH BASKET. (Any number of players up to 10.) Equipment: a waste basket and a soft ball. 
The players are divided into two sides who stand in one circle, the captain of each side being in the midst of his side. In the center is a waste basket on top of a desk, table or stool. The players in turn, on each side, leaders first, throw a bean bag or a rubber ball into the basket. The umpire stands beside the basket and returns the bag or ball after each throw. Each successful throw counts one for each side. The game ends when all the players have thrown. The larger score wins. 
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 FRENCH TAG. (4 to 60 players.) In this form of tag certajn boundaries are agreed upon beyond which players may not -1-tun, tho~gh they may climb or jump over any obstacles within the boundaries. 
Any player who goes outside the bounds is at once declared to be "It" by the pursuer. Otherwise the game is like ordinary tag, any player tagged by the chaser becomes "It". 
BIRD CATCHER. The teacher calls out "robins fly," whereupon all robins run across to the other nest. The bird catchers attempt to catch them as they fly from one nest to the other. Those caught become bird catchers. The game continues, the teacher calling the various names and the birds responding by running to the opposite nest. For example, "Orioles fly", "Sparrows fly", "Canaries fly". 
Equipment: Chalk. 
Formation: Two nests are marked out on opposite sides of the playing space. 
Several of the players are chosen as bird catchers, and all other players are given the names of well-known birds, several having the name of the same bird. 
The mother bird and her flock stand in either nest and the catchers stand half-way between the two nests facing them. 
Number of players: 35-60. 
Specific Instructions: Be sure that the players know their names as "Robins", "Orioles" and "Sparrows". Emphasize carefulness in running, courtesy in tagging. Allow freedom to laugh, to have a good time and encourage individual expressions of response. Exercise safety measures. 
CHARIOT RACE. (Any number of players over 6, in threes.) The children are arranged in groups of three each. Two players with joined hands are the "horses" of the team, and the third is the "driver" of the chariot. The "driver" drives his "horses" by means of reins of colored streamers or of rope. The teams race along a straight course between two goals not more than twentyfive or thirty yards apart. 
In this game the driver can make believe he is a Roman charioteer. 
E. Mimetics. 
ROMAN SOLDIERS. 1. Have you any bread and butter, for we are Romans? 
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 o~_Have you any bread and butter, for we are Roman soldiers. 3. Yes, we have some bread and butter, for we are English, etc. 4. Then we will have one slice. 5. No, you shan't have one slice. 6. Then we will have two slices. 7. No, you shan't have two slices. 8. We will tell the Pope on you. 9. We don't care for the Pope or you. 10. We will tell the King on you. 11. We don't care for the King or you. 12. We will send our cats to scratch. 13. We don't care for your cats or you. 14. We will send our dogs to bite. 15. We don't care for your dogs or you. 16. Are you ready for a fight? 17. Yes, we're ready for a fight. 
AIM! FIRE!! BANG!! BANG!! BANG!! 18. Now we have only one arm. 19. Now we have only one leg. 20. Now we have only one eye. 21. Now we join in happy throng! 
Roman soldiers stand side by side on one side of the room, English soldiers on the other. 
Each army sings in turn as it marches forward toward the other army, then retreats into place. The actions are suited to the words throughout. On AIM FIRE BANG, all drop to the floor. On 17, 18, and 19 players proceed slowly in one large circle. On 20 all join hands and skip together gaily. 
FOLLOW THE LEADER. A leader is chosen and all players form in line behind him. Players must imitate the leader in any activity he chooses to perform. Leader uses stunts, various means of locomotion, exercises, etc. Players failing to imitate him go to end of line. 
CHASE THE ANIMAL AROUND THE CIRCLE. Players sit or stand in a single circle facing the center. The leader has several objects (such as blackboard) eraser, ball, shoe, or book, etc. The class gives each object the name of an animal. The first animal is then passed around the circle, followed shortly by the second which is chasing it. Soon the other animals are added to the chase and each attempts to catch up with the next. An animal which is caught is eliminated. 
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 On the signal "Change" from the leader, all animals are reversed in direction. 
---:L 
RINGMASTERS. The group forms a single circle with a ringmaster in the center. He should have a whip and imitate a circus ringmaster. He calls the name of some animal and the players must give imitations of that animal, imitating both appearance and sound. If the ringmaster calls "All join the circus parade" the animals must march around the circle doing the characteristic movements of the animal they are imitating. 
THE WIND. 1. Wind whistles-let children make sound of "sh" on inhaling 
and whistle on exhaling. 2. Running against the wind-run around room and back to 
place, chest and head high. 3. Wind blows the blossoms-lift arms high and move fingers 
to imitate fluttering blossoms. 4. Wind bows the branches-arms swing from side to side, 
trunk bending faster and faster, now slower as the wind dies down. 5. The weather vane-raise arms at sides to shoulder level. Twist trunk to right and left without moving feet. 6. The windmill-swing right arm making as large a circle as possible. Swing left arm. Swing both arms. 7. Wind blowing waves on the water-feet apart, rock from side to side. Belld knee (right) and swing both arms to right side of head. Repeat to left swinging arms low in front and high at sides. 8. The wind blows hats off-run after hats. 
This story can be given in the aisles of a classroom or in circle formation in the gymnasium. Weave the story as you go along. It is especially appropriate for March. Acting with the children is helpful because unconsciously imitation of the teacher will make their action more rhythmical. Care should be taken that each child has enough space to allow full action. This play gives vigorous exercise to all the large muscles of the body. . 
BUILDING A HOUSE. 
1. Start for work-put on coat and hat and walk briskly to work. 
2. Digging a cellar. Break up ground with pickaxe-one foot forward, swing pickaxe high over shoulder and then to ground. Shovel dirt. Throw over shoulder. Alternate. 
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 3. Climb ladder out of cellar-lift knees high. ----~- 4.. Putting up house-saw lumber, plane boards, bore holes. 
Stoop down to raise beams and then place high overhead. Drive nails. 5. Painting house-mix paint, stoop, dip brush in pail, reach high up and make strokes from side to side. 6. Walk home from work, buying groceries on the way. 
FLYING. Children "make believe" they are birds. They take quick little shuffling steps on tips of toes, keeping the toes on the floor practically all the time. The arms are held out at the side, about shoulder height to give the impression of flying. The music is played rather quickly. 
Music: Shafer and Mosher, Rhythms for Children, No. 1. Copyright 1921 by A. S. Barnes and Company. Order from Cable Piano Co., Peachtree St., Atlanta, Ga. 
THIRD GRADE 
A. Hunting Games. 
BALL PASSING. Divide players into two teams, but in a single circle. A basket ball is passed around from player to player. The teacher keeps introducing more balls until five or six, or seven more, are rapidly passing around the circle. The balls may be of different sizes and weights; basket, volley, tennis or playground baseballs. When a player drops a ball it scores against his team. 
BEAN BAG CIRCLE TOSS. All players form a circle, separated from each other by a space. Every other player should have a bean !Jag. At a signal, each player turns toward his right hand neighl:~or, tosses his bag to him, turning at once to receive the bean bag which is coming to him from the left. The game . should move rapidly, as the aim is to develop quickness and skill. When the tossing has gone once or twice around the circle to the right, the direction should be changed to the left. It is well to have one of the bags a different color from the others, so as to know when the circle has been completed. When the players become proficient in this form of the game, more bean bags may be added, until all players but one have a bag. 
SQUIRRELS IN TREES. Two-thirds of the players stand in couples with hands on each other's shoulders, forming hollow trees. The trees are scattered about in no set formation, with 
66 
 
 considerable space between them. Place inside each tree one of th~ remaining players, representing a squirrel. There should be -:!_ in addition, one odd squirrel or more without a tree. The teacher or leader claps her hands, or blows a whistle, when all of the squirrels must run for another tree and must not return to the tree they have just left. The odd squirrel tries to secure a tree. The one who is left without a tree becomes the odd squirrel. 
THE LOST PRINCESS. Select one of the players as princess and assign her six bodyguards. The princess and her bodyguards go into the woods or building and in a few minutes the players try to find her. The bodyguards do not hide the princess, but try to keep her under cover and they are near to defend her. The princess wears a red bandanna around her head, and is not captured until the bandanna is removed from her head. The one that takes the bandanna from her head is the winner and she becomes the princess for the next game. When this game is played with boys it is called the Lost Prince. 
WOLF. One player is the wolf and the other players are sheep. The wolf hides while the sheep are in their pen with eyes closed. After the wolf is hid the sheep leave their pen in search of the wolf. The sheep have a leader who goes ahead of them and when he sees the wolf he calls out "Wolf". Then the sheep try to run to their pens without being tagged. If they are tagged by the wolf they become wolves. 
In case the wolf sees the sheep first, he may try to run for the pen without being tagged. 
FRUIT BASKET. All the players are seated except one. The extra player names each of the other players a fruit. He stands in the center of the other players and calls out two or maybe three fruits to exchange and he tries to get a seat. If he is not successful in getting a seat he continues to call out names or call "Fruit Basket" which means that all players exchange seats. If he gets a seat the extra player becomes "It" or else he renames the players and repeats the game. 
RING CALL BALL. The players form a single circle facing the center. One player stands in the center with a ball (any kind). The center player throws the ball into the air and calls the name of one of the players in the circle. The one he calls tries to catch the ball before it bounces twice. It he catches it, 
he becomes "It", otherwise he goes back to the circle and the 
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 original thrower continues throwing the ball into the air until c-1_ one of the players catches it. 
HAVE YOU SEEN MY SHEEP? Arrange all but one of the group in a circle twenty-five feet in diameter, facing inside. Appoint the extra player "Shepherd" and place him outside the circle. At signal the "Shepherd" walks around the outside of the circle, taps a player on the back and says, "Have you seen my sheep"? The player addressed asks, "How was he dressed"? The "Shepherd" then proceeds to describe some other player in the circle saying, "He has a black tie, tan shoes, a striped suit," and so on. The player addressed, looking around the circle, tries to guess the name of the player described. When he guesses correctly the "Shepherd" says, "Yes". The player addressed then starts running around the circle, attempting to catch and tag this player. The player described runs around the circle attempting to get back to his place before he is tagged. The player who succeeds in his effort becomes "Shepherd". The old "Shepherd" joins the circle and at signal the game continues. 
B. Rhythmical Activities. 
FOLK DANCE. POP GOES THE WEASELl 
Victor Record-Cable Piano Co., Peachtree St., Atlanta, Ga. Price .75. "Pop Goes the Weasel." 
Boys and girls in alternate aisles. Partners join inner hands across desks, and all face the front of the room. Boys place other hand on hip, girls hold skirt. Start with outer foot and take three steps forward, and point inner foot on fourth count. Repeat, starting with inner foot. Turn and face partner, join both hands and step to the side, toward front of room. Cross other foot behind and bend both knees. Repeat the last two counts in opposite directions. Drop hands toward back of room. Girl turns with four steps underneath upraised arm of boy, turning toward him. On fourth count they should both be facing back of room, ready to start the exercise from the beginning. Let the children sing, "Step, and step, and step and point," etc., and as the girl turns they sing, "Pop Goes the Weasel." 
BLEKING (Swedish Couple Dance). Records: Vietor 20989, Cable Piano Co., Peachtree St., Atlanta, Ga. Price .75. 
Fundamental rhythms: The "Bleking Step" and the "Jig Step." 
Formation: Double circle, partners facing with both hands joined. 
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 Step 1. Bleking Step. _:!_ Measures 1-4. Hop, placing right foot (heel down) forward. 
Right arm is also extended forward, and left arm back, with elbow bent. Count one, and-hop again, extending left heel and left arm forward-count two, and-hop three times in quick succession, with first the right, then the left, then the right heel forward (hands on hips). 
Count one, two, three. Repeat, beginning with left foot. Measures 5-8. Repeat all. Step II. Jig Step. Measures 9-12. Dancers hold each partner's hands straight out sideways at shoulder height. All hop twice, the one on the inside starts with left foot, the one on the outside with right. Hop twice on other foot. With each change of feet, bend body and swing arms down over foot used for hop. Count one, and two, and. (All this to one measure of music.) Repeat three times, turning and progressing around room. Measures 13-16. Repeat all. At finish, dancers should be in original positions in circle. Teaching point: Additional steps may be developed through rhythm play. 
~ROOM DANCE. (German Singing Game.) Record: Victor 20448-Record obtained from Cable Piano Company, Peachtree St., Atlanta, Ga. 
Fundamental rhythms: Marching, skipping. Formation: Double circle, partners side by side, inside hands joined. One child stands alone in the center of the circle holding a small broom. Sing: One, two, three, four, five, six, seven; 
Where's my partner, nine, ten, eleven? In Berlin, in Stettin, There's the place to find him in. Repeat with: "Tra, la, la, etc." Step 1. Measures 1-8. As all dancers march around circle singing, the child with the broom hands it to someone in the circle and takes his place. The one who receives the broom hands it to someone else, and takes his place. This continues through the song. The child who has the broom as the last word is sung goes to the center of the circle.. Step II. Measures 9-16. All skip around circle singing "Tra, la, la," while the child who has the broom skips alone inside the circle. 
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 GERMAN FOLK DANCE. Records: Victor 20432. Record -'<!~ obtained from Cable Piano Company, Peachtree St., Atlanta, Ga. 
Columbia A-3052. Fundamental rhythms: Slides, running steps, clapping, point- 
ing. Formation: Single circle, partners facing, hands joined at 
shoulder height and extended sideways. Step 1. Glide Polka. Measures 1-8. All take two slides sideways toward center of 
circle, then three running steps in place-count slide and slide, one, two, three. Repeat, moving away from center of circle.. Repeat all. 
Step II. Measures 9-16. Clap thighs with both hands. Clap own hands once. Clap partner's hands three times-count slap, and clap one, two, three. Repeat. 
Point right to forward, and placing right elbow in left hand, shake finger three times, scolding partner. Count shake, shake, shake. Repeat, shaking left hand, extending left toe forward. 
With hands on hips, each dancer turns completely around in place with four high running steps, then stamp three times in place-count "turn around and stamp, stamp, stamp." 
BELGIAN FOLK DANCE. Record: Victor 21618. Record obtained from Cable Piano Company, Peachtree St., Atlanta, Ga. 
Fundamental rhythms: Stamping, clapping, running. Formation: Double circle, partners facing, hands on hips. Step 1. Measures 1-8. (Music played twice.) Stamp three times, right, left, right, then clap hands three times--count stamp and stamp and stamp and clap and clap and clap. Join hands with partner, and starting with left foot turn partner in place with seven quick running steps. Repeat all. Step II. Measures 9-16. Partners side by side, join inside hands and skip around circle, two steps to a measure. Step III. Measures 1-8. (Played once.) Same as Step I, danced only once. Teaching Points: Emphasis on exact phrasing and listening to phrases of music. 
DANISH DANCE OF GREETING. Record: Victor 20432. Record obtained from Cable Piano Company, Peachtree St., Atlanta, Ga. Price .75. 
Fundamental rhythms: Clapping, stamping, running. 
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 Formation: Single circle, partners side by side, all facing 
_~enter. 
.~- Step 1. Measure 1. All clap hands twice, turn to face partner and bow. Measure 2. All clap hands twice, turn back to partner and bow to neighbor. Measure 3. All stamp right foot, then left foot (hands on hips). Measure 4. All turn around to right in place with four running steps (hands on hips). Repeat all. Step II. Measures 5-8. All join hands in a circle and run sixteen steps to right. Measures 5-8. Repeat, running to left. Teaching points: Experience in running in this rhythm with other music or percussion; emphasis on listening to music for signal for change of step; first step easier if done slowly, second quickly. First step ghould be practiced separately with percussion until it can be done at proper speed, then combined with second part with music. 
NIXIE POLKA. 1. "A little while we linger here with many a joy and many a 
fear. 2. Hey! little nixie, come and frolic. Let us always be merry." Players in single circle facing center. On 1 all take four slow bleking steps (hop placing free heel forward, hands on hips.) On 2 all say (Hey!), all players run in place, and leader, who has been in center, runs within circle and at end of verse stands facing a member of the circle. Repeat 1. On 2, leader faces center, playeY chosen places hands on leader's shoulders and both run to stand before a new partner. Repeat until all are chosen, with a different player becoming leader each time as the line turns to face the center. 
DUTCH COUPLE DANCE. Fundamental rhythms: Running, Dutch "brush step." 
Formation: Double circle partners side by side with inside hands joined. All face contra-clockwise. 
Step 1. Six Dutch "brush steps" forward all starting with outside foot. 
Brush step-step on one foot with a stamp (count one). Swing other foot across body, brushing foot on floor (count two). Hop, holding foot in this position (count three). With four light hops 
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 on both feet, turn away from partner, and finish facing partners -~-,.-:!- in opposite directions. 
Step II. Four Dutch "brush steps" backward away from partner. Repeat going forward toward partner. Repeat all. 
STRASK. (Bohemian.) (1-4) "Annie went to the cabbage patch, cabbage patch, cab- 
bage patch. (5-8) And she picked a cabbage up, picked a cabbage up. (1-4) Little Peter came along, came along, came along, (5-8) And he picked the basket up, picked the basket up. (9-12) You will have to pay for it, you will have to pay for it. (13-16) No I won't, No I won't, I'd rather go to war for it." 
Formation: Single circle, partners facing. No. 1 with hands on partner's waist, No.2 with hands on partner's shoulders. (1-8) I. Polka step moving in clockwise direction around circle. (9) II. Partners stand still facing each other in original for- 
mation, hands on hips. (10) III. Stamp left, right, left. (11) Stand still. (12) Clap hands three times. (13) Place left hand on hip, shake right forefinger at partner 
three times. (14) Repeat (5) changing hands. 
(15) Left hand on hip, partners strike right hands, and each 
makes a complete turn to the left on left foot with right knee raised. (16) Face partner, hands on hips, and stamp right, left, right. Repeat indefinitely. 
C. Relay Races. 
SLIPPER SLAP. Slipper Slap is played with a slipper or with a thick piece of cardboard cut about the size and shape of a slipper sole. One player stands in the center, the others stand in a circle. The players then pass the slipper from hand to hand behind their backs. The player then tries when he is not looking to slap the one in the center. Whosoever does this puts it behind his back quickly again, and passes it to the next player as soon as possible, so that he may not be caught with the slipper in his hand. The players may pretend to pass the slipper, or make a move with their hands as if to slap him, so as to fool him. If the center player can catch one in the circle with the slipper in his hands, he changes places with that player. 
TAG GAMES. In tag games there is always a player who is 
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 "It" attempting to tag another player who then becomes "It" in cc"his place or who joins with the first "It" in tagging more players. 
--Different kinds of safety may be allowed which give players momentary refuge from being tagged. There should be a limited number of safety areas allowed to prevent players from being safe all the time. There should be definite boundaries beyond which the play cannot be carried on. 
STEPS. "It" stands at one end of the playing area with his back to the other players who stand at a starting line at the far end of the area, "It" calls "Go", counts aloud to ten, then turns quickly toward the players. While "It's" back is turned, the players advance quickly toward him, but they must stop moving before he turns around. Any player seen moving must return to the starting line. The first player to tag "It" may become "It" when the game is repeated. 
BACK TO BACK. Players are paired off in couples and scatter over the playing area, standing back to back with arms linked. There is an extra player without a partner who is "It". The leader calls "Change" and every player must find a new partner and stand back to back with him. "It" attempts to find a partner, and the player left over becomes "It". 
SLAP JACK. Players in a single circle holding hands. One player who is the runner runs around the outside of the circle and tags any player in the circle and keeps on running. The player tagged runs in the opposite direction and each tries to be the first to reach the vacant space. The one left over becomes runner the next time. The game may be varied by having players stop and shake hands when they meet on the far side of the circle. 
BEAN BAG PASSING RELAY. The children stand side by side in lines, with not more than eight to a line. Each line passes a bean bag as rapidly as possible, from the head of the line to the foot and back again. There may be different rules for passing: the bag may be passed only by the right hand, or by the left hand, or by both hands, or it must be touched to the floor by each player before being passed, etc. The line which passes it down and back first wins. If the bean bag is dropped or is not passed according to the rules, it must go back to the head of the line and be started again. 
RUN, RABBIT, RUN. One group, rabbits, are safe in their homes. The other group, foxes, walk through the woods. The 
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 old mother rabbit takes her young ones out to play in the sun--1_ shine and to look for food. They go softly because they fear old 
fox may see them. Suddenly the leader of the foxes cries out, "Run, Rabbit, Run" at which all the rabbits try to reach their homes before the foxes catch them. All who are caught become foxes and on v~nturing out next time help to catch the remaining rabbits. 
BLACK AND WHITE. Players stand on opposite sides of a neutral zone. One team is liplack" and the other "white". The leader spins a disc which is bI~ck on one side and white on the other. If the black side comes u~, the blacks must retreat behind their goal line, chased by the whites. Any player tagged joins the other side. 
This may be played also by having the leader tell a story; when the word "black" is uttered the blaci-.os retreat; when "white" is uttered whites retreat. 
MULTIPLICATION RELAY. The players are divided into groups and seated in twos in the school room. A numi>,er is on the board for each group and the first player of each group goes to the board and multiplies that number by two. After he is in his seat the second player multiplies the result by two and so on. The first group that finishes and their multiplication is correct, wins. You may use the game in studying addition, subtraction, or division. 
SKIP TAG. All players but one form a circle. The odd one skips around on the outside of the circle and tags another player. The one tagged skips after the tagger, trying to catch him. If he is caught, he must be "It" again, but if he reaches the vacant place first, he is safe, and the other player becomes "It" and skips around the circle and tags some one else. 
MIDNIGHT. One player is the fox and has a den in one corner of the playing area. The others are sheep with a den in the opposite corner. The sheep approach the fox den and their leader calls "What time is it, Mr. Fox?" The fox replies giving any time of the day. The dialogue is repeated until the fox says "Midnight," when the sheep run for their den pursued by the fox. Any sheep caught become foxes and the game continues until all are caught. 
D. Stunts. 
SHOT PUT. A basket, perhaps a wastebasket, is placed ten feet from a line, and each one tries to throw six marbles into it. 
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 HAMMER THROW. Try to see who can throw balls of cotton the farthest. 
<f": 
SACK RACE. Each player has a paper sack and blows it up and pops it. The one who pops his first wins. 
PEANUT RACE. Each player is given one peanut and one toothpick. The object of the game is to be the one who first drives the peanut with the toothpick across the room. The children all kneel by the side of one wall and, at a signal, start their peanuts for the opposite wall. The one who can shout "Goal!" first wins. 
CRAB RACE. Two players walk backwards on their hands and knees to the goal. The first one who reaches it wins. 
PIN RACE. Each player is given one strip of paper of pins and a saucer. He must pull out the pins one by one from the paper strip and place each one in the saucer, and then take each pin from the saucer one by one and replace it in its hole in the paper strip. The one who does this first wins. 
SIXTEEN POUND SHOT. Blow up a paper bag and tie a string around the gathered neck. Throw this from the shoulder, as if it were a shot, as far as you can. 
E. Mimetics. 
ANIMAL RACE. Children stand side by side in a line. When they have decided which animal they wish to imitate, they assume the characteristic position of that animal, and at a signal, race to a certain mark. The winner may choose the next animal to be imitated. 
LAME DOG. Down on hands and toes. Lift one foot off floor. Walk forward using hands and foot as three legs. The foot comes forward with a little hop each time the hands are advanced. 
MONKEY WALK. Down on hands and feet. With knees half bent, with weight well forward on hands, walk on all fours. 
RABBIT HOP. Down on hands and toes. Hop forward, and land with weight on hands. Hop again, and land with weight on toes. Repeat, alternating. 
ELEPHANTS. From Shafer and Mosher, Rhythms for Children, No.2. Copyright 1921 by A. S. Barnes and Company, publishers. Order from Cable Piano Co., Peachtree St., Atlanta, Georgia. 
To be played slowly and with a swinging rhythm. 
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 Two or three children stand at one end of the room with hands ----:!- full of peanuts. The rest of the group stand at the other end of 
the gymnasium. They are the elephants. They stand bending forward slightly from the waist line; their hands are clasped and arms hang down in front to represent the trunk of the elephant. 
They walk slowly and steadily forward for the first two measures. In the walk they slightly sway from side to side giving the impression of an elephant. 
At the words "But when there are children with peanuts around, he swings it up and he swings it down," the elephant swings up his trunk, opens his clasped hands to receive the peanuts thrown to him by the children, and then he puts the peanuts into his mouth. He stands still and for four times more swings his trunk up and catches the peanuts. (Interlude.) 
The music is repeated and he sways his body from side to side, lifting his foot quietly off the ground when the words say, "Sometimes he lifts his foot from the ground" and as quietly puts it down again. 
MY GRANDFATHER'S TRUNK. Everyone being seated in a circle, somebody begins by saying, for instance: 
No. 1. "I pack my grandfather's trunk with a pair of spectacles." 
No.2. "I pack my grandfather's trunk with a pair of spectacles and a silk hat." 
No.3. "I pack my grandfather's trunk with a pair of spectacles, a $ilk hat, and a good book." 
And so on, each person repeating all the articles already mentioned, beside adding a new one. 
If anyone fails to repeat the list correctly, he drops out of the game, which keeps on until nobody can repeat the list correctly. 
TRADES. Half of the players go out of the room. Those who stay in the room decide which of the trades they will act out. They will decide to milk cows, hang wall paper, cobble shoes, or run a lawn mower, etc. As soon as the outsiders come back, those inside make the motions of the trade which they are asking the others to guess. If the outsiders guess correctly, they take the places of those who are inside, and act some other trade. 
F. Athletic Garnes. 
RING CALL BALL. The players form a circle and the leader stands in center with a ball or bean bag. He throws the ball up 
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 and calls the name of one of the players. This player must run _..forward and catch the ball before it touches the ground or floor. ~If he succeeds in catching it he returns to his place; if he fails to catch it he must take the place of the player in the center. Numbers may be used in place of names if the group is large. 
BEAN BAG THROW. There should be six or eight players on each side, and as many sides as necessary to give all the children a chance. A small ring is drawn on the ground or floor, measuring from twelve to eighteen inches in diameter, opposite each group of players who are lined up in single file. Each row has an equal number of bean bags. The leader of each row is at a starting line about ten or fifteen feet in front of his row, and six feet from his circle. 
At a signal, the leader of each row throws each of his bean bags in turn toward the circle and scores one point for each bean bag that lands within the circle. Any bean bag that touches the circle does not count. This player then picks up the bags and runs back to the rear of his line, giving the bags as he passes to the front player of his row, who has now moved up to the starting line. 
All the players throw in turn. The line wins which has the highest score when all have thrown. A scorer may be appointed for each side, or each captain may score for his own side. 
DODGE BALL. The players are divided into two even groups. One group forms a circle; the other group stands within the circle. The circle men try to hit the center men with a basket ball, the center men dodging in any manner to evade this. They may not leave the ring. Any person hit on any part of his body at once joins the circle men. The last player to remain in wins for his side. The groups change places and the same play is carried on until only one man is left from the second group; then the player from each group who remains in the circle longest steps to the center. The player who evades the ball the longest wins the game for his group. May be played by scoring each hit and nobody leaves the circle. 
TEACHER. Three to twenty players. 
This is the old game of "Teacher" with a few variations added to improve skill in throwing and catching. 
The group forms a line with one who takes the part of "teacher" some distance in front, holding a ball or bean bag. (A 
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 volley ball, or a large, hollow rubber ball is recommended for ---:z_ the game.) 
She starts at the left end of the line and throws the ball to each player in turn, advancing down the line. The player receiving the ball returns it at once, using the same method of throwing shown by the teacher. When any child, player or teacher, drops the ball, she must go to the front of the line (the right hand end). If the teacher misses the ball, the player at the left end of the line becomes teacher. 
The following methods of throwing the ball are suggested: 1. A straight arm toss using two hands. 2. A bent arm throw from the chest. 3. A bent arm throw from over the head. 
STRADDLE BALL. Class is divided into teams, which are lined up with the players in each team one behind the other, with feet in stride position. At a signal the first player in each team puts a ball in play by rolling it backward between his feet. Any player may strike the ball to help it along, but when players become expert one long shot will send ball back to the end of the line. When the ball reaches the last player he picks it up, runs to the front of the line, and becomes the first player. Continue until teams are in original position. 
Note: Should the ball stop, or go out of bounds, the player before whom this occurs must retrieve it and put it in play between his feet. 
FOURTH GRADE 
A. Athletic Games. 
POM-POM-PULL AWAY. Players stand behind their respective goal lines. "It" stands in the center and calls: "Pom-PomPull Away, come away or I'll fetch you away". Players must change sides and those caught remain in the center and help the catcher catch the others. The game continues until all are caught. 
HILL DILL. Like the preceding game except call: "Hill Dill, run over the hill, or else I'll catch you standing still". 
RED ROVER. Like Porn-Porn-Pull Away except for call: "Red Rover, come over, or I'll pull you over". 
CIRCLE DODGEBALL. (a) Divide group into two teams. (b) One team forms a circle around the other team. (c) Basketball, volleyball, or a bean bag is thrown at players in the center. 
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 If hit below the waist line the player is eliminated from the game.. Last man, untouched wins the game. (d) The faster the -:!_ ball is throwri across the circle attempting to hit a player the better the game. Also played by counting hits with all remaining in circle. 
END BALL. Playground or gymnasium. Number of players unlimited. 
1. Equipment: 1 basketball or volleyball, indoor baseball, bean bag or knotted towel. 
II. Playing area: I-A rectangular field, 20' by 30'. 
III. How played: I-Players are divided into two teams, and numbered. One third of a team are end men, the others are fielders. 2. Each team owns the end area of the opposite court. The end 
men stand within this area. 3. Each time a team scores that team only rotates, each player 
moving to a new position. An end runner each time leaves the end and becomes a fielder, while the fielder goes into the end area, and becomes an end man. 4. The object of the game is for one side to throw the ball to one of their end men, while the other side tries to interrupt the ball and pass it to their end man. 5. One point is scored each time an end mim catches the ball before it has touched a person or an object and while he has both feet inside his zone area. 6. The game may be played according to time, the time being divided into halves and the teams changing courts at the end of the halves. The ball is put into play by an end man. 7. Fouls. (a) Stepping over boundaries into opponent's area. 
(b) Carrying the ball, it must be thrown. (c) Holding ball longer than five seconds. (d) Holding or pushing an opponent. (e) Snatching ball from an opponent. 
. Penalty-The team fouled against shall surrender ball to an opposing fielder and play continues. If double fouls, the ball i::; tossed between two fielders at center. 8. Out of bounds ball is retrieved by nearest player and brought 
back to field for play to continue. 
ROPE SKIPPING RACE. Contestants in single file facing the turning line on which is a jumping rope. On "Go" the first player runs to turning line, picks up rope and skips in any style 
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 four times. He then drops rope and returns to the line, tags next ,::-.,.-~..: player, who does likewise, any number of variations may be used. 
BASEBALL FAR THROW. The contestant takes a position behind the throwing line and in any way he chooses, standing or running, throws the ball as far as he can. The point of ground nearest t"!J.~ throwing line broken by the ball is established as the mark. The distance is measured from the mark to the point on the throwing line at right angles to it. Touching either on or over the throwing line before the ball hits the ground constitutes a foul. Any ball falling outside the side line is also considered foul. Fouls are counted as trials without record. 
Formation: A line fifty feet long should be established; this is known as a throwing line. Two lines seventy yards long extending from the extremities of the throwing line and at right angles to the same should also be established; these are the side lines. For the purpose of facilitating the measuring, other lines running between the side lines parallel to the throwing line should be established in the throwing zone, that is, where most of the balls will land. These may be five or ten yards apart. 
BEAN BAG GAMES. There are several games to play with bean bags. In one, the children stand around the ring, or else one of them tries to catch the player napping by throwing the bag to someone out of turn. 
This may be varied by having children stand in a row, when the leader throws to each in turn. Children may stand in opposite rows, and everyone in one line has a bag which each throws in unison to the child opposite. These in turn, throw back in perfect rhythm. Vary again by tossing into the air in unison. 
ZIP. Any number of players may play this old fashioned game. The players sit in a circle and begin to count to the right. When the number eight or any number in which the figure eight or any multiple of eight appears is reached, the player says "Zip" instead of whatever the number may be-Suppose the players have counted up to fourteen, then the next player wiII say fifteen, the next "Zip", because the figure eight occurs in the number. If one of the players forgets to say "Zip" at the proper time, it is scored against him. 
The game then goes on again with the remaining players, and so it continues until the interest drags and then the score is added. 
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 B. Relay Races. 
 
_:!_ SPOKE TAG. Players are arranged in files and placed in spoke formation. "It" runs around outside the circle and tags a player at the end of one of the spokes. This player slaps the one in front of him, who slaps the next player, and so on until the front player in the spoke is slapped. He then calls "Hip", which is a signal for all the players in that spoke to break ranks and run around the circle to the right. The last player to return becomes "It", the original "It" having arrived in place first. 
 
NEW ORLEANS. Teams form on opposite sides of the room behind respective goal lines. Team 1 decides on some activity which it can represent by actions; it then approaches Team 2 saying, "Here we come". The following dialogue ensues: 
 
Tea,m 1: Where from? Team 1: What's your trade? 
 
Team 2: New Orleans. Team 2: Lemonade. 
 
Team 1: How's it made? 
 
Thereupon Team 1 give the initials of its activity and acts out the motions. When any member of Team 2 guesses it correctly, players on Team 1 run for their goal line and Team 2 attempts to tag them. Players tagged join Team 2 and the game is repeated. 
 
CRANES AND CROWS. "Cranes" and "Crows" start behind their respective goal lines, and on signal "Forward March," approach each other until leader calls "Cranes" or "Crows", whereupon the team whose name is called retreats, chased by the other team. The leader makes the game exciting by prolonging the name called thus: "Crrrrrranes" or "Crrrrrrows", and occasionally confuses both teams by calling "Crrrrrrabs" or some other different word. 
 
AROUND BALL. Equipment: Two basketballs, or two dumbbells, or two bats. The children form in two equal circles, each circle having a basket ball o~ dumb-bell or a bat. Each circle has a captain. At a signal each captain passes the ball quickly to the person on his right, and so on until it comes back to the captain, who calls out "One!" and without stopping passes the ball on again. This is repeated until the captain calls out "Five!" at which he raises the ball high over his head as a signal that his team has finished passing. The side that finishes first wins. A good game to encourage team work. 
 
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 CROSS OVER RELAY. Formation is the same as for simple .. form of relay. The leader of each team holds a basket ball, volley 
ball, soccer ball, or baseball behind a starting line. On signal, he runs to a designated goal line opposite his team, turns to face his team (feet behind the goal line) , and throws the ball back to the second player on his team who has stepped up to the starting line. The second player on catching the ball, runs as the first one did, stands in front of the first player, and throws the ball to the third player. The race proceeds in this way until every player has caught the ball and crossed to the opposite side. The team which has all its members on the opposite side first, wins. If the player to whom the ball is thrown fumbles it, he must recover it and return behind the starting line to begin his run to the goal line. If the player at the goal line throws the ball so inaccurately that the waiting player cannot reach it, the thrower must recover the ball and throw it again from the goal line. As the player's skill increases, the distance from the starting to the goal line should be increased. 
JUMP THE SHOT. Players stand in a circle. A player in the center (preferably the leader) swings a rope which is knotted on the end. 
The rope swings close to the ground in the large circle, and each player must jump it as it reaches him. When a player is touched by the rope he is out of the game. The last player standing wins the game. 
An eraser, a bean bag, or some other soft object may be used at the end of the rope. 
The game may be .varied by having players run forward around the circle as the rope is being swung. Instead of being eliminated when hit by the rope, players may have one point counted against them, and be eliminated when they have three points. 
BLACKBOARD RELAY. The competing rows should be placed equal distance from the blackboard. Each row must have an equal number of players in it. The first player in each row has a piece of chalk. At a signal, this player runs to the board and makes a mark with the chalk. He then returns, sits down, and hands the chalk to the next player behind him, who runs to the board and makes his mark. This continues until the last player has made his mark and has returned to his seat. Later, players may be required to make a cross, capital letter, question 
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 mark, write a word, etc. The row wins whose last player first ---:z_ returns to hi!:! seat. Same with writing a word often mi!:!spelled. 
JAPANESE TAG. When a player is tagged by "It" he mu!:!t keep his left hand over the part of his body that wa!:! tagged until he tags !:!omeone el!:!e. 
FOX AND CHICKENS. (Played in groups not larger than 10.) Fox and Chicken!:! is one of the mo!:!t amusing of recreative games. While it afford!:! much vigorou!:! exerci!:!e, it is a game that i!:! all fun. A group of cla!:!!:!room children should be broken up into several small groups. A line of players form!:!, each one with arm!:! cla!:!ped around the wai!:!t of the one in front. The fir!:!t girl i!:! the hen, and-it i!:! her duty to protect the line of chickens that cling to her. One of the player!:! is the fox, and it i!:! the object of the fox to catch the chicken!:!, one at a time. The la!:!t chicken in the line mu!:!t be caught fir!:!t, and it is only nece!:!sary for the fox to touch the chicken to effect a capture. The fir!:!t girl in the line, the hen with out!:!tretched arms, like the wings of a real protecting bird-mother, attempts to keep continually in front of the fox, who, with every artifice of that crafty animal, attempt!:! to break pa!:!t by dodging and fleetne!:!!:! of foot. When all the chickens are caught the game end!:!. There i!:! one rule, and that i!:! that the line of chickens mu!:!t remain intact. If, in whirling around to e!:!cape, any player lo!:!e!:! her hold on the player in front, that player and all back of her become pri!:!oner!:! of the fox. The fox !:!hould be the !:!peedie!:!t runner, rapid in action, and clever in dodging. 
CHAIN TAG. "It" tag!:! a player who then becomes his a!:!!:!i!:!tant. They hold hands and both attempt to tag other players. Every player so tagged mu!:!t take hi!:! place between the two ends, who do all the tagging. The game continue!:! until all are in the line. Player!:! not caught may run through the line under the arm!:! of tho!:!e caught. 
C. Hunting Gaines. 
NUMBERS CHANGE. Player!:! !:!tand in a circle with elbows touching. They are numbered off, "It" stands in the center and call!:! number!:!. The!:!e players mu!:!t change place!:!, and "It" attempt!:! to get one of the places left vacant. The person left out become!:! "It". The game may be varied by having more than two number!:! called; it may be varied al!:!o by requiring players to hop to place. It is often played in the classroom with children in their seats. 
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 HOME TAG. (4 to 60 players.) (Indoors, or outdoors.) 
c-.:!': One player is "It", or chases, and changes places with anyone whom he can touch (tag) outside of the safety places called homes. One or more such places are chosen to which the players may run at any time for safety. It is advisable to have these homes widely separated, as at opposite ends of the playground. 
If the players resort to these homes too frequently to make a good game, the chaser may call: "Three times three are nine; who does not run is mine". Whereupon every player must run from his home or goal, or change places with the tagged. 
BEAN BAG BOARD. Each player may claim the numbers through which the bags fall. Thus if two went outside the board, two through the hole marked 10, and two through 20, the players score would be sixty. Sometimes then ten is deducted for every bag that falls on the floor without going through the hole. 
When this game is played by small children, they should stand near the board. The board should be very smooth so that the bean bags will slip easily through the holes or even over the edge of the board, if the player is unlucky enough to miscalculate the throw. 
CALLING ANIMALS. Two equal sides are chosen. All children from each side, group themselves as closely as possible around their captain. 
Each person on each side tries to think of the largest number of animals or living things beginning with the letter "A". As soon as the captains of both sides say that they are ready, the captain who has been chosen to begin calls out such a word as "Alligator" and proceeds to count ten rapidly. The captain of the other side must answer with the name of another living creature that begins with "A". Then he starts to count ten, etc. So they alternate in counting. Whenever the captain of either side fails, when ten is reached to name a new animal, the captain of the opposite side may choose one from his side, who moves across and helps him. While either captain is trying to think of a name, any or all of his helpers may whisper one to him, but only the captain may say it aloud. If the captain gives a name that has been used before, he loses one from his side. The _side wins which has the largest number of players at a time limit. 
Probaby the liveliest game involving quick thinking. It calls also for teamwork. 
NAMING YOUR FLOWER. A large card with a flower on it 
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 is pinned to the backs of the players. The players are not to tell what flower is. on the backs of the others. 
---~..: 
The first player goes to the front of the group with his back turned to them. 
Each of the players say something about the flower so as to give the player a clue. If he guesses the flower he enters into the game, otherwise he is out of it. 
SHOUTING PROVERBS. The sides are grouped as in the game just mentioned. The side that is chosen to play first agrees upon some familiar proverb, to each member of the side is assigned one word of the proverb, and all the words are taken. At a signal from the leader of the side, made by a sweep of the hand, his side shouts "Proverb" in unison. If the opposite side cannot guess the proverb, it is shouted again. If the other side gives up, the first side may choose another proverb to be guessed. Whoever is the latest with his word gives the other side an inkling of what the proverb is, and two or three who are late, after one or two trials, will probably give the whole proverb away. 
D. Rhythmical Activities. 
GUESSING THE SINGER. The players form a circle with one player in the center as "It". "It" is blindfolded. The players sing a well-known song by each singing one word and so on around the circle until "It" recognizes a voice. If he guesses correctly, the player is eliminated, and so on until all players are eliminated. 
NORWEGIAN MOUNTAIN MARCH. Record: Victor No. 20151-may be obtained from Cable Piano Co., Peachtree St., Atlanta, Ga. Price 75c. 
Fundamental rhythm: Running to %, music, accenting the 
first count of each measure. Formation: Groups of three, all moving forward and around the room from right to left. In each group of three, No~ 1 stands in front. No.2 and No.3 stand side by side directly behind him, No.2 on the left, No.3 on the right, with inside hands joined and outside hand on each grasping the end of the nearest handkerchief, thus forming a triangle. 
Step I. Measures 1-16. Beginning with the right foot, all run forward around the room for 15 measures of music, taking three steps to each measure and accenting slightly the first count of each measure. 
Step II. Measure 1-2. Number one, bending forward, dances 
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 backward, stamping on the first step, and passes under the joined ----~..: hands of Nos. 2 and 3. (During the measures land 2, Nos. 2 and 
3 dance in place.) Measure 3-4. Number 2 dances in front of No. 1, and turns inward once around in place under No. l's right arm. 
Measure 5-6. Number 3 turns inward once around in place under No. l's right arm. 
Measure 7-8. Number 1 turns once around to the right under his own right arm. 
This should bring the three back to their original position. In executing this figure, each should continue dancing in place while the others execute their part. 
Measures 9-16. Repeat the same, No.1 omitting the stamp on first count. 
SWISS MAY DANCE. Record: Victor No. 22171, Cable Piano Co., Peachtree St., Atlanta, Ga.-price 75c. 
Fundamental rhythms: Running steps and curtseys. Formation: Double circle (all facing contra-clockwise). Partners side by side with inside hands joined. 
Step 1. All run nine steps around circle, then face partners and curtsey. Repeat running in opposite direction. (Measures 1-4, 5-8.) 
Step II. Partners face and join right hands. Run three steps to partner's place and curtsey. (Measure 9-10.) Repeat, returning to place. (Measure 11-12.) Face as in Step I partners join right hands. The partner on the outside turns under her right arm with six running steps, while the other partner runs in place. (Measure 13-14.) The outside partner then runs forward three steps to the next inside partner and greets him with curtsey. (Measure 15-16.) 
MY OLD KENTUCKY HOME. Music obtained from Cable Piano Co., Peachtree St., Atlanta, Ga., Victor record No. 20362price 75c. Steps: 3, 1 single toe. (Single pigeon toe.) Turn the left heel outward, pivoting on the toe, turn left toe outward pivoting on the heel; continue heel, toe, heel, toe, dragging the right foot. 
Formation: Class formation. Explanation: Part 1-3 right, 3 left, 3 right, 3 left. (Measure 1-2.) Brush the right foot forward, step sideways on the right foot; repeat beginning with the left foot; spring lightly on both feet bringing heels together, 1 right, 1 left. (Measure 3-4.) Repeat beginning with the left foot. (Measure 5-8.) 
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 Part II. Brush the right foot forward, brush the right foot backward, step the right foot behind the left, 1 right, 1 left, re:L peat begiiming with the left foot. (Measure 9-10.) 3 right, 3 left, tap the ball on the right foot, step down on th heel of the right foot, tap the ball of the left foot, step down on the heel of the left foot. (Measure 11-12.) Repeat beginning with the left foot. (Measure 13-16.) 
Part III. 3 right, brush the left foot forward, tap the ball of the left foot sideways, single pigeon toe to the right. (Measure 1-2.) 3 left, 3 right, 3 left, 3 right. (Measure 3-4.) Repeat beginning with the left foot. (Measure 5-8.) 
Part IV. 3 right, 1 left, 1 right, 3 left, 1 right, 1 left. (Measure 9-10.) Turn completely around to the right with three steps, right, left, right, tap the ball of the left foot, step down on the heel of the left foot, tap the ball of the right foot, step down on the ball of the right foot. (Measure 11-12.) Repeat beginning with the left foot. (Measure 13-16.) 
COTTON FOLK DANCE. Music: The Banjo Player, by Stilwell may be obtained from Cable Piano Co., Peachtree St., Atlanta, Ga.-price 75c. 
Formation: The dancers form in parallel ranks of five, all facing in the same direction with hands on hips. The dancers in each rank are numbered from left to right. No.1 of each rank is its leader. 
Part I-A 
1. All reach down to left as if picking cotton. 4 counts. 2. Return to standing position and move hand in front of body 
as if putting cotton in bag. 4 counts. 3-4. Same as 1 and 2 except to right. 8 counts. 5-8. Repeat. 12 counts. 
B 
1-7. All make a quarter turn to the left so as to be in single files. No.1 keeps hands on hips and each of the others placing hands on the shoulders of the dancer in front and beginning with the right foot all run around in a circle to the right and return to places. 20 counts. 
8. All place hands on hips and stamp twice in place, and at the same time make a quarter turn to the right to original position. 8 counts. 
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 Part II-A 
oc:t_ 1. All bend obliquely left and clap right hand on the left three times, as if carding cotton. 4 counts. 
2. Same right. 4 counts. 3-8. Repeat left and right. 16 counts. 
B 
1-8. Repeat B in Part 1. 
Part III-A 
Nos. 2 and 5 step forward one step and close in so as to form a square with Nos. 3 and 4. Nos. 2 and 5 face right and Nos. 3 and 4 face left. These four dancers, with right thumbs grasped high across the center of the square and left hands on hips form the spinning wheel. The leader, of No.1, turns in place and faces the other dancers and represents the spinner. 
1-4. With 12 running steps the dancers who form the wheel run around to the left. 12 counts. 
5-8. Turn about, grasp left thumbs and run back to places. 12 counts. During this part No.1 claps hands and beats time with the left foot as if treading the wheel, on the first of every three counts. 
1-24. Same as B in Part 1. 
Part IV-A 
All take the same position as for A in Part II. 1-8. Nos. 2, 3, 4, and 5 stand still, and No.1, with 24 running steps, goes straight through the wheel, turns to right and goes around No. 4, and then straight through again, turns to his right and goes around No.5 and back through the wheel to his place. 24 counts. 
1-8. Same as B in Part 1. 
RHYTHMIC STEPS. Change-Step. Step left forward (sideward)-I; place the instep of the right foot against the heel of the left, at the same time stepping forward (sideward) with the left foot-2; same right-3-4. At first use three counts, but when the step has been learned take it in 2-4 time. 
Polka-Step. Same as change-step, but followed by a hop. 
TOUCH-Step Forward, Backward, and A Change-Step Forward. Raise the left leg and touch the toes lightly to the floor in front-I; Same back-2; change-step forward-3, 4. Same right-5-8. 
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 Heel-Toe Polka-Step. Same as double-polka except that the beel touches forward with a slight swaying backward of the body c:!on "1", and the toe touches backward with a forward swaying of the body on "2". E. Stunts. 
FORWARD ROLL. Crouch to squatting position, on mat or soft grass, place hands on ground, duck head, round back, and roll over, catching weight on shoulders. Cross legs and come to stand. 
KNEE DIP. Bend right knee backward and grasp right foo~ with left hand. Standing on left foot, bend left knee until the right knee touches the floor, and stand without losing balance and without grasp on right foot. Repeat on other side. 
THROUGH THE STICK. Use broomhandle or stick about 3 feet long. Hold stick in front of the body in both hands, knuckles forward. Lift right leg swing it forward outside of right arm and down inside of stick. Step on floor with right foot. Carry stick over head, shoulders, hips, and step through with left foot. Do not release grasp, but return to starting position in exactly the reverse order. 
JUMP THE STICK. Hold stick as in Through the Stick. Jump forward over the stick. Emphasize two points of technique: draw knee sharply up toward cheek keeping toes up, and push forcibly downward with hands on stick. Do this on mat or soft place, and hold stick lightly so that it will fall from the hands if person fails to dear it. 
TOP. Stand; jump into the air and make a complete turn to the right. Land facing in the same direction and without losing balance. Repeat to other side. 
TURKISH STAND. Stand; cross legs and raise hands to shoulder height. Sit down without touching floor, and swing body forward so that weight rests on hands and body is balanced in this position. Hold for several seconds. 
COFFEE GRINDER. Stand facing partner, right hands clasped. No.1 swings right leg forward over No.2 (who bends forward) and turns back to No.2 bending down. No.2 does likewise with left leg. No.1 swings left leg over body of No.2, and bends down facing forward; No.2 does likewise, repeat it quickly in steady succession. 
TANDEM. No.1 crouch down and place hands and feet on 
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 floor with hips high. No.2 face in same direction as No.1 and c1_place"hands on floor. No.2 place legs on back of No.1 with knees 
bent and legs clasping No. l's sides. Walk forward in this manner. 
CENTIPEDE. Like tandem with an indefinite number of people in line. 
ELEPHANT WALK. No.1 faces No.2 and jumps up with legs around waist of No.2, clasping feet firmly behind. No.2 supports No.1 and No.1 bends backward and crawls through legs of No. 2. No.1 places hands on ankles of No.2, straightens arms, looking up. No.2 bends forward, places hands on ground and walks forward. 
E. Mimetics. 
STATUES. Game form similar to steps. Each player chooses a pose which he wishes to take. When "It" turns around players must be posing motionless. Any player seen moving or in unsatisfactory pose must become "It". This game may be combined with steps by having players run toward "It" and pose before he turns around. In this case a player caught moving would have to return to the starting line, and the first player to reach "It" would be "It" next time. 
(Games taken from Physical Education for Elementary Schools-Neilson & Van Hagen.) 
ARCHERY. From the position of arms forward, fists clenched and facing and touching each other, step backward with right foot, turn forward bend position as if pulling back a bow string. Replace right foot, turn front and extend right arm forward. Repeat movement to the left, using foot and arm. 
FIRECRACKER. Clasp hands in front of chest. 1. Clap overhead 2. Bend forward and slap knees, mid-leg and ankle in quick succession-keep knees straight-3. Rhythm 1-2, 1-2-3. 
JACK IN THE BOX. Feet slightly apart. Bend the knees deeply on count one. On count two, spring high in the air and land on toes. Repeat several times. 
JACK KNIFE BEND. With feet widely apart, bend down quickly and touch the floor, keeping the upper back flat, knees straight, neck pressed back. Return immediately to starting position, striking thigh with hands. 
JUMPING ROPE. Bend elbows and close hands as if holding 
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 a rope. Jump lightly and rhythmically as if turning and jump- 
_:!_ ing a rope-Keep the trunk erect. 
SEWING MACHINE. Running in place, hands on hips, start slowly and lightly and gradually increase speed. 
SKATING. Children skate in couples. Take hands as in skating, right hand takes partners right and left hand takes partners left. Slide diagonally forward right, slide diagonally forward left. Skate forward-Turn around and skate back. If there is a Victrola in the schoolroom, use a slow march for this exercise. 
FIFTH GRADE 
A. Athletic Games. 
BAT BALL. The object of the game is for the first batter on team A to punch the ball out into the field and make one complete run around the base post and back to home plate without being hit by the ball thrown by a player on team B. If the run is completed one point is scored by team A. Player one returns to the end of the batting line. Player two advances to the home plate and the same play is continued until three players have been struck out. The team A changes position with team B. An "out" is called when: (a) Th opposing team hits the runner with the ball. (b) A "fly" is caught (that is, if a player catches the ball without it having touched the ground). 
Th players in the field must not run with the ball, walk with the ball or hold the ball more than two seconds. If this rule is violated a "run" is given to the batting team. 
Foul: A ball hitting outside of bounds or a stationary object or ceiling is considered a foul. The player is given another chance to punch the ball. Three fouls on one player makes one out. No bunting is allowed. The total score at the end of nine innings decides the winning team. 
Formation: Divide the players into two teams A and B. Arrange team A in batting order at the home plate. Distribute team B over the playing field. The field may be about thirtysix feet by sixty feet. The home plate should be about six feet from the end line. The base post or any object to run around is about two-thirds the distance from the home plate and the opposite end line. 
BEAN BAG GAME. Another bean bag game, Faba Gaba, for older boys and girls, is played in this way. Get a tin, board or a 
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 heavy piece of pasteboard three feet long and two feet wide. In c1_this, cut five holes, each six inches square. Place a number be- 
side each hole. Then raise one end of the board about nine inches, by placing it on a pile of books, a football, or the round of a chair. Standing ten or twelve feet from the slanting board, armed with six bean bags, let each player in turn try to send the bean bags through some of the five holes. 
CLUB SNATCH. Players form teams and take places behind goal lines about 30 feet apart. Players are numbered as in diagram. An object such as an Indian club, a bottle, a handkerchief, or a shoe, is placed between the teams. When the leader calls a number the two players holding that number run forward and each tries to snatch the object and return with it over his base line. The player succeeding without being tagged scores one point for his team; if he fails the player tagging him scores the point. Numbers should be called at random rather than in exact formation. Players should be urged to feint before snatching object, rather than snatching it at once. 
1 23 4 5 6 7 
a 
7 6 543 2 1 
THREE-DEEP. Players form double circle facing the center. Outside the circle are two players No.1 and No.2. No.1 chases No.2 around the outside of circle. No.2 may be safe by standing in front of one of the couples in which case the person at the rear of that couple runs, still chased by No. 1. If the chaser tags the runner, they exchange, the runner becoming chaser and the chaser, runner. This game is exciting and more people are brought into it if the runner makes frequent changes. Rules: Neither runner nor chaser should be allowed or permitted to run across the circle. 
TWO~DEEP. This is similar to THREE-DEEP except that players are ina single circle. When the runner steps in front of a player that player becomes the runner. Teachers will find this game a better one than THREE-DEEP because it keeps a larger number of players active. When there are enough players for THREE-DEEP it is usually better to have two games of TWO-DEEP. 
BOMBARDMENT. The playing area is equally divided as in diagram and Indian clubs (or bottles) are placed two feet apart 
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 at the rear of each end of the playing space. Players scatter over ".,playing area, guarding their own clubs. One or more balls are -used. These are rolled by members of one club and knocked down 
either by a ball or a player scores a point for the opposite team. The team having the greatest number of points after a given time of playing {l0 to 20 minutes) wins the gam". 
 
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SCHLAG BALL. Playground or gymnasium. 
Equipment: Soccer ball, code ball, or sport ball. 
Playing area: Establish a home base, about 2 ft. square, at one end of the field or gymnasium. Forty feet away establish a point as an<;>ther base area. An area 60 ft. by 30 ft. may be used for general playing. 
Organization: Divide players into two teams, one team scattered over the field while the other team is at bat. One player stands behind home base. First batter up, stands at home base, drops ball and kicks it into the field from the ground. Kicker has three tries and if he fails on the third he is out. Having kicked the ball run around post base, he returns to home base. Fielders secure the ball and attempt to hit the runner with the ball before he returns home or throws it to the catcher at home base. One point is scored for each one returning home safely. 
Fouls: Runner with ball can only take one step after ball is caught. Holding ball longer than five seconds-passing ball back and forth between two players over three times before being thrown to another player-Penalty-give score to runner. 
Outs: Three outs and sides change. The runners are out: If a fly is caught-If runner is hit with ball-If ball is held by an opponent on home base before he reaches home. 
GERMAN BAT BALL. Playground or gymnasium. The same as Schlag ball except batter hits the ball with the open hand, fingers extended. 
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 LONG BALL. Playground or gymnasium. Any number of -:z..: .. players above six. 
Equipment: Playground baseball and playground baseball bat. 
Playing area: A long base 65 ft. from home base to left or right of pitcher's position. First and third bases are designated by players only to define fair area. Pitchers box is 30 ft. to 40 ft. from home base. 
How played: The players are divided into two equal teams, selecting a catcher and pitcher for each team. The other players are fielders. One fielder stays at long base. Players must run to base on anything that touches the bat-fouls, foul tips or fair balls. Player continues at bat until touch is made. If players get to long base on any touch other than fair strike he must remain at long base until another player makes a fair strike. On a fair strike batter must run to long base and return if he can. All players held at long base may run on fair strike. Three outs changes sides. Twenty-one points constitutes a game. All players returning home must tag base. One point is made every time a batter makes a run to long base and returns home on a fair ball. Outs-Any fly caught-Any person tagged out at long base or at home base-Any person tagged running between bases. If all players of one team are held at long base this constitutes a side out. Any player who slings a bat when starting for base adds another foul to his side. 
VOLLEY BALL. Draw off a court approximately thirty by sixty feet. Divide it in half by stretching wire (as described in tennis preparation)-see index page. Place wooden poles in the ground-stretch net or wire at the height of seven feet. Place poles in ground at least three feet. Divide the court in half by placing the poles thirty-two feet apart. 
Players: Twenty-ten on each side. Divide players into two teams and each team to one side of the ball court. The object is to bat the ball back and forth over the net. 
Number one is given the ball. He stands with both feet behind the end line. He tosses the ball into the air and strikes it with his hand in a way that the ball will go over the net into the opponents' court. Only one trial is given to the server. 
The player must bat the ball over the net on the opponents' side. The player on the opposite side must bat the ball back to the opposite side. This play is continued until the ball falls to the ground or is caught. If the ball falls on the side from which 
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 it has been served, that side fails to score. Then the ball is given to the opposite side, and is served by player number one. When the ball changes from one side to another the players rotatenumber one goes to number ten-ten to nine-nine to eighteight to seven-seven to six-six to five-five to four-four to three-three to two-two to one. 
 
When the ball is first served over the net and the opponents side bats it back, the players on the server's side may also keep the ball from falling to the ground. A player cannot hit the ball .twice in succession but must wait until it has been hit by another player, then he is eligible to strike it again. 
How to score: A team scores only when serving. Points are not scored when the opposing team fails; and the serve is then given to the opposing side. Twenty-one points make a game. A volley ball should be used in this game-a basket ball is too large. 
 
When a player serves the ball and it hits the net and then goes over it is called a "net ball" and does not count, but the player gets another trial. 
 
KING BALL. (24-48 players.) Draw off a playing area of thirty feet square. Arrange the players equal distance apart about the square. Players facing to inside square. Have one player stand on each corner-the corner players are "Kings". Have each player use a stone, a circle, or a hole to mark his position. If indoors, chalk marks may be used. Give one of the "Kings" a ball. At signal the player with the ball passes it to one of the players on any side of the square. The player receiving it passes it to another player on any side but his own. The ball is passed about in this manner-no player passing a ball to any player on his own side of the square. Any player dropping the ball or making a throw that cannot be caught must recover the ball. 
 
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While the player is recovering the ball the other players on his side of the square move one place to the right. The player 
 
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 who threw the ball also drops back to the left on his side. The ----~..: player recovering the ball and the player who throws the ball 
must take the place vacated on the extreme left of his line; from this position, the player who recovered the ball puts it in play again. The place of honor is that of "King". Each player seeks to secure and hold it. 
B. Individual Athletic Events. 
CHINNING. A horizontal bar is the only equipment needed for this event. The bar must be high enough so that the contestants feet clear the ground or floor. The contestant places . his hands on the bar, palms forward and thumbs under the bar. Then with his arms straightened at full length, he pulls himself up without a kick, jerk, or swing, \}ntil his chin touches the bar. Lowering himself again until his arms are straight, he repeats the pull-up and continues until forced to stop. His score is made by counting each time his chin touches the bar. 
STANDING, HOP, STEP, AND JUMP. The pupil stands on one foot on the take-off board, he hops forward and lands on the same foot, forward on the other foot, and jumps forward landing on both feet. No pauses are permitted in the procedure. The jump and step is measured with a tape from jumping line to the nearest point at which the jumper breaks the ground, whether with feet, hands or body. 
STANDING BROAD JUMP. The pupil stands flat on both feet on a line or take-off board, jumps and lands on both feet. The score is determined by measuring the distance from the jumping line to the point where the ground is first broken by the body or feet. 
BASEBALL THROW FOR DISTANCE. Game for playground or gymansium. In preparing for this event, first establish a throwing line three feet long, 30 yards away from this line and parallel to it, mark a line on the ground twenty yards long. Similar lines are drawn every ten yards up to 100 yards; there will thus be lines at 30, 40, 50, 60, 70, 80, 90, 100 yards-See diagram on next page. 
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The pupil stands behind the three-foot throwing line and throws the ball without running. The point where the ball first hits the ground is marked; the distance is measured with a tape from this point to the nearest distance line. Balls falling outside the ends of the distance lines, or balls thrown by pupils who step over the throwing line, are not measured, but count as trials. Each individual is given three throws and his score is his best distance throw. 
 
PUSH UP. The pupil lies on the floor, face downward, hands open and placed close to the shoulders. He straightens himself, supporting his weight on hands and toes with back stiff and then lowers his body again until his chin and only his chin touches the floor. He continues as long as possible, each push-up counting one point. Touching the floor with any part of the body except the chin, hands or toes or failure to straighten the arms or keep the back stiff, or failure to touch the chin-are fouls and the push-up does not count. 
 
VOLLEY BALL SERVE FOR ACCURACY. A volley ball net or piece of cord may be stretched at a height of eight feet across the center of the playing space. Twenty-four feet distant a parallel line may be drawn on the floor or ground. The pupil with the volley ball in hand should stand facing the net and toeing the line with either foot. The player should toss the ball with one hand, and strike it with the other hand over the net so that it will fall within a square, ten by ten feet. This square should be marked on the floor or ground ten feet from the net and at right angles to it. If the player steps forward over the line before the ball strikes the ground, no score is made, but it counts as one serve. Six serves should be counted as one trial. The score may be made either underhand or overhand. 
 
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 BALL BOUNCING. A wall with no window space or the back of a basketball goal is necessary for this event. Give the player ---:!- a soft ball or a rubber ball which will bounce. The player is not limited to one position. He throws the ball against the wall, runs and attempts to catch it. He is given three trials and if he catches it three times, his farthest catch from the wall or goal is his final score for the three attempts. 
C. Relay Races. 
CHAIN TAG. "It" selects another player to help him and the two join hands. Either one may tag a third player, who takes his place between the two original players. Every player who is tagged must join in line, but the two original players remain at the ends and do the tagging. Players may throw the chain; if the chain is broken, it must be joined together again before further tagging is allowed. The game is completed when all are included in the line or chain; then the last two players caught restart the game. 
BRONCHO TAG. One player stands behind his partner and clasps him around the waist, thus making a "broncho". All players form bronchos except one player who is "It", "It" attempts to attach himself to the rear of a broncho and when he succeeds in doing this, the person on the front of that broncho becomes "It". Bronchos are free to move about within a limited area. If the game moves slowly or if there are a great many players, two or more players may be "It" at the same time. 
CIRCLE CHASE. The players form a single circle and coont off by fours. The leader calls a number between one and four and all the players with that number step one step back and run around the circle to the right, each attempting to tag the runner ahead of him. Any runner tagged must drop out of the game. After each number has been called, players close in and count off again. As a variation players may run more than once around the circle. 
ODDS AND EVENS. Like Black and White except that odd or even numbers are called and sides are named "Odds" or "Evens". Simple addition, subtraction, etc., may be used. 
ROLYPOLY. A line is drawn as in diagram and each player digs a hole in front of the line about 4 inches deep and eight inches across. Players stand behind a throwing line about 10 feet away. A player starts by rolling his ball (a soft playground 
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 ball) for his hole. If it enters the hole the player runs forward, secures the ball and calls "Stop". In the meantime all other play-:L ers have run away, but must stop when "Stop" is called. The player then throws his ball at one of them, and if he succeeds in hitting player, one point is scored against that player. If he misses, a point is scored against the thrower. When a player has three points scored against him he stands in front of a wall and each player may throw at him from a line twenty feet away. 
This game may be played indoors with circles of chalk on the floor and bean bags for balls. 
000 0 
AISLE PASS RELAY. Players sit facing aisles. The first player in each row has an object to be passed. At the leader's command he passes it back in the aisle, with his left hand, to the pupil seated beside him, who, in turn, passes it with his left hand and so on to the end of the row. The last pupil in the row changes the object to the right hand and then passes it forward to the next pupil. The row getting the object back to the starting point first wins. 
Variations. 1. Pass several balls, books, Indian clubs, or other objects in quick succession. 2. The first pupil receiving the object passes it to the next pupil, who receives it with his left, changes it to his right hand and then passes it to the next pupil. Continue to the end of the row. The object is then sent forward in like manner. (Pieces of paper with English sentences may also be used. Let sentences be read and correlated with English work.) 
BOUNDARY BALL. Draw two parallel lines sixty feet long and sixty feet apart. Draw a center line halfway between these lines. Divide players in two teams of equal numbers and place each in opposite ends of the field facing the center. The line back of each team is that team's goal line. Give each team a ball (vol-. ley or soccer): At signal, each attempts to throw the ball so it will cross the other team's goal line. To cross the goal line fairly, it must cross on the bounce or roll across. Balls going across on the fly do not count. Each team tries to prevent the ball thrown by the other from crossing its goal line. The players may move about freely within their own ends of the field but cannot enter the opponent's half. After the first throw, the balls are thrown 
99 
 
 back and forth at will. The team which succeeds in throwing across the opponents' goal line first, wins. 
TIN CAN BOWLING. Punch holes in six one-quart tin cans. Place them on level ground with one can in the center and the other five in a circle around it. The circle should have a radius of eighteen inches. The bowling line should be about twenty feet from the cans. You may use croquet balls to knock them down. The players bowl two balls in their turn. The game constitutes twenty-one points. The center can counts five points and the others count two points each. 
D. Rhythmical Activities. 
FOLK DANCE. Formation: Single circle-any number, by counts. 
I. Measure. (1-8) All join hands and skip to left. (9-16) All jump high on both feet and skip to right. (17) Hands on hips-lift right knee. (18) Return right foot to floor and stand still. 
II. (1-16) Repeat (1-16) above. (17-18) As in 1. (17-18) Repeated-lift left knee and replace. 
III. (1-16) Repeat (1-16) above. (17-18) Right knee. (17-18) Repeated, left knee. (17-18) Repeated, kneel on right knee. 
Repeat A & B of I each time. Add one new movement each time repeating Measure 17-18 and extra time. 
HIGHLAND SCHOTTISCHE (Scotch). Music: Sheet music, "Loch Lomond"-price 25c or Lena Schottische Victor record No. 20253-obtained from Cable Piano Co., Peachtree St., Atlanta, Ga.-price 75c. 
Formation: Partners facing in single circle with left arm overhead and right hand on hip. 
I. Measure. (1-4) Standing on left foot touch right toe to right and hop on left foot; lift right foot back of left knee and hop on left foot; again. touch right toe to right and hop left; lift right foot in front of left knee and hop left. 
(5-8) Schottische to right. ,Repeat left, right arm up and left hand on hip. 
100 
 
 (Schottische step-slide sideward right-close left to right-slide sideward right-hop right swing left diagonally forward.) 
II. (9-16) Hook right arm with partner and schottische 4 steps turning. Repeat left, right, on last measure run forward to new partner and repeat dance from beginning. 
MINUET. Music: Minuet in G-Victor record No. 20169obtained from Cable Piano Co., Peachtree st., Atlanta, Ga.price 75c. 
Formation: Double circle, boy on inside-hands joined. I. Measure. 
(1-6) A. Both step inside, outside, inside, point inside and step inside, point outside, step inside, outside, point inside. 
(7-8) With three steps (inside, outside, inside) make a small circle in own place. When facing partner again, step sideward, lady curtseys and gentlemen bows. 
(1-8) B. Repeat A. 
II. (9-12) A. Join right hand with partner, hands held high and walk around partner-stepping inside, outside, inside, point outside, step outside, inside, outside, point inside. 
(13-16) Repeat A (1-4) moving forward again and starting outside foot. 
(9-16) B. Repeat A and end with bow and curtsey. 
SKOBOBANSEN-Swedish. Music: Trekarlspolska BookDances of The People, by Buchenal-Vol. n.-price $1.50-Cable Piano Co., Peachtree St., Atlanta, Ga. 
Usually danced by boys-first part slow. 
Formation: Partners facing in a double circle. 
1. Measures. (1) With both hands joined partners walk around in small circle with three walking steps. (2) Stamp right foot-hold. 
(3-8) Repeat (1-2) moving in same direction. (9-16) Repeat (1-8) moving opposite direction. 
n. (17) Partners drop hands and turn to right in place with three steps. 
(18) No.1 bends and No.2 swings left leg over No. 1's head. 
(19) Both turn as in (17). 
101 
 
 (20) No.2 kicks over No. 1. 
 
-1_ 
 
(21) Both turn as in (17). 
 
(22) Partners lean toward each other and touch foreheads. 
 
(23) With heads still together turn until face to face again. 
 
(24) With a quick movement partners push each other 
 
away. Repeat (17-24). 
 
KULL-DANSEN (Swedish). Music: Gotlands Quadrille BookDances of the People, by Burchenal-obtained from Cable Piano Co., Peachtree St., Atlanta, Ga.-price $1.50. 
Formation: Partners beside each other in single circle all facing center. 
 
Couples are numbered around circle (1-2-1-2), partners numbered 1-2, No.1 is on left of No.2. 
I. A. (1) Partners make turn away from each until back to back and bow to next person in circle (right foot back and right knee bent, left foot out in front). 
(2) Turn toward partner and bow-left foot back. (3) Repeat (1). (4) Repeat (2). 
Repeat (1-4). B. (1-4) Facing partner, jump on right foot and kick left 
foot forward-continue alternating right and left. (12 steps.) (5-6) Partners facing, clap own hands and stamp left. Join both hands and walk around in small circle finishing in place. 
 
II. A. (1) Partners joint right hands and put left foot for- 
 
ward, heel on floor. 
 
(2) Springing, change foot and hands. 
 
(3-4) Same as (1-2). 
 
Repeat (1-4). 
 
B. 
 
Same as I-B-but on end all No.1 couples finish 
 
with backs to center of circle, No.2 couples finish 
 
facing No.1 couples making a square. 
 
III. A. (1-8) Each group of four join right hands across in a 
 
wheel and repeat steps of II-A. 
 
B. 
 
Repeat steps of I-B-ending in original places with 
 
No. 1 behind No.2. 
 
IV. A 
 
(1) No.1 puts hands on hips of No.2 and No.2 puts her hands on her own hips. No.1 puts left foot to side heel to floor-both look over shoulders toward 
 
102 
 
 ..~:!~ 
V. 
 
each other swinging body away from extended 
 
foot. (2) Repeat (1) but with opposite foot. 
 
(3-4) Repeat (1-2). 
 
Repeat (1-4). 
 
B. 
 
Repeat I-B-ending as In II-B but with hands 
 
joined in a circle. 
 
A. (1-8) Moving in circle of 4, stamp left foot forward, close 
 
right to left and lift left forward with left straight, 
 
hop right and bend left knee bringing left foot to 
 
right knee. 
 
B. 
 
Repeat I-B. 
 
PACK UP YOUR TROUBLES (20 or more players). Let us suppose there are more boys than girls. The boys choose girl partners. The extra boys stand in the center, and the rest march around in a circle with their partners, while they sing or someone plays the chorus of "Pack Up Your Troubles." At the phrase "What's the use of worrying?" the boys right-about-face and march in the opposite direction, while the girls keep on as before. When the music stops suddenly or the leader shouts "Partners!" each boy must try to find a partner and those in the center try to take a partner. Those who get no partners go into the center for the next round. 
 
ACE OF DIAMONDS. Victor record No. 20989. The dancers form in a circle of couples facing each other, No.1 of each couple facing the center. 
A. (1) On first count, all clap hands and immediately hook right elbows and, starting with left foot, swing partners around 8 counts. 
(2) Clap hands, hook left elbows and swing partners around the other way-finish with hands on hips 8 counts. 
 
B. (1) No.1 steps forward on the right foot (1) and hops on right foot; swinging left foot forward-(2); same left and repeat right and left, 8 counts. At the same time No.2 steps backward and executes the same step, but begins on left foot. 
(2) Same at 1, except that No.1 steps backward and No.2 steps forward, 8 counts. 
 
C. Partners turn so as to stand side by side, both facing in the same direction, with inside hands joined and outside hands on hips, and polka around the circle, turning back 
 
103 
 
 to back when starting with the inside foot and face to 
 
:;:--,.-"" 
 
face when starting with outside foot, 16 counts. 
 
RHYTHMIC STEPS. Step-Hop. Step forward (sideward) with the left foot-I; hop on the left foot; raise the right foot close to the left ankle, pointing the toes to the floor-2; same right-3,4. 
Glide-Hop Same as Step-hop except the foot glides forward on"1". 
Swing-Hop. Same as Step-hop except when hopping on left foot the right leg swings in front of left, and same opposite. E. Stunts. 
 
BODY REACH. Kneel on a starting line holding piece of chalk in one hand. Reach forward with chalk and make a mark at farthest point possible, without touching any part of body in front of line, and without bearing weight on hand with chalk. Return without touching. Do as contest between individuals, or as group contest in relay formation, successive players starting on chalk mark just made. 
 
PINWHEEL. Squat down, place weight on hands, jump both feet backward; then turn so that weight is on left hand and left side is toward floor, body stretched out straight. In this position walk forward making a complete circle around left hand as a center. Repeat with weight on right hand. 
 
HUMAN WICKET. Stand, bend forward with knees straight and place hands on ground. Hold this position. 
 
WICKET WALK. Walk in human wicket position. 
 
. MEASURING WORM. From human wicket position, walk forward on hands until body is straight, then walk forward with feet until body is again in human wicket position. Repeat, stretch. ing out, then doubling up completely like an inch-worm. 
 
FISH-HAWK DIVE. Kneel on ground; place handkerchief or small piece of paper in front of body. Lift one leg from ground, bend forward with leg and arms outstretched and pick up paper without touching ground or losing balance. Place foot on ground whn finished. Repeat on other side. 
 
CRANE DIVE. Like Fish-Hawk Dive, but start from a standing position and use folded newspaper. 
 
TIP-UP. Squat on floor. Place elbows under thighs just above the knee, place hands on floor, and swing body forward so that 
 
104 
 
 weight rests on hands and body is balanced in this position. Hold .for several seconds. 
HEADSTAND. May be done from Tip-Up by placing head on mat and raising legs. May be done also as follows: With a partner to help, place hands on mat or grass, well separated and with fingers pointing forward. Place head forward from hands so that a triangle is formed by head and hands. Place weight on forward part of top of head. With feet on floor, raise hips up over head and walk feet as close as possible up toward head. Then bend knees and slowly raise legs to a balanced position. In dismounting, duck head and roll down exactly as in a Forward Roll. This is most important! Do not dismount by arching back and placing feet on ground. Helper should see that triangular base is formed; should place one knee in center of back as support, and help lift legs upward; help in securing and maintaining a balanced position, then hold body during dismount until correct form is established. Never do a handstand against the wall! 
HANDSTAND. Bend forward placing both hands on the ground. Lift legs sharply from hips in scissor fashion, bringing them together over head and holding for an instant in balanced position. This should not be attempted unless arms are strong enough to support body in wheelbarrow position. It is helpful to have a partner to catch feet and to help secure balance. In dismounting never go over into an arched position, but come down by bending hips. If balance is lost and body starts to fall over, keep head up, bend sharply at hips, and twist body to side. 
CARTWHEEL. Bend sideward taking weight on one hand; transfer it quickly to other hand and to foot on same side, then to other foot, and so on. Keep a steady rhythm and keep body outstretched as much as possible. 
WHEELBARROW WALK. No.1 bend forward and place hands on floor, No.2 support No.1 by holding body outstretched with hands on thighs. Walk forward in this manner. If No.1 can support this position without bending arms and without letting body sag, No.2 can move support out toward feet. The stunt becomes progressively more difficult for No.1 as support is moved away from center of body. 
BEAR DANCE. Squat facing partner and take hold of hands. Hop, alternately stretching legs forward and changing quickly. 
CHINESE GETUP. Sit down back to back with partner and 
105 
 
 take hold of arms. With feet on floor push against partner's back e:Z,,: .. and come to a standing position. Go up and down several times 
quickly. 
F. Hunting Games. 
POISON CIRCLE. A circle is marked on the ground, and players form a circle, about 4 feet, outside and join hands around. A soft ball is placed in the center of the circle. At a signal everyone in the circle tries to pull or push other players into the circle. When a player steps in the circle breaks up, calling "Poison Circle" and all run away. The player who steps in must pick up the ball, throw it at one of the players, attempting to hit him. If two players step in simultaneously both try to get the ball for the throw. After the throw the game is repeated. 
GOING TO JERUSALEM. This game is one of the type which aptly illustrates the old expression "the more the merrier". Given a large number of children of any age and one to play the music, "Going to Jerusalem" is good for almost the entire afternoon or evening. Chairs must be set up in a long row, alternately facing opposite walls. There are as many chairs as players, minus one. The music starts, a good rousing march, and the players also start marching briskly along beside the chairs, up one side of the row and down the other. At his or her own will, the pianist suddenly stops. Everyone must instantly sit down-every one, that is, but one unfortunate who is left out. This loser retires to the side lines, a chair is then taken from the row, and music again starts. Thus is goes until only two players are left, circling anxiously about a solitary chair. Hard-hearted indeed is the pianist who prolongs their agony by rendering an extended selection. Suddenly in the middle of a phrase, the music abruptly stops and one is seated, the other left standing. The lucky winner is, of course, suitably rewarded. 
CITIES. The players are seated in a circle. One player names a city or town in Georgia or the United States and next player names a city beginning with the last letter of the city which the first player gives. For example, the player names Augusta, the second Atlanta, third Americus, fourth Savannah, and so on. Each player has a count of ten in which to name the city. Those who fail are out of the game. The winner is the one who stays in the longest. 
HUNT THE SLIPPER. (Any number of players over 10)- 
106 
 
 Equipment: a slipper. In this game the players sit in a circle, A and a slipper is passed from hand to hand under their lifted ~Knees. The one who is "It" first flings the slipper into the ring 
and says: "Cobbler, Cobbler, mend my shoe, Have is done by half past two". He then goes out, and comes back at once to hunt his slipper. He must keep outside the ring and try to find the one who has hidden it. Occasionally the slipper is tapped on the floor to give him an idea where it is. The one from whom he finds it goes out next. This game was played by the Greek children two thousand years ago. 
WORDS, OR WORD MAKING. Each player has a pencil and a sheet of paper. A long word is given out, which each writes at the top of the sheet. Then all are given ten minutes to see who can write the longest list of words, using only the letters found in this word on the paper, and never using any oftener than it appears in the word. The one who makes the longest list wins. 
HUNTER AND HUNTED. Arrange all but three of the group in a circle; players holding hands at shoulder height. The three players are numbered "One", "Two", and "Three", respectively and placed equal distance apart outside the circle. At signal "One" chases "Two," "Two" chases "Three" and "Three" chases "One". Each attempting to tag the man he is after and at the same time avoid being tagged himself. Each player, therefore, is both chasing someone and being chased by someone. The runners may run in and out about the circle as they please, except that they must not go more than ten feet beyond the outside of the circle. The players in the circle are not allowed to interfere with the runners. The chase continues until one player has been tagged; this player is eliminated. The next three runners step out of the circle and the three who have just finished take their places in the circle. The game continues in this manner until all have run. The winners are numbered off again and the winners decided. This continues until but one player is left; this player is the winner. 
HUNT THE KEY. Arrange all but one of the group in a circle, players standing close together, facing in. Appoint the extra player "Hunter" and place him in the center of the circle. Secretly give one of the players in the circle a key, pebble or some other small object, that can be concealed in the hand. At signal all the players in the circle raise their hands in front and pass the key about. All the players keep shifting their hands, as 
107 
 
 though they were passing the key, to mislead the "Hunter". The -1.:"Hunter" watching the hands tries to locate the key. When he 
choses the "Hunter" calls the name of some player who must open his hands at once. If this player does not have the key he continues his search, calling other players until he locates it. In this way the game continues. 
G. Mimetics. (Games taken from Physical Education for Elementary Schools-Neilson & Van Hagen.) 
CHOPPING WOOD. Feet apart-jump! Holding ax over left shoulder, strike down and swing back to .other shoulder with a twisting of trunk. 
CROSS-CUT SAWING. Alternate rows and face each other -place left foot forward; reach both arms well forward. Pupils in odd rows sway body forward, bending left knee, and thrust arms forward as if pushing saw. Pupils in even rows sway backward onto right leg, twisting trunk to right and forcibly bringing bent arms to right hip. Movements are repeated alternately by rows facing each other. 
PUMPING UP BICYCLE TIRE. Vigorous forward, downward bending with decided knee-bending and arm-stretching downward. Keep good posture with back flat. 
SCYTHE SWINGING. Start with the right arm extended, sideward, downward and outward; the left forearm held across the front of the body about the waist level, the body twisted to the right; at the command "Swing" the arms are swung vigorously across the body from right to left, the left arm extending downward, sideward and outward; the right forearm held across. the front of the body about the waist level, the body twisted to the left. This movement should be done three or four times in each direction. 
SIGNALING.. Raise right arm sideward upward and by sideward. Return to position. Raise left arm upward and right leg sideward. Return. Continue in rhythm, sixteen counts. 
STANDING BROAD JUMP. In preparing to jump. stand on your toes with arms above head, bring the arms forward, down-: ward, bending the knees and inclining the body forward. Spring from both feet, Jump high as well as far, drawing the knees well up-Swing the arms forward and upward as you jump out. 
THREADING THE NEEDLE. Clasp hands low in front~ Step 
108 
 
 with right foot through ring formed by hands and stand on right foot. Slip through ring with left foot and stand erect. 
-..:!- 
SIXTH GRADE 
A. Athletic Games. 
RED, WHITE AND BLUE DODGE BALL. The game is played with three teams, named Red, White and Blue, respectively. Two lines are drawn to divide territory into three parts. Two outside teams attack center team. When hit by ball, player must drop out. Time keeper records times. When court has been cleared of players teams rotate to different courts. When all teams have occupied center court, times are compared. 
PROGRESSIVE DODGE BALL. Players divide into three teams. Court divided into three parts as above. Center team has possession of ball and attempts to hit his players in either end team. These in turn attempt to hit center players. Players may be hit on any part of body except head. On a hit, play is stopped and a point scored against team hit. This team starts ball again. Team scored against if player steps over boundtry .line, or if player holds ball more than three seconds. Ball may be passed once before being thrown. Play three five-minute periods rotating after each period. Lowest score wins. 
OVERTAKE. The players are divided into equal teams, and the court may be the same as a baseball diamond with the players playing the same position. A baseball is used, or for variation a volley or soccer ball. When the ball is batted the runner immediately goes from first to second to third base and on to home. The ball is thrown to first baseman from wherever it is recovered in field, and if it reaches base before runner, the runner is out. The object is for the ball to overtake the runner, and if it gets to any base before the baserunner is there, the runner is out. After three outs, team at bat is replaced by team in field. An out is also scored on a caught fly. Fouls do not count as strikes. The object is to see which side scores most points in a given number of innings. 
GUARD BALL. The playing area is divided by two lines ten feet apart making a lane across the center of the playing area. One team is stationed between these lines, and the other is scattered equally over the area outside the lines. The team outside attempts to pass the ball across the center area below the heads of the players in the center who act as guards and attempt to in- 
109 
 
 tercept passes. Each successful pass scores one point. Team 
 
. changes places after a certain time. 
 
:::-"'-2_ 
 
4 
 
DIABOLO. Take two tops of equal size, remove the regular 
 
peg and insert a large nail thru the two tops holding the points 
 
together. Fasten 2 eighteen inch sticks, a cord five feet long, 
 
and the double top or Diabolo is spun in the air with a string. 
 
Events: 
 
1. Toss and spin the Diabolo above the head for three succes- 
 
sive times. 
 
2. Over the world: Toss Diabolo over and under the wrist al- 
 
ternating left and right. Two trials. 
 
3. Back catch: Toss the Diabolo over the head and catch on 
 
the string-alternating left and right and two trials each 
 
side. 
 
4. String draw: Shorten the string by drawing it into the palm 
 
of the hand-two trials. 
 
5. Under the world. 
 
6. Left and right hand (same as jump the rope). 
 
7. Jump the Diabolo (same as jump the rope). 
 
8. Slide down string: Make a loop of the string no longer than 
 
four feet and pass the top around both hands, first right and 
 
then left. 
 
9. Walking tight rope. 
 
10. Throw in air for height awards: Two points allowed for each successful play. 
 
MARBLE GOLF. Layoff a nine hole course around the playground. A hole may be designated by driving a 2 inch pipe into a 2 inch hole (tin cans may be used but are not so successful because they hold water). 
Hazards may be arranged in little bushes, some pieces of 4 inch pipe through which the marbles must go, also troughs and little boards of 4 inches in which the marbles may go. Four players start off and shoot the marbles keeping count of times each requires to get'marbles into the cans. It may be necessary for the players to drive the marbles with the forefinger instead of shooting it when they reach the green, which is a square of 18 inches. 
 
MUMBLETY PEG. General rules for playing the game: 
 
1. Players must either sit or kneel on ground. Select a soft spot with grass or loosen a soft spot with the blade of the knife. 
 
110 
 
 2. Best out of three games determines the winner. ---:!- 3. Knife must stick into the ground so that the judge may get 
at least two fingers between the knife handle and the ground. 4. To be done with the right hand only, except where indicated. 5. Pen knife may be used. 
Events: 1. Front-knife on palm of right hand with blade on finger tips, 
toss knife upward and inward causing blade to stick into ground. 2. Back-knife placed on the back of the right hand and toss as far front. 3. Punch-Make a fist with right hand, place knife handle across the finger nail, blade toward the left sticking the blade into the ground. 4. Snaps-Hold the blade between the thumb and the finger in the left hand with handle pointing toward the right stick, bring the handle down sharply with the right hand, causing the blade to stick into the ground. 5. Seven Pennies-hold the blade between the thumb and the first finger in the right hand with handle held toward tosser's body. Snap knife away from tosser's body sticking it into the ground. This must be done 7 times in succession. 6. Around the Horne-Hold the blade of the .knife between the index finger and thumb of right hand (as for Pennies). Swing the knife with the handle towards the ground around the head from left to right, then snap away from tosser (as in Pennies). 7. Headings-Same as Seven Pennies except the handle is placed against the forehead before snapping. 8. Lady Dives-Hold right vertical with back of it towards the player. Place point against the heel of the hand and the handle against the finger tips just upward and forward giving a loop effect to the knife. 9. Chinning-Same as Heading except the chin is touched with the handle. 10. O-U-T-Period-Place point of knife on left wrist and right thumb fore finger on top of knife, snap to ground, at the same time say "0". Repeat at elbow saying "U". Repeat at shoulder saying, "T". Make a fist-place knife along finger nail, with blade towards little finger side; twist inward quickly and "Period". 
111 
 
 SIDEWALK CHECKERS. This game is played with checkers -1pr bot"tle tops. Playing area: A cement block on the sidewalk 
may be used. If indoors draw a square 3 x 3 feet. Layout within this court ten 4-inch squares, numbering as shown in diagram. In the center is a rectangular court 8 x 12 inches. Squares should be 12 inches from boundary. This rectangular court in the middle is the unlucky area called, "the pit". (X) indicates the area where the games started. Players: Two players to six players to a court, each with a checker or bottle top. Players shoot in turn, using thumb and forefinger, as in shooting marbles. Object of the game: 
To advance checkers through the ten bases of the court in proper order by a series of shots. The first player to complete the round wins the gam~. 
Rules: 1. Players continue shooting until there is a miss and then re- 
sume playing next time from where checker stops. The players miss if: (a) The checker fails to stop within or touching the proper 
area or base. (b) If checker is shot out of bounds. (c) If the checkers touch a diagonal line of the pit. 2. Players return to the starting point and begin game over. 
BALLOON BA;LL. A toy balloon or a soft, worsted ball is used. The children line up in two equal rows facing each other and as far apart as the balloon or a ball may be easily thrown. Behind each row is a string or rope fastened to the walls or to tree trunks or to poles driven in the ground about six feet high. The object of the game is for each side to throw the ball over the cord so that it will land on the opposite side. Whenever a side can do this, one is added to its score. 
At a signal, any player tosses the ball into the air, and it is tossed back by the player on the opposite side to whom it comes nearest. It must be kept in motion all the time. If the ball is broken; if a player strikes it with his fist instead of his open palm; if a player moves more than one foot from his place, or if the ball falls to the ground, one is taken off the score of the side that makes any of these fouls. The game is won by the side that first makes an agreed number of scores at first. 
BALL STAND. The players are numbered and stand facing a wall about three feet away. One player throws a large ball against the wall, at the same time calling one of the numbers 
112 
 
 given to the players. Thereupon all the players except the one whose number has been called, run as far away from the ball as .~_ they can, keeping within designated boundary lines. He who. on the other hand, secures the ball, stands still and calls loudly, "Ball Stand". Then each player must stop running and, without turning his head, stand with his back to the one who has the ball. The latter, without moving forward, after taking time to aim, throws the ball to hit some one on the back. If he is successful, the one who has been struck calls out, "Hit". Upon that the other players run, while the one who has been struck picks up the ball, and calls, "Ball Stand". The game continues as after the previous call of "Ball Stand". If no one has been struck, all the players return to the wall, and the one who failed to hit starts the game as before. 
END BALL. (Corner Ball No. 1.) The field is 30-foot square, divided into two equal parts. Across the outside end of each field is a smaller field or base, three or four feet deep. (See diagram.) 
 
0 
 
XXXX 
 
0000 
 
X 
 
0 
 
XXXX 
 
0000 
 
X 
 
0 
 
XXXX 
 
0000 
 
X 
 
0 
 
X XX X 
 
0000 
 
X 
 
Any number may play. They are divided into two teams, About one-third of each team are basemen, who take their places in the base or outer field at one end, while the others are guards, and take their places in the inner field on the opposite side of the center line. 
The game may be played in halves of five minutes, or for any length of time. Play is continuous during this time. A point is made whenever a ba1?eman catches the ball (a basket ball) from a guard of his own team. The game is in charge of a referee, who calls all fouls. At the beginning of each half (or the beginning of the game) he tosses the ball up in the center between two opposing guards. All players must keep .within their 
113 
 
1 1 
1 
1 
 
 -.oWIDJIelds: If the ball rolls or is thrown over the boundary line of any field, the player nearest the line in that field gets the ball and brings it into the line at the point where it crossed. From there he throws the ball to one of the players in the same field. 
SNATCH BALL. The class is divided into two divisions, standing in two lines about forty feet apart. Midway between the lines is placed a chair upon which rests a ball. These lines are numbered 1 and 2. No.1 begins. At the command of the teacher the first one in each line runs toward the ball. The runner from line one must try and grasp the ball and run back to his line with it. If he succeeds in doing this without the ball being touched, his side scores one point. The runner from line two must try to tag the ball before No.1 returns to his line. If he succeeds in thus tagging the ball, then No.2 scores the point. The ball is then returned to the center and the second pupil runs, the runn~ from line No.2 attempting to grasp the ball. After all have run the points are added and the side having the highest number wins. 
B. Individual Athletic Jumps. 
STANDING BROAD JUMP. The best record made in three trial jumps is taken for each boy (girl). The class record is determined by adding the individual records, and dividing by the number of boys (girls) competing. The feet of the competitor may be placed in any position, but shall leave the ground once only in making an attempt to jump. When the feet are lifted from the ground twice, or two springs are made in making the attempt, it shall count as a trial jump without result. A competitor may rock backward and forward, lifting heels and toes alternately from the ground, but may not lift either foot clear of the ground, nor slide either foot along the ground in any direction. There shall be a line in the ground called the "scratch line", which the toes must not touch and the measurement of all jumps shall be !!lade from it at right angles to the nearest break in the soft ground by any part of the body of the competitor. No weights shall be used. 
THREE STANDING BROAD JUMPS. Three consecutive broad jumps. The feet of the competitor shall leave the ground only once in making an attempt for each of the three jumps and no stoppage between jumps shall be allowed. In all other respects the rules governing the standing broad jump shall also govern the three standing broad jumps. 
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 STANDING HOP, STEP, AND JUMP. Th competitor shall .tand upon one foot, shall spring therefrom, alighting upon the . same foot. He shall then take a step and then a jump. With this exception, the rule for the three standing broad jumps shal'l apply. 
RUNNING HOP, STEP, and JUMP. The competitor shall first land upon the same foot with which he shall have taken off as described under running broad jump. The other foot shall be used for the second landing, and both feet shall be used for the third landing, as in the running broad jump. 
RUNNING BROAD JUMP. Boys. Here two things are essential-to strike the take-off board at the greatest possible speed, and then to get the proper lift. In landing, the legs should be extended well in front. In other respects the rules governing the standing broad jump shall govern this. 
RUNNING HIGH JUMP. Boys. Class record is found as in the broad jump. The bar shall be a thin stick one inch square and ten feet long, and shall rest on pins which shall project not more than three inches from the uprights. When this bar is removed it shall constitute a trial jump without result. The height at which the jump shall commence and the height to which it shall be raised at each succeeding jump shall be decided by the judge in charge of the event. The height shall be measured from the middle of the bar to the ground on a direct line. Each competitor shall be allowed three trial jumps at each height, and if on the third trial he shall fail, he shall be declared out of the competition. At each successive height each competitor shall take one trial in his proper turn; then those failing, if any, shall have their second trial in a like order, after which those who have failed at the second trial may take their third and final trial at that height. A competitor may decline to jump at any height in his turn, and by so doing, forfeit his right to again jump at any height declined. If, however, a competitor takes a trial at any height and fails in the first trial, he shall not pass the other two trials. Running under the bar in making an attempt to jump shall be counted as a balk, and two successive balks shall constitute a trial jump. 
The only scientific way to jump very high is as follows: Face the cross-bar, run toward it at right angle, gradually increasing your speed so as to be running at full speed when about to make the attempt to jump over it. As th body is sent up toward the 
115 
 
 bar, the knees should be drawn toward the abdomen, and the --.-:!- feet"brought together; then quickly extend the l~gs when going 
over the cross-bar, and rotate the body the instant both feet are 
over the bar, so that the hips may not come into contact with it. 
The jumper should alight facing the bar, or nearly so. 
 
RUNNING, GIRLS, BOYS. The distance is 50 yards for fourth grade, 60 yards for the fifth grade, and 75 yards for the sixth grade. In order to lessen the possibility of error in timing the competitors the following method has been adopted: The boys (girls) are lined up behind the starting mark in the order in which they are to run; the timer, who also acts as starter, stands at the finish line and gives the signal for each boy (girl) to start. As the first runner crosses the finish line, the second runner is given the signal to start. As the last boy (girl) crosses the finish line the watch is stopped. The record is found by dividing the time elapsed by the number of boys (girls) competing. If an ordinary watch is used the first boy (girl) should be started when the second hand is over the "60" mark. 
 
;~ 
 
THROWING OAT BAG, GIRLS. The bag shall be about 15 
 
inches square and must weigh five pounds. A seven-foot circle 
 
is drawn at one end of the throwing space. The thrower in com- 
 
pleting her throw shall not fall or step forward out of the circle 
 
in front of her. If this be done her throw shall not count. She 
 
must use both hands. All measurements of all throws shall be 
 
made from the circumference of the circle at right angles to the 
 
nearest break in the ground by the bag. The competitor must 
 
remain in the circle until the bag has hit the ground. The class 
 
record is found by adding the best individual records and divid- 
 
ing by the number of girls competing. 
 
THROWING BASKET BALL. (Side throw.) GIRLS. The best record made in three trial throws is taken for each girl. The class record is found as in the broad jump. Rules governing this event: The ball used must be regulation basket ball, 18 to 21 ounces in weight, a seven-foot circle shall be drawn at one end of the throwing space. The thrower in completing her throw shall not fall or step forward out of the circle in front of her. If this be done, her throw shall not count. She may use either left or right hand. All measurements of all throws shall be made from the circumference of the circle at right angles to the nearest break in the ground by the ball. The comptitor must remain in the circle until the ball has hit the ground. 
 
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 THROWING BASKET BALL. (Overhead throw.) GIRLS. 
'Bhe bali shall be a regulation basket ball, from 18 to 21 ounces 
in weight. It is thrown from a stand in the side-stride position with the toes at the line. The throw is from over the head. Swinging the arms with a bending of the trunk is an advantage. The toes or heels may be raised. Touching the ground in front of the line or stepping over it before the ball hits the ground constitutes a foul. Three tries are given each contestant. The ball must land within a lane 10 feet wide. 
c. Relay Races. 
PINCHO. Players form on a line with hands joined. "It" stands several paces in front of them with his back to the line, and walks forward with the line following him. The player at one end of the line squeezes the hand of the player next to him and calls "Pincho"; the squeeze is passed along the line until it reaches the player on the other end who calls "Oh!" This is the signal for the line to break ranks and retreat behind its base line chased by "It". Any players caught may become "It" in the next game. 
THIRTY-YARD DASH. Run in lanes for 30 yards. In starting the dash, crouch position is best. A small hole is dug for the toe about eight inches behind the starting line, the knee of the back leg rests on the ground beside the instep of the front. foot. The rear foot rests against a hole for pushing off. The hands rest on the starting line. This is the "Take your mark" position. "Get set"-the runner leans forward with weight on hands and forward foot. On "Go" or whistle, body very gradually comes to erect position. 
THREE-LEGGED RACE. Contestants are in pairs-the inner legs are tied together, arms are held around each other. 
EGG AND SPOON RELAY. Two circles are drawn in front of each line of players, one about six feet in front, the other on the. turning line. The circle nearest the runners has an egg in it, the other circle is empty. The contestants have a spoon, they run to the.circle, pick up the egg in the spoon without using the other hand and carry it to the empty circle, then return to starting line and give the spoon to the second person who picks the egg up and .carries it to the first circle, etc. 
DASH AND THROW. Contestants in single file facing the turning line on which is a jumping rope. On "Go" the first player 
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 runs to turning line, picks up rope and skips in any style four ~-,.-:!- times, he then drops rope and returns to the line, tags next play- 
er, who does likewise. Any number of variations may be used. 
SHUTTLE POTATO RACE. Place the receptacles about six feet apart on the starting line. Upon a straight line drawn from each receptacle at right angles to the starting line shall be placed at distance of two yards the eight light objects, the first of these objects to be placed two yards from receptacles. Each competitor shall pick up each of the objects singly and place them in his own receptacle. After picking up one of these objects singly, he must deposit it in the receptacle before picking up another. After all the objects are placed in the receptacle the competitor must cross the finish line, which is five yards behind the receptacle. 
Equipment: Flat, smooth field or floor, receptacles above two feet high with an opening not more than thirty-six inches in diameter, eight light objects (for each competitor) oval in shape from two to four inches in diameter; a measuring tape and a stop watch. 
Specific Instruction: The pupils should compete against one another, for enjoyment and also against the time of their best previous performances. The objects should be picked up with one hand only and placed in the receptacles not thrown. 
CIRCLE STRIDE BALL. (Any number of players over 10.) Equipment: A soft ball. All the play~rs but one stand in a circle with their feet wide apart, touching the feet of their neighbors. The one who stands in the center holds a soft ball, a football or a basket ball, and tries to get it outside the ring by throwing it between the feet of some player. The circle players try to stop this with their hands, but must not move their feet, in doing so. If anyone does move his feet he must go into the center, in place of the center player. Whenever the center player gets the ball outside the circle he goes outside. The player in the circle then faces outward, and tries to send the ball back into the circle. 
WAND JUMPING. (Relay.) For boys. The boys are divided in equal teams and stand in file behind the leader, who toes the starting line, and each carries a wand. At the signal of "Go", No.2 steps up and takes one end of the wand while the leader, or No.1, carries the other end. They run down the file, one on each side, while each one in turn jumps over the wand. When 
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 they reach the end of the file No.1 remains there and No.2 goes to the front again and he and No.3 proceed as before. No.1 ":!~runs again with the last player and when he finishes he brings the wand to the front. 
LONG BALL. BAT AND SOFT BALL. In match games a soft regulation baseball shall be used, unless lack of ground area calls for a larger ball-12-inch playground ball. BASE: The base shall be 70 feet from the home plate. This base may be placed to right or left of pitchers position to avoid collisions. The first and third bases are used only to designate and define "fair area." The base may be a pole, square drawn on the ground, etc. The pitchers box is 40 feet from the home plate. For younger children shorten the distance between home plate and base to 50 feet, and the distance to pitcher's box in proportion. Two even sides of three or more players on a side. Pitcher, catcher, fielders, one of the fielders stays by the base. PLAYERS: Players must run to "base" on anything that touches the bat-foul tips, fouls, or fair ball, etc. A player must continue to bat until a "touch" is made. If a foul tip or foul ball is made by the player, he must run to the base and must remain at the base until a succeeding player makes a fair strike. If a fair strike is made by the player, he must run to base and then run home if he can. All players held at base by foul balls shall run home on any fair strike. Three outs change the sides. Outs are made by: 
1. Any fly caught. 
2. Any person thrown out at "base" or tagged out at home. "Thrown out" means that the base is tagged with the ball or touched by some part of the body of baseman or fielder while the ball is in his hands, before the runner reaches base. Tagging must be done with the ball held in the hand (and not dropped). 
3. Any person tagged running between bases or any person tagged off at base. For other players, seven innings shall be the official number for a game. In case of match games the players shall not be less than five on a side and as many more may be used as agreed upon by the captains and instructor. 
GUARD BALL. Divide the pupils into two or three circles. In the center of each circle place four Indian clubs and a player to guard them. The players in the circle are armed with a basket ball. With this ball they try to knock down one or more of the clubs, the guard meanwhile striving to prevent this by guarding them. The player that knocks down the four clubs exchanges 
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 places with the guard. If only one or two clubs have fallen, the ....~ guard may throw the ball over the heads of the players, and . ~- while they are chasing it, replace the fallen clubs. The players 
must be in the circle when throwing. Wands stacked in the center, or anything that may be easily upset may be used instead of clubs. 
D. Stunts. 
(Should be given under trained teacher's directions.) 
HAND WRESTLE. Stand with side toward partner, right feet together on opposite sides of a line, right hands clasped. Each attempts to pull the other forward. If a player loses he is forced to lift his left foot from the floor. Pulling must be done with hand free from body. Same stunt may be done pushing. 
GOSSIP. The leader writes out a short story. It may be a bit of gossip, a newspaper incident or anything he wishes. It should be rather excitable in character. He reads the story over, that he may whisper it to one of his neighbors without the aid of the paper. The neighbor listens attentively and in turn whispers it to another neighbor, and it is whispered from one to the other until everyone has heard it. The last person to whom the story was told is asked to relate it and then the person who originated the story is asked to read his written copy. It is almost unbelievable how the facts of the story have changed in the telling. Scarcely ever will the story be accurate in any particular. 
SHOULDER STAND. Lie on back. Extend legs into air until they are at right angles to head and shoulders and weight is resting on shoulders and upper arms. The arms are bent at right angles and are held against the ribs for support. The back is arched and the toes are extended. 
BEAR DANCE. Deep knee bend, hands on hips or arms raised sideward. Extend one leg forward. As that leg is returned to bent position under the body, extend the other leg and continue changing as rapidly as possible. Keep the back straight. There is considerable bound of the body as the legs fold and unfold. 
ROLY POLY. Sitting position on the floor with knees drawn up and spread apart. Allow. considerable free space for each student. Put both hands down between the knees, the right hand going outside of the right leg and the left hand outside the left leg. Hands are then clasped together in front of the ankles. 
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 Holding this position, rock several times and then allow the body to fall to one side or the other, landing on shoulder and hip, and ":Z':from that contact getting enough impetus to roll onto the back, other shoulder and hip, and so around in a rapid circle until back in the original position. 
INDIAN WRESTLE. Two opponents of fairly uniform weight lie flat on the mat with heads at each others waists. Lock or grasp inside arms. Raise inside legs until feet touch. Lower legs and repeat. The third time touch feet and then lock legs at the knees and try to pull opponent over into a backward roll. 
E. Rhythmical Activities. 
(Music also found on page No. 31. Dances of the People, by Burchenal-Cable Piano Co., Atlanta, Ga.) 
KLAPPDANS. Victor Record No. 20450. Formation. Double circle. Partners join inside hands and face. Measures 1-8 (sixteen counts Polka step facing partner and then back to partner 8 times). Measures 1-8 (repeated). Heel and toe Polka, bending backward on "heel" and forward on "toe". Measure 9-12 (8 counts)-Face partner and bow, (1); up (2) clap hands 3 times (3 & 4). Repeat 4 counts. Measure 13-14 (4 counts). Repeat 4 counts. Measures 13-14 (4 counts). Clap partners right hand (1) ; clap own hands (2); clap partners left hand (3); clap own hands (4). 
Measure 15 (2 counts)-Turn in place to the left with 4 running steps. 
Measure 16 (2 counts)-Stamp 3 times (1-2). Measure 9-16-Repeat. 
RHYTHMIC STEPS. Curtsey-Step. Step left sideward-I; place right foot close behind the left heel and slightly bend and straighten knees-2; same right-3, 4. 
Double Step-Hop. Same as step-hop, except with two hops. Rocking-Step. (Balance step.) Step left sideward (forward or backward)-I; bring right foot to the left foot, at the same time raise heels-2; lower heels-3; same right. Cross Balance-Step. Same as Rocking Step with placing opposite foot in front on "2". 
SPANISH COUPLE DANCE. Victor Record No. 20445. Music 3/4 time, equalling 1, 2, 3 counts. (16 measures.) 
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 Formation: Couples in circle, inner hands grasped shoulder ltig-h, outer hands, knuckles on hips, boys at the left. 
Part I. 
(16 Meas.) Beginning with outer foot step forward and hop, swinging opposite leg forward; repeat with inner foot. Two Measures. (6 counts.) Quarter run inward, facing partner, and two draw closing steps in line of march; the grasped hands are held high, arms slightly bent. Two measures. (6 counts.) Repeat three times, but finish with three stamps (on the first and third counts of the 15th and first count on the 16th measure) instead of two draw closing steps. Twelve measures. (36 counts.) 
Part II. 
(16 Measures.) Face forward and step forward with outer foot in line of march; place inner foot forward, raising grasped hands obliquely forward upward, bend trunk toward partner and look at count, while girls fall back to places. Boys back to places, turning single as they go-on counts 13, 14, 15, and 16. 
C-2: Girls to center clapping on third count. Boys to center, clapping on seventh count. Girls to center, clapping on eleventh count. Girls fall back to places turning single as they go. 16 counts. 
Part III. 
A-I: Partners face and take three steps forward, starting on right foot (passing partner on left-shoulder to shoulder) and turn left about; and take three steps back to places on left foot (passing partner on right) and turn right about. 8 counts. All turn single. 4 counts. 
A-2: Repeat A-I. B-1: Girls to center, take hands, and gallop left and back to places. 12 counts. B-2: Boys do same. 12 counts. C-l: Same as C-2 in Part I (girls). C-2: Same as C-1 in Part I (boys). 
Part IV. 
A-I: Partners face, meet, lock right arm and swing around, drop back to place. 8 counts. All turn single. 4 counts. 
A-2: Same with left arms locked. 12 counts. 
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 B-1 and B-2: Same as in Part I. C~l and C:-2: Same as in Part I. 
<z..: 
SELLENGER'S ROUND. Victor record No. 20445. (Record may be secured from Cable Piano Company, Peachtree Street, Atlanta, Georgia.) 
Part I. 
A. Seven gallops right sideward and swing left foot in front. 8 counts. Same left. 8 counts. 
B. Set and turn single, twice. (Face partner. Set: Changestep, right and left sideward. TURN SINGLE: Turn in place to the right with four running steps, starting with right foot.) 16 counts. 
Part II. 
A. Join hands and run to center four steps (starting with right foot), and back to place, four steps. Repeat 16 counts. (The hands are gradually raised as you go to center and lowered as you return.) 
B. Set and turn single twice. 16 counts. 
Part III. 
A. Partners side twice. Repeat, 16 counts. (Partners face and run forward three steps, starting with right foot, and pass partner on left side and face again, closing feet on the fourth count. Return to place beginning with left foot and passing on right, face and close feet on eighth count.) 
B. Set and turn single, twice. 16 counts. 
Part IV. 
A. Partners join arms-right and then left. 16 counts. (Partners face and run forward, starting on right foot and lock right arms on second count, and turn in place once (6 counts) and drop back to places 7':8. Same with left arm and starting with left foot). 
B. Set and turn single twice. 16 counts. The record for Victrola does not run through B in Part IV the second time so they finish with a bow to partner after A. 
F. Hunting Games. 
DUCK-ONTHEROCK. When the game is played outdoors, a large stone which represents the duck is placed on a rock 
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 or object which gives elevation. The owner, who is a drake, stands to guard it. A line is drawn twenty or thirty feet from 
":::C-,.-:!_ 
the rock. Beyond this each of the other players stands, and in turn throws his stone at the duck which he tries to knock off the'rock. If he does not succeed, he may stand back of the line and wait until someone does succeed. If he prefers, he may run in, pick up his stone and try to run back to the goal line before the drake can tag him. If he reaches it in safety he has a chance to throw again. When someone succeeds in knocking off the duck, all who have thrown, and are back of the line, may run forward, pick up their stones and then run back to the goal line. The drake must replace his duck on the rock each time it is knocked off before he can try to tag anyone. Whoever is tagged becomes drake. A player who has missed the duck may run in and try to place his foot on his stone. He is safe in this position, but once he picks up his stone he may not again place it on the ground for safety. To select the first drake all players stand back of goal line and throw at the boulder. The one whose stone is farthest from the boulder is drake. 
CHAIN DODGE BALL. A horse-"Old Plug"-is made up of five players who stand in file, each firmly holding on to the one in front. The one in front is the head, the one on the end is the tail of the horse. "Old Plug" stands within a circle formed by all other players. The players in the circle have a large ball, or bean bag, and attempt to hit "Old Plug" on the tail. "Old Plug" avoids being hit on the tail by keeping his head toward the ball. The first man in the line may knock the ball with his hands back to the players of the circle. The player who hits "Old Plug" on the tail becomes the head. The tail player drops off and joins the circle. In a large circle there may be two horses. 
KEEP AWAY. Groups are divided into equal teams, so marked that they can be distinguished from each other. The object is to pass a soft ball or basket ball, among players of one's own team, and to keep the other team from getting the ball. APPLY regular basketball rules regarding guarding, advancing with ball, passing or holding ball. If error is committed, ball goes to opponent. The game has no scoring. Variation: Designate type of pass, as one arm, bounce pass, etc. 
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 G. Mimetics. 
(Games from Physical Education for Elementary Schools, by Neilson & Van Hagen) 
BASEBALL BATTING. Face home plate, then turn head toward pitchr and with feet together hold an imaginary bat, parallel to the floor and out in front of the body. Turn trunk to right carrying bat over right shoulder. Stepping left with the left foot, swing bat at ball, transferring weight of body to the left foot. Return to position~ For left-handed batters, position would be reversed. 
JUMP AND CLAP. With a quarter-turn to th left, jump to a sideward stride position, raising the arms sideward-upward and clapping the hands above the head-I. Jump with feet together, lowering the arms sideward-downward and clap the hands together behind the back-2. Repeat until whole turn is made 3, 4, 5, 6, 7, 8. On 8, come to position by jumping with feet together and lowering the arms. Repeat starting to the right. 
LOCOMOTIVE. Bend arms to right angles, with closed fists. Stretch right arm forward and bend left knee upward-I. Draw right arm forcibly back, extend left arm, replace left leg and bend right knee upward-2. Continue in rhythm and gradually increase the speed until running in place at the end of 16 counts. 
PULLING UP ANCHOR. With one foot advanced, reach forward, downward, with both hands bending the forward knee. Pull back with arms, straighten forward knee, bend the othr knee and twist the body at the waist. Repeat several times. 
SCREW-DRIVER. Hands on neck and feet apart. Trunk twisting to the right. All the way to the left. A vigorous twist all the way from one side to the othr, emphasizing first the right, then the left turn. 
STEAMBOAT~ With feet apart and arms raised sideward to shoulder level, bend at the waist to left side, bending left knee, but keeping the right knee straight. Repeat to the other side in the same manner. Keep arms straight in line with shoulders. 
TEAMSTER WARMING UP. Spring feet apart and raise arms sideward, palms facing upward. Now jump and cross the feet and at the same time, fold arms with a clap, embracing yourself. Spring feet apart again and repeat alternating crossing the feet. Ten to sixteen times. 
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 SEVENTH GRADE 
O":z.: A. Athletic Games. 
CHAIN DODGE BALL. Players form circle around f,ive players, who are in file, each grasping player ahead around the waist. They represent a horse. Each player in circle tries to hit the last player in file-the horses tail. The first man represents the horses head, and tries to face ball at all times. He may use hands to knock ball back to circle. If the tail is hit the player hit drops off, and person hitting him becomes the head of the horse. 
BLOCK HOUSE DODGE BALL. One team forms a forty foot circle, and the other team is inside. About a dozen children's building blocks are inside the circle. At whistle, the inside players attempt to collect and build a three story house. If a player is hit by on outside player he must drop any block he is holding and leave circle. When only one player is left, he continues to build the house until it is completed, no matter how often the blocks are knocked down by ball, or how often player is hit. Time is recorded when house is completed and teams change positions. Team wins who completes house in shortest time. 
LINE SOCCER. Teams line up in front of their respective goal lines about 30 feet apart. Ball is placed on mark in center of playing area (or it may be dropped to the floor at start of play by referee). On signal the player at the right end of each line runs to the ball and attempts to kick it through the opposing team and over the goal line. Each team defends its goal line and attempts to return the ball to its forward for another kick. The forwards may play in any part of their half of the field; the goal players must remain in their places. Play is continued until a forward succeeds in kicking the ball past his opponents below shoulder level, thus making a goal, which scores two points. Forwards then take their places at the left end of their respective lines and new forwards run up from the right end. Usual soccer rules apply: Balls may not be played upon by hands except that goal players may use hands to stop the ball but may not advance ball other than by kicking; pushing; shoving; holding or blocking opposite forwards are not allowed; ball must not be kicked over side line or over the heads of opposite line. The penalty for a foul is a free kick from the center mark by the forward of the other side without opposition from forward of offending side. A goal made from a free-kick scores one point. 
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 SOCCER GOAL BALL. Like Line Soccer except that playing area is somewhat bigger (about 40 feet long) and players play -:!_ in two lines, forwards and goal players, with function similar to those of forwards and goal players in line soccer. The ball is put in play by center forwards. After a goal is scored, the lines exchange places. Fouls and scoring as in Line Soccer. 
KEEP IT UP. Teams group themselves in opposite ends of the playing area, each team with a volley ball. On signal each team puts the ball into play by volleying it, and attempting to keep ball in the air by repeated successive volleying, counting aloud the number of successful volleys. If the ball touches the ground, the volleying is started over and the counting re-commenced. The team wins which achieves the greatest number of successive volleys in a given time-five or ten minutes. 
At first players may hit the ball several times in succession then, as skill develops, volley ball rules should be applied and player be allowed to hit only twice in succession. The play may be confined to passes of one nature only-as chest, overhead, or underhand, and definite playing formation and placing may be established, leading directly to volley ball skill. 
ROTATION. This isa more advanced form of Scrub Baseball in which all baseball rules are observed. There are two or three batters, and the others cover the field positions. When a batter or runner is out the players rotate as follows: player out becomes a fielder, right fielder to center field, center fielder to left field, left fielder to shortstop, shortstop to third base, third to second, second to first, first to pitcher, pitcher to catcher, and catcher becomes the batter. Any player catching a fly ball exchanges places with the batter at once. When the batters are on bases the runner nearest home is out unless he reaches home before the ball is thrown there. 
CATCH AND PULL TUG OF WAR. Draw a line down the middle of the playing area. Divide the players into two equal groups, one group on each side of the line. On a signal players reach over the line, catch hold of an opponent by any part of the body, as hand, arm or foot, and try to pull him across the boundary. Any number of players may try to secure a hold on an opponent, and any number may come to his rescue, either by pulling him in the opposite direction or by trying to secure a hold on one of the opponents. A player is not captured until his entire body has been pulled over the line. He then joins his captors in 
127 
 
 trying to secure players. The group wins which has the largest -number of players at the end of a time limit, or has secured all c-." of their opponents. 
CENTER CATCH BALL. "It", who is in the center of the circle, starts the game by passing the ball to a player on the circle, who throws it to anyone in the circle. The object of the game is for "It" either to catch or touch the ball while it is being passed about the circle. When "It" intercepts the ball the player who touched it last exchanges places with him. 
Formation: All but one of the players stand in a circle. There should be two or three feet distance between the players. 
Equipment: Hand ball: basketball: volley ball. Number of players: Fifteen to thirty. Specific Instructions: The circle players may pass the ball to the right or left but must not throw it across the circle. Successive passing of the ball is not necessary, one or two players may be skipped. Encourage alertness by having players make sudden feints of throwing in one direction, turn suddenly and throw the ball in another direction. When the ball rolls out of the circle, the player in the center may tag it. Allow freedom to laugh and to have a good time. Teach carefulness in passing and courtesy in tagging. Respect of the rules of the games should be taught. Opportunity should be provided for all children to play. 
FOUL SHOOTING. Stand with feet in back of the foul line (15 feet from goal). Use any legitimate throw at the goal. Any number of trials may be set as the limit for the event (as 5 out of 10 goals, etc.). 
Equipment: Basketball goal, basketball, I5-foot line. Specific Instructions: A goal may be made by clear throw. Only the heels may leave the floor on a throw. Each trial should result in an improvement of the contestant's own past accomplishment. Equipment: Junior baseball and measuring stick. Specific Instructions: Measuring the intervals between the lines is facilitated by using a measuring stick five yards long. Each trial should result in an improvement of the contestant's own past accomplishment. 
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 HORSESHOES. 
c:d. The standard distance shall be forty feet between pegs. This may be varied. 
2. The ground shall be as level as possible. 3. The pitcher's box shall extend three feet on each side, to 
the rear and in front of the peg. The ground therein shall consist of clay, well damped and dug up to a depth of six inches, leveled and stamped down. A contestant when pitching may stand anywhere inside the pitcher's box. Any pitcher delivering a shoe while outside the pitcher's box shall forfeit the value of that pitch. 4. The pegs shall be of iron, one inch in diameter, lean one inch toward the opposite peg, and extend eight inches above level of ground. 
5. At the beginning of the second game the loser of preceding game shall have first pitch. 
6. The shoes to be used must not exceed seven and one-half inches in length or seven inches in width. No toe or heel calks to exceed three quarters of an inch in height. 
7. In four-handed games partners shall have the right to coach each other. Those not in the game are forbidden to coach or molest, or in any way to interfere with the pitchers. 
8. No contestant shall walk across to the other peg and examine the position of the shoes before making his first or final pitch. All contestants must pitch both shoes from the pitcher's box into the opposite pitching box or forfeit a point to his opponent. 
9. Wrapping fingers with tape is allowed. 10. A regulation game shall consist of twenty-one or fifty points, 
and the contestant first scoring this number shall be declared the winner. 11. The most points that a contestant can score in a single game is twenty-one or fifty points, but all ringers are credited to him. 12. A shoe that does not remain within eight inches of the peg shall not be counted. 13. The closest shoe to the peg shall score one point. If both shoes are closer than either of an opponent's they shall score two points. 14. A ringer shall score three points. To be a ringer a shoe must encircle the peg far enough to allow a straight rule to touch both calks and clear the peg. 
129 
 
 15. Two ringers is the highest score a pitcher can make and 
 
o:---:!.: 
 
. shall count six points. 16. All equals shall be counted as ties. That is, if both contest- 
 
ants have one shoe each equal distance from the peg or 
 
against it, or ringers, they are tied, and the next closest 
 
shoe counts. 
 
17. If one contestant should have two ringers, and the other 
 
one, the pitcher having the two ringers shall score three 
 
points. 
 
18. In case of a tie all four shoes, such as four ringers, or four 
 
shoes each, one inc!} from the peg, no score shall be record- 
 
ed, and the contestant who pitched the last shall be awarded 
 
the lead. 
 
19. Calipers shall be used for all measurements. 
 
20. In case of any dispute, or when the rules do not specifically 
 
cover a disputed point, the referee or committee in charge 
 
shall have full and final jurisdiction. 
 
SCHOOLROOM VOLLEY BALL. Equipment: A volley ball bladder covered with thin cloth covering or the mesh end of a stocking. A net or string, is stretched across the schoolroom, dividing it into two equal parts. The top should be six feet from the floor. 
Players: The players are divided into two equal teams. 
 
Game: The game consists in batting a volley ball with the open hand back and forth over the string, a point being scored by either team whenever its opponent allows the ball to touch the floor or desks. The ball must be batted (not thrown). The players stand in the aisles, each having a required area to protect. The game starts by number one on either side serving the ball; Le., tossing it up with the left hand and batting it with the right, trying to get the ball over the net or trying to get it over the string to the opposite side. 
Rotation of Players: Have the end player of each team in each file serve. When all the end players of a team have served they go to the front of their file. All other players move back one position. 
 
130 
 
 TENNIS. 
 
HOME-IMPROVISED TENNIS NET 
 
(Made of one inch chicken fence wire) 
 
In former years, teachers realized that the game of tennis developed skills and muscle coordination, but felt that the cost of the net and the care of it were too much for the average school. The above illustration shows how most of the cost of equipment may be eliminated. If one inch mesh chicken fence wire is used the rainy weather will not damage it. It is always ready for use, and children will play in many instances if the net is up, when otherwise the play period would be half over before the equipment was ready. 
The wire should be thirty-two inches to thirty-six inches high. The posts may be used of wood set in cement bases, as illustrated, or they may be of galvanized steel tubing about two and one-half inches in diameter. 
Write A. G. Spalding & Bro., Athletic Goods, 84 Broad St., Atlanta, Ga., for latest tennis rules. 
 
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131 
 
 END BALL. (A catching, throwing and guarding game.j 
Playing Field: 40 ft. x 25 ft., (or changed to meet age needs). 
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Field has center line dividing area into halves. At each end is a line 3 ft. wide (end zone). 
Equipment: Basketball, volley or soccer ball, or large heavy rubber ball. 
Teams: Two-each 15-20 players. 
Rules: Each team places itself on one side of the center line and facing it. It then sends four or six of its members to the end zone which it faces. Game begins by one end man trying to throw ball to his fielder. The object of the game is to throw the ball over the heads of opposing team to one "end zone man". If he catches and holds the ball with both feet being in the zone, it scores one for the team. The opposing team may guard in any way but may not go over the line or touch the end zone men. 
No player must hold the ball more than three seconds or walk or run with the ball. These fouls allow ball to go to other team. 
If a ball is thrown out of bounds by the team untouched by the other, the second team may recover and throw the ball from out of bounds to a fielder. 
NEWCOMB. (A throwing and catching game.) 
Playing field: Play space 50 ft. x 25 ft. with 3 ft. neutral space marked under the net. 
Equipment: Net or rope across the center 7 ft., 6 in. high, or as low as 6 ft. 6 in. Ball-a large light rubber ball or volley ball. 
Teams: Two-each scattered in its own field on one side of the net. 
Rules: A ball is thrown back and forth across the net. If the ball falls to the ground on one side of the net the other team scores one point, and the play continues from that place. If the ball goes out of bounds untouched, the team on whose side it goes out scores one point, and the play continues from that place. 
No one may walk with the ball in his hands while in the play field. Scores one point for the other team. 
TOUCH. Class is divided into several teams. Each team forms a line, with players one behind the other. Teacher gives a command such as "Touch wood." .All players run to the nearest piece of wood, touch it and return to places. The teams with all players in place first wins one point. Other commands may be "Touch glass," "Touch bricks," "Touch grass," etc. 
132 
 
 B. Individual Athletic Events. 0"" LEFT AND RIGHT HOP. The player raises his left leg be- 
-hind and grasps it with both hands. He hops in this position to the turning line, then, he raises the right foot, grasps it as before and hops back. The turning line should be twenty-five feet from the beginning line. 
STANDING BROAD JUMP. The player stands on both feet with weight equally divided on the take off board, with toe on the inner edge of the board. He may rock forward and backward but may not move feet on the board. The jump is made by jumping forward on both feet. The place where the ground is first broke is the distance of the jump. If hands touch the ground the measure points are from the outer edge of the take off board to where the hands have touched the ground. If the hands did not touch, measure from the outside edge of the board to where the feet first touched the ground. A jumping pit is the best place to jump. 
JUMPING PIT. Every school should have at least one jumping pit. The ground should be spaded up in a space about 8'xlO' and the earth removed to a depth of 1 foot. A 4-inch layer of cinders and small rocks should be put in first to provide drainage, and then the pit should be filled with sand and shavings or sawdust. The pit should be so located that it may be used for broad and high jumping. 
STANDING STEP AND JUMP. The player stands on both feet on the take off board, leaps forward landing on one foot, (left or right) then the player jumps forward landing on both feet. The jump is made without delay after the step is made. Measure the distances from the inside edge of the take off board to place where the feet broke the ground after the jump was completed. 
BASEBALL THROW FOR ACCURACY. A target may be made with wooden board constructed for this game. The board should be at least six feet square. The target holes are made by drawing six circles. The circles score from the center out. 
133 
 
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3 
 
4 
 
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6 
 
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The constructed board or target is placed so that the lower edge is 12 inches from the floor or ground. The player stands on a line 30 feet from the target board. A baseball is used by the player as a target. The player scores his record by adding the number of holes into which the target was thrown. Always use with the scores the number of feet from target board. For instance, the player made 6 throws, the player standing 30 feet from the target board. The ball passes through holes as follows: (First throw-4) (Second-3) (Third-3) (Fourth-6) (Fifth -1) (Sixth-4). The score would be 6 throws, score 21-30 from target board). To vary this game change the target line from thirty to ninety feet, depending upon the skill and maturity of the player. In throwing, the player may take one step forward but the other foot must be in contact with the line when the ball is released. 
BASKETBALL THROW FOR DISTANCE. Draw a line on the floor of the gymnasium or playground three feet in length. The player stands at stride behind the line at right angles to the throwing direction. The player should hold the basketball gripped in one hand, and throw it. The distance is measured from the point of the line nearest which the player stands to the point where the ball first touched the ground. The player is allowed to throw three times and is given the benefit of his best throw. 
The above game may be varied in the following ways: 
1. Stand facing the throwing line with ball held by both hands above the head. Throw from the overhead position. 
2. Take a sitting position with legs flat on floor or ground and throw the ball from this position. 
3. Take a kneeling position with one leg and rest body' by hold- 
134 
 
 ing the other leg in a right angle position on the throwing . line. The ball is thrown in this position. 
 
c2~ 4. Stand facing the throwing line with the ball held in both hands in front of the chest. Throw the ball by throwing the arms forward with or without running to the goal line. 
 
5. The player stands sideways to the throwing line with the ball held with the back hand at shoulder height. The player throws the ball with an overhead drive with or without running. 
 
6. The player stands with his back to the throwing line and tosses the ball overhead. (In the above variations the scoring is made as in the original game.) 
 
c. Rhythmical Activities. 
 
FRENCH REEL. Music: Amaryllis by Ghys. Price 40c. (Victor record No. 206169-75c.) Both may be obtained from Cable Piano Co., Peachtree St., Atlanta, Ga. 
 
Formation: Couples in double circle or in line as in diagram, 
 
partner facing. x-boy; O-girl. 
 
Measure I. No.1 boy faces 
 
No.2 boy and shakes right hands with him four times, as No. 1 girl and No. 2 girl do the same. Do this all along 
 
:000000000000 : 1 2 1 2 1 2 1 2 1 2 1 2 etc. :xxxxxxxxxxxx 
 
the line. 
 
Measures (3-4 Repeat shaking hands, left. (5-6) Partners shake right hands. (7-8) Partners shake left hands. 
 
Measure II. A. All do reel step in place, partners facing, hands on hips. (9-12) Reel steps: Stop right foot directly behind left, hop on it as left knee is lifted and left foot swings around behind right leg. Repeat placing left foot on floor. 
 
Measures 9-12 (Repeated) B. Partners clap hands as follows: clap own hands, partner's right, own hands, partner's left, own hands, both partner's hands, then own hands three 
 
times. 
 
(9-12) III. Couples 1 and 2 join hands in a circle and slide to the left. 
 
(9-12) Repeat to the right. 
 
135 
 
 (Repeat) Partners join right hands and change places, then boys 
 
1 and 2. 
 
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(13-16) IV. Join left hands and change places, as girls 1 and 
 
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2 do the same all along the line. 
 
(17-20) Partners join right hands and change places. Boys and 
 
girls are now back to their proper side, but 1's and 2's 
 
have changed places. 
 
(13-16) V. Boy 1 and 2 form an arch, and advance toward their 
 
ladies, who pass under the arch hand in hand. 
 
(17-20) Repeat with girls 1 and 2 forming an arch, and boys 
 
passing under it back to place. 
 
Repeat whole dance with new couples facing. 1's will 
 
progress down the line (or around the circle) in the 
 
same direction all the time as 2's go in the opposite 
 
direction. 
 
CSHEBOGAR (Hungarian). Music: Hungarian Dance No.5, by Brahms, price 35c, or Victor record No. 4321-price $1.00Cable Piano Co., Peachtree St., Atlanta, Ga. 
Formation: Partners in single circle with hands joined. Measures. (1-4) Sliding steps to left (2 to measure). (5-8) Repeat to right. (9-10) Skip toward center. 
 
(11-12) Skip back. 
(13-16) Hungarian turn: partners with right sides together, right arms around each others waist, left arm held high. Skip around in place. 
(17-20) Single circle, partners facing, hands joined with arms (music stretched sideward. Step toward center of circle, draw slow) outside foot to inside foot. (1 measure.) Repeat 
throughout music. 
(21-24) Repeat moving away from center. 
 
(17-18) Repeat two "Step-draws" moving toward center. (19-20) Repeat (17-18) moving away from center. 
 
(21-24) Hungarian turn, skipping, finish by stamping foot to(music) ward center of circle. 
 
RHYTHMIC STEPS. CROSS TWIRL. Cross touch step, right forward-1; half turn, left on the balls of the feet (heels together)-2; repeat-3, 4. Same right. 
 
136 
 
 STEP-CROSS-TWIRL. Step left sideward-I; cross twirl left-2, 3. Same right. 
-2- WALTZ-BALANCE-STEP. Step obliquely forward left-I; close instep of the right foot with heel of the left foot and raise heels-2; lower heels-3; same right, 4-6. 
CUT-STEP. Raise left leg sideward (forward or backward)1; cut sideward (backward or forward) displacing right foot-2; same right 3, 4. Later cut immediately following the leg swing, using two counts instead of four. 
CUT-HOP-STEP. Same, as Cut-Step followed by a hop. 
MAZURKA-STEP-STEP. (Glide) left (right) forward (sideward)-l; cut step left forward sideward-2; hop on the right foot and bend the left knee so that the left foot is in front of the right knee-3. Repeat. Same right. 
TURN SINGLE. Turn in place with four light running steps. 
THREE-STEP-SIDEWARD. Step left sideward-I; step right foot crossed behind left-2; step left sideward-3. Same right 4-6. 
SCHOTTISCHE-STEP-SIDEWARD. Same as three step and on the fourth count swing right leg in front of left and hop on left foot 1-4. Same right 5-8. 
SCHOTTISCHE-STEP-FORWARD. Three running steps forward and hop on the fourth count, swinging the right leg forward when hopping on the left foot 1-4. Same right 5-8. 
D. Stunts. 
ROCKING HORSE. Squat down facing partner and sit on feet, clasping each other around the neck. No. 1 comes to a standing position, then sits down helping No. 2 to come to a stand, repeat quickly, progressing in one direction and making a smooth rocking motion. 
JUMPING WHEELBARROW. From the wheelbarrow position, No.1 boy wheeling and No.2 boy walking on his hands, with his legs locked around the waist of No. 1. No.1 gives No.2 support by lifting him at the hips so that No.2 can leap to upright position as No.1 walks forward. This is repeated with No. 2 springing from floor as high into air as possible. 
TRIPLE WHEELBARROW. No.1 puts hands on floor and legs on back of No.2, who has his hands on floor just back of 
137 
 
  No.1, No.3 stands just behind No.2 and holds the ankles of No. _..~2 in his hands lifting No. 2's legs, in this position t4ey walk. -~- No.3 walking on his feet and No.2 and No.1 on their hands. 
FAN PYRAMID. Three, five, or seven children catch hands in a line, standing with feet close to center person. Center person puts his arms around those nearest him. Keeping feet close together in center, slowly the line reaches from center toward floor until both end people touch floor. The bodies of all must be held straight and rigid. The effect of a fan is given. If three do this, hand or wrist grasp is best; if five, shoulder grasp; if seven, neck grasp. 
PYRAMID SUPPORTS. A. Thigh Support-Two children stand facing same direction, feet apart and legs slightly bent at hips. A third child steps between th two by putting one foot on the thigh of each of the supporting children, and assumes a standing position by holding the uplifted hand of one and two or by touching their head. 
B. A person standing on hands and knees can support considerable weight if he is in a good support position. Thighs and arms should be at right angles to floor and back level, neither sagging nor humped. Weight should be borne directly over the shoulders or hips, never in the middle of back where there is no support. Two people kneeling side by side close together form an excellent pyramid base. One or more people may stand or kneel on them. This may be built up into a Squash Pyramid in which several rows of people kneel in hand-knee stand position. Five on bottom, four next, three, two, one and on signal all straighten out arms and legs suddenly so that pyramid drops to floor. 
ORIGINAL PYRAMIDS. Children experiment with making simple pyramids. Be sure to use mats or soft grassy plots. 
ELIMINATION BUMP. Have a large circle-each child folds armS across chest and hops on one foot. The object is for every child to try to push every other child out of the circle. The last one in the circle wins. 
FORWARD ROLL. Deep knee bend with knees together. Place hands on mat, arms outside. knees and held far apart. Tuck head down with chin on chest. Spring forward a little, keeping head down, so that weight falls on arms, then under the shoulders below the back of the neck, and then on rounded back. The 
138 
 
 top of the head shQuld not touch the mat. Hold the legs with the 
 
hands over the shins and finish standing up. 
 
-:L 
 
There are many variations that add interest to the forward 
 
roll, such as starting from one foot, coming up with the feet 
 
crossed, taking three steps before rolling, etc. 
 
PYRAMID BUILDING. Pyramid building is associated with tumbling and stunts and is particularly enjoyed by students. Counting is very necessary in pyramid work, the standard counts being three counts to build and one to disband. The three parts of the pyramid are the peak, the ends, and the so-called center. In choosing the group for pyramids be careful to keep weight and size in mind, and build pyramids accordingly. One very light girl, about four medium strong and stocky, and several light, flexible types make a good formation group. Allow the students to plan pyramids and direct them. 
Hand stands. Shoulder stands. Various balance positions. One person standing on the thighs of two persons. One person sitting on the shoulders of another. One person kneeling on the backs of two persons. One person standing on the backs of two persons. Other positions may be practiced as pyramids progress 
in difficulty. 
 
E. Relay Races. 
JUMP STICK RELAY. Players are in files. First two in each file hold a stick between them close to ground. On signal "Go" these players carry stick back toward end of line and each player in turn must jump the stick. First player then remains at end and second player runs forward where third player takes the other end of the stick. Continue in like manner until all have held stick and original positions are regained. 
PARTNER RELAY. Contestants line up in pairs in parallel files. On "Go" the first couple with hands joined runs to turning line and back again, tagging couple No.2 who immediately run, and so on until all couples have run. 
CUPID'S DART. A large white heart-shaped target having a small red heart for the bull's eye, a bow and cupid's dart are necessary for this game. Each pel'son in turn stands a certain distance from the target and shoots at the red heart. A heart 
 
139 
 
 with the motto, "Cupid's dart has pierced my heart" may be ... awarded the person making the best shot. (This is suggested ~1_ to be played on Valentine's Day.) 
HUMAN HURDLE RELAY. Divide the players into circles of equal number. The players are in single formation facing outward. Players seat themselves with legs extended, feet pointing away from the center of the circle. A space of at least one foot should be between the players. Each circle counts off from left to right. At command, NQ. 1 stands, immediately faces to the right, runs and jumps over the extended legs of all pupils until he reaches his former position, then sits down and touches off No.2, the player to his right. No.2 stands, faces to the right and follows a like procedure. The team wins whose last player is first to reach his original sitting position, with hands raised over head, providing fouls have not been committed. Fouls: 1. Failure to jump over extended legs. 2. Touching off before becoming seated. 3. Jumping over the legs of more than one player at a time. Variation-This game may be varied as follows: As soon as No.1 has jumped over the feet of No.2, the latter immediately stands and follows No. 1. In turn No.3, 4, etc., follow, continuing the running and jumping. When each player in the circle reaches his original place he must sit down immediately in order that the players following him may jump over his feet. The last player remains standing in his place after jumping over all the extended legs. That team wins, providing no fouls have been committed, whose last player first completes the circuit. 
BASKETBALL PASS AND SHOOT RELAY. Several files of players line up in two's, run down the court toward the basketball goal, passing the ball back and forth. The one having the ball when the goal is reached shoots for the basket, then the other player shoots. They pass the ball to each other back to the shooting and the next two players go. All basketball rules apply in regard to traveling with the ball. A point is made every time the ball goes through the basket, a point is taken off of the score for every foul. Team having the highest score wins. 
F. Hunting Games. 
DARE BASE. A goal line is marked off at each end of the play area, and midway between is drawn a long line that forms the dare base. At each end of this is placed a player who acts as a catcher. The other players stand beyond the goals. After 
140 
 
 the game has begun, they cross constantly from one goal to the other, and the catchers try to tag them. While they are beyond ~ ..:!: the goallines or on the dare base, they are safe from the catcher. They are not allowed to return from the dare base to the goal they have just left, but must continue to the opposite goal. Those who are caught are out of the game. The player who is last caught wins, becomes catcher in the next game, and chooses his assistant. 
GHOST. Players are seated in a circle. One player starts the game by giving the first" letter of a word he has in mind. The next player adds a letter to the first and so on until a word is made. The word has to have at least four letters. If you end a word or if you cannot complete a word you become one-third of a ghost, or if you do not want to end a word you can bluff the players. If you are wrong, you become one-third of a ghost or if you are right, the challenger becomes one-third of a ghost. A person becomes a ghost and then is out of the game. If a player speaks to a ghost, that makes the player one-third of a ghost. The game ends when everyone becomes a ghost except one player and he is the winner. 
FOX TRAIL (DOUBLE RIM). A large diagram is drawn on the ground, resembling a wheel with two rims. This diagram is trampled with the feet. The outer rim should measure from thirty to forty feet in radius; the inner rim should be ten feet from this. Across the circles are drawn straight lines resembling the spokes of the wheel, the number being governed by the number of players. Where these spokes touch the outer rim, a den or goal is marked for the foxes, there being one hole less than the number of foxes. One player, who is chosen as hunter, stands at his goal in the center or hub of the wheel. The balance of the players, who are foxes, take each a place in the den on the outer rim, with the exception of the odd fox, who stands elsewhere on the rim, trying to get a den wherever he can. The object of the game is for the foxes to run from den to den without being caught by the hunter. The method of running, however, is restricted. Both foxes and hunter are obliged to keep to the trails, running only on the lines of the diagram. It is considered poor play to run from den to den around the outer rim, as there is practically no risk in this. The foxes may run in any direction on the trail, on the spokes of the wheel or on either of the rims. They may run off on the intersecting trail at any point, not being obliged to run entirely across to the opposite side of the 
141 
 
 rim. No fox, however, may turn back on a trail; having once  C " started, he must keep on to the next intersecting point. When- 
-- ever the hunter succeeds in tagging a fox they change places. 
Stress speed, aggressiveness, observance of the rules. Encourage action and see that the timid child enters into the game. 
G. Mimetics. 
WINDMILL. With fists clinched and elbows straight, extenq right arm up and left arm down. Left arm swings forward and upward, right arm backward and downward. Continue in complete circles. 
START OF RACE. "On your mark"-place right foot back, kneel on right knee (right knee at instep of left foot), rest fingers on line with left foot. "Get set"-lift body by stretching right knee, head in line with body. "Go"-run twelve quick steps in place and gradually straighten up. 
REVOLVING LIGHT. Fling arms sideward horizontal and touch left foot sideward. Twist trunk to left, then all the way over to right. Assume position on count of four. Repeat to the right-continue alternating left and right. 
JUMPING JACK. Clap hands in front of thighs then spring feet apart and clap hands over head. Spring feet together and clap hands in front of thighs. Repeat jumping in rhythm sixteen counts. 
BASEBALL PLAY. Teacher makes motion of throwingclass springs up with hands high over head as if catching ball. Repeat reaching to right side, to left side, and stooping to catch a low throw. Pupils throw. Step forward left foot, hold right hand back and over shoulder, left arm extended forward. Make motion of throwing, using body bending in the exercises. Repeat four times, use left hand four times. 
BASEBALL PITCHING. Stretch arms forward, hands together, as if holding a ball. Draw back to throw, turning trunk to right and still keep hands together, weight poised over right leg, which should be slightly bent at knee. Throw vigorously at the same time stepping forward, on left foot, and bringing the throwing arm down forcibly across the body. 
HORSE PRANCING. Pupils place hands on hips-Alternately, the knees forward, 16 counts. Stretch trunk up-backward eight counts. Breathe deeply, lowering head backward and moving elbows backward, six counts. Combined with high knee raising. 
142 
 
 CLASSIFIED CREATIVE AND SOCIAL ACTIVITIES 
 
Age Groups: Nine to Twelve Years 
 
Handicrafts Silhouettes Paper belts Paper flowers Doll furniture Decorated vases Bird houses Waste baskets Mats and rugs Purses, bracelets Animals Miniature villages Lante~s, poster Boats, aeroplanes Ash trays Table games Kites, stilts Whittling, carving Mardi Gras floats 
 
Creative Art Clay modeling Soap carving Sand modeling Block printing Pencil, crayon, chalk, 
coloring Poster making Stenciling Transfer Frozen water art 
windows 
 
Hobbies Juvenile Houdini Collecting stamps, 
coins, etc. Autographs Indian lore Pictures Shells Stones ~atural objects Boat crafts Printing Microscopy Reptiles Museum objects Pets Hobby shows 
 
Music Harmonica Whistling Ukelele Ocarina Children's chorus Appreciation classes Sight seeing classes Bands Orchestras Action songs Memory contests Radio program 
 
Co-recreational Entertainments Social game evenings Stunt nights Picnics Social dancing Holiday celebrations Card parties Treasure hunts Garden parties Progressive game 
parties Taffy pulls Box suppers Goolish party Immigration party ~ewspaper party Circus Carnival 
 
Linguistic and Mental Puzzles Magic writing Riddles Checkers Chess Mental games Mock trials Fortune telling Spelling bee Guessing games Alertness word games Observation games ~ature game contests Tricks 
 
Drama Story plays Story telling Shadow graphs Puppets Charade Pantomines Musical story plays 
 
~ature Lore Flower show Sprouting seeds ColQr paper cut-outs of 
flowers, trees, birds, etc. Study of pets Equip feeding trays 
 
Round-up Activities Tap contests Rope jumping Contests Toy repairing Marble tournamenu Memblety Peg Kite tournaments 
 
143 
 
 Age Groups: Nine to Twelve- (Continued) 
 
Drama _c __... -- Children's theatre 
Creative plays Masques Story pageants 
 
Nature Lore for birds 
Hatch cocoons and Chrysalis 
Make an ant nest Learn songs and poems 
on nature subjects Create indoor rock 
gardens Nature games, i. e., 
Daisy fortune teller Rose relay, etc. Nature tracking Collecting nature 
specimens 
 
Round-up Activities Pushmobile races Playground rodeos Stilt tournaments Diabolo tournament Knights of magic Pirates play hour Freckles day Balloon race Miniature sailing and 
motor boat races Kid Karnival Day Scrap book contests Carnival of flowers 
Doll fashion show Rope tricks 
 
Age Groups: Twelve to Sixteen Years 
 
Handicrafts Place cards Hats-purses Pageant Circus Lamp shades 
aeroplanes Boats Rustic furniture Rugs and Mats Sweaters Quilts Dresses Toys Novelty gifts Puppets Jewelry Costumes Games Whittling Carving 
 
Creative Art Book illustrations by 
block printing Soap carving Plaster of Paris and 
paper mache casting Plaster and clay 
animal studies Snow modeling Boxes and vases of 
sealing wax Charcoal sketching Batiking China or glass painting Oil in water for boxes 
and vases Designing Decorating Pottery 
 
Nature Lore Spotter snake Leaf prints with blue 
paper Study nuts used by 
animals Glass gardens Make bird houses Study bird calls- 
Victor and Columbia records Place plants remaining green during winter in special terrarium Sprout grass seed in sponge Make an aquarium Plaster casts of leaves and flowers Collections of flowers, trees and insects, Organized nature excursions Outdoor cookery Create constellations using paper stars Nature tracking 
 
144 
 
 Musical .=.e~ction songs 
Musical comedy Minstrel shows Harmonica Uke and guitar groups Appreciation and 
harmony clubs Chorals Junior male chorus Christmas carols Serenade groups Communal singing 
group Radio programs Band Orchestra Ensemble groups 
 
Co-recreational Social dancing Picnics Stunt nights Social games evenings Entertainments Holiday celebrations Card parties Fashion shows Hat-rack parties Bob-sled and coasting 
parties Barn dance Garden parties Scavenger hunts Tacky parties Get acquainted night International costume 
ball Community night 
programs Folk dancing 
 
Drama Puppets Play studies Movie production Religious drama Masques One act plays Historical pageants Workshops Civic plays Pantomines Stage craft Diction Stunts Dance drama 
 
Hobbies Autographs Prints Models Old books Natural objects Taxidermy Surveying Zoology Marine life Aeronautics Navigation Photography Tropical fish Pets Hobby shows 
 
Linguistic and Mental Checkers Chess Card games Puzzles Magic Riddles Debating Reading clubs Anagrams Conversation clubs Forums Mock trials Fortune telling Spelling bee Guessing contests Observation games Mathematic 
Round-up Activities Play day rallies Day camps Know your city trips Clog dancing class Foilles night Water pageant I'm a fish week Vaudeville and 
minstrels 
 
Age Groups: Sixteen Years and Over 
 
Handicrafts Knitting Lamp shades Stage properties Camp and rustic 
furniture Desk sets Sweaters 
 
Creative Arts Photographic printing Soap statuettes' Lead, cement, plaster 
Paris and papier mache casting Masks Plastic wood and 
 
Hobbies Tropical fish Photography Writing Interior decorating Care and breeding of 
pets Collecting 
 
145 
 
 Age Groups, 16 Years and Over-(Continued) 
 
:::;--:L Handicrafts Covers 
 
Creative Arts sealing wax frames 
 
Hobbies Cartooning 
 
Quilts 
 
lamp bases, etc. 
 
Landscaping 
 
NOVl-,lty gifts 
 
Gifts 
 
Sailing 
 
Marionettes 
 
Copper and brass 
 
Camping 
 
Jewelry 
 
etching 
 
Taxidermy 
 
Weaving 
 
Jewelry 
 
Telescope making 
 
Tapestry 
 
Water color and oil 
 
Autographs 
 
Medium of Expression sketching 
 
Book collecting 
 
in 
 
Sculpturing 
 
Astronomy 
 
Wood 
 
Pottery 
 
Archaeology 
 
Metals 
 
Designing 
 
Meterology 
 
Leather 
 
Commercial decorating Gardening 
 
Fabrics 
 
Aeronautics 
 
Paper 
 
Hobby shows 
 
Glass 
 
Clay 
 
Natural materials, etc. 
 
Music Musical comedy Minstrel shows Barber shop quartettes Glee clubs Chorals Appreciation and 
harmony clubs Bands Orchestras Trios Quartettes History study groups Opera study and 
production groups Entertaining and 
service clubs Community singing 
groups Mothersingers Chamber music 
 
Co-recreational Social game evenings Entertainments Holiday celebrations Fashion shows Stunt nights Social dancing Picnics and outings Bob-sled and coasting 
parties Hay-ride parties Barn dance Garden parties Scavenger hunts Novelty card parties Progressive game 
night 
 
Linguistic and Mental Chess Checkers Forums Reading Clubs Debating clubs Government study 
clubs Civic study and 
planning clubs Mental games Conversation clubs Character reading Backgammon Anagrams Puzzles Riddles Transcribing Braille 
 
Drama Play writing Little theatre Historical pageants Stage craft Minstrels Religious drama 
 
Nature Lore Bird calls and study Cataloging of native 
plants and insects Outdoor cookery Nature excursions Geology 
 
Round-up Activities Dad's day Mother's day Home decorating 
contest Know your town trips Bedside game service 
 
146 
 
 Age Groups, 16 Years and Over-(Continued) 
 
. Handicrafts BR!tion 
 
Cr~ative Arts Collections 
 
Hobbies Employed girls sport 
 
Masques 
 
Identification hikes 
 
club 
 
Festivals Workshop Tra.veling theatre 
 
Footprint casting with Service to sick 
 
plaster of Paris 
 
Music jamboree 
 
Dyeing from native 
 
Traveler clubs 
 
Play exchange 
 
materials 
 
Home recreation clubs 
 
Marionettes 
 
Camping technique 
 
Homemakers club 
 
Nature playas "Bird Billiard tournaments 
 
Masque" 
 
Vaudeville 
 
Nature tracking 
 
Minstrels 
 
Garden clubs 
 
FromEdu~ation and Recreation, Bulletin No. 107, Commonwealth of Permsylvania, Department of Public Instruction, Harrisburg! Pennsylvania. 
 
147 
 
 c.:!_ 
 
BIBLIOGRAPHY RECOMMENDED FOR 
 
SCHOOL LIBRARIES 
 
Obviously, it is impossible to give an elaborate set of references in a brief manual of this sort. In the following list, however, are a few of the more useful ones dealing with methods of teaching, organization, and administration of activities, and a few references on health education. An elaborate bibliography on health and physical education by E. D. Greene and C. H. McCloy will be found in the Research Quarterly of the A. P. E. A., Vol. VII, No.4, Dec., 1936, page 3. 
 
Acker, Ethel F., Four Hundred Games for School, Home and Playground. New York: F. A. Owen Publishing Company. 
Andersen and McKinley. An Outline of Physical Education for First and Second Grades. New York: A. S. Barnes & Co. 
 
Bancroft and Pulvermaeher, Handbook of Athletic Games. New York: The MacMillan Company, 1929. 
Breen, Mary J., Partners in Play. New York: A. S. Barnes and Company. 
Butler, Geo. D., Playgrounds-Their Administration and Operation. New York: A. S. Barnes & Co., 1936. 
California State Department of Education, Division of Health and Physical Education, Bulletins No. E2 and E3, Score Cards for Evaluating Physical Education Programs for High School Girls and for High School Boys, 1931. 
College Physical Education Association, Physical Education Curriculum. The Caslow Printing Co., 540 S. San Pedro St., Los Angeles, Calif. 
Cotteral, Bonnie and Donnie, The Teaching of Stunts and Tumbling. New York: A. S. Barnes & Co., 1936. 
Draper, E. M., and Smith, G. M., Intramural Athletics and Play Days. New York: A. S. Barnes & Co. 
Elliott and Forbush, Games for Every Day. New York: The Mac. Millan Co. 
Forbush, William B. and Allen, The Book of Games for Home, School and Playground. Philadelphia: The John C. Winston Company. 
Goss, Gertrude, Swimming Analyzed. New York: A. S. Barnes & Co., 1935. 
 
148 
 
 Horrigan, Olive K, Creative Activities in Physical Education. New York: A. S. Barnes & Co. 
LaPorte, Wm. Ralph, Recreational Leadership of Boys. New York: Abingdon Press, 1927. 
LaSalle, Dorothy, Rhythms and Dances for Elementary Schools. New York: A. S. Barnes & Co. 
LaSalle, Dorothy, Play Activities for Elementary Schools. New York: A. S. Barnes & Co. 
LaSalle, Dorothy, Physical Education for Classroom Teacher. New York: A. S. Barnes & Co. 
Linnell, Adelaide, The School Festival. New York: Charles Scribner's Sons. 
Lloyd, Frank S., Deaver and Eastwood, Safety in Athletics. Philadelphia: W. B. Saunders & Co., 1936. 
Pangburne Weaver, W., Adventures in Recreation. New York: A. S. Barnes & Co. 
Mason, B. S., and Mitchell, E. D., Active Games and Contests. New York: A. S. Barnes & Co., 1936. 
Mason, B. S., and Mitchell, E. D., Social Games for Recreation. New York: A. S. Barnes & Co., 1935. 
Mitchell, Elmer D., (Editor), Sports for Recreation and How to Play Them. New York: A. S. Barnes & Co. 
Nash, Jay B., The Administration of Physical Education. New York: A. S. Barnes & Co., 1932. 
National Recreation Association. Play Areas-Their Design and Equipment. New York: A. S. Barnes & Co., 1928. 
National Recreation Association. The Normal Course in Play. New York: A. S. Barnes & Co. 
Neilson, N. P., and Van Hagen W., Physical Education for Elementary Schools. New York: A. S. Barnes & Co., 1929. 
Rounsevells, Phillips, Archery Simplified. New York: A. S. Barnes & Co. 
Shambaugh, Mary E., Folk Dances for Boys and Girls. New York: A. S. Barnes & Co. 
Staley, S. C., Individual and Mass Athletics. New York: A. S. Barnes & Co. 
Staley, S. C., Games, Contests and Relays. New York: A. S. Barnes & Co., 1926. 
149 
 
 Waring, Ethel B. and Wilken, The Behavior of Young Children. ..~.-~..: New York: Charles Scribner's Sons. 
Waterman, Elizabeth, The Rhythm Book. A Manual for Teachers of Children. New York: A. S. Barnes & Co., 1936. 
Williams. J. F., Dambach and Schwendener, Methods in Physical Education. Philadelphia: W. B. Sanders & Co., 1932. Revised 1938. 
Wittich, W. J., and Reutner, H. C., Exercises on the Apparatus. New York: A. S. Barnes & Co. 
Wood, Thomas D., and Lerrigo, Marion, Health Behavior. Bloomington: Public Schools Publishing Co., 1937. 
150 
 
 INDEX 
 
.::;-.-~- Subject Matter: 
 
What Constitutes a SchooL_____________________________ 3 
 
Fore'Vord 
 
4 
 
Table of Contents______________________________________ 5 
 
Introduction 
 
6 
 
A Letter to Teachers-By Dr. Paul Morro'V________________ 9 
 
Supervised Playas an Integral Part of the Curriculum_____ 10 The Educative Value of Play____________________________ 13 
 
Playas a Means of Character Development and Emotional 
 
Balance 
 
14 
 
Aims and Objectives of a Play Education Program________ 18 The Teacher As a LeadeL______________________________ 20 
 
What Is Expected of Teachers 'Vith Regard to the Play Pro- 
 
gram in Georgia Schools___________________________ 24 
 
Overcoming Obstacles 
 
:..._______________ 25 
 
F'recautions to be Observed___________________________ 29 
 
Defects for Correction 
 
30 
 
Conditions Under Which Children Should Be Closely Observed on the Playground_____________________________ 31 
 
Normal Outcomes and Ways to Evaluate Play 
 
31 
 
General Suggestions to Teachers________________________ 33 
 
Ho'V to Set a Play Program in Motion____________________ 35 
 
Suggestions for "Bad-Weather" Days____________________ 36 
 
Hobbies 
 
37 
 
Planning a Yearly Program_____________________________ 38 
 
Planning a Daily Program______________________________ 39 
 
Outline of Eight-Week Program 
 
41 
 
Program for the Primary LeveL_________________________ 42 
 
Program for the Elementary LeveL______________________ 43 
 
Sample Yearly Program-Elementary Level All Grades___ 44 
 
Physical Education in the High SchooL 
 
,-___ 46 
 
Games 
 
47 ~ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 
 
Classified Creative and Social Activities Wanted-A Sheltered W orld 
 
c-. 
 
143 
 
Cover Page 
 
Games: Ace of Diamonds Aisle Pass Relay Animal Race Archery 
 
'- 
 
103 
 
-____________________________ 99 
 
75 
 
90 
 
Around BalL__________________________________________ 81 
 
151 
 
 Back to Back 
 
_ 
 
73 
 
Ball Bouncing __ ~ 
 
..~'-:z.: 
 
Ball Passing 
 
---------___ 98 66 
 
Ball Stand 
 
112 
 
Balloon Ball 
 
112 
 
Baseball Batting 
 
125 
 
Baseball Far Throw_____________________________________ 80 
 
Baseball Play 
 
142 
 
Baseball Pitching 
 
142 
 
Baseball Throw for Accuracy 
 
133 
 
Baseball Throw for Distance 
 
96 
 
Basketball Throw for Distance 
 
134 
 
Basketball Pass and Shoot Relay Bat Ball 
 
140 90-119 
 
Bean Bag Board_______________________________________ 84 
 
Bean Bag Circle Toss___________________________________ 66 
 
Bean Bag Games 
 
80-91 
 
Bean Bag Passing Relay Bean Bag Throw 
 
_ 73 77 
 
Bear Dance 
 
105-120 
 
Belgian Folk Dance__________________________________ 70 
 
Bell Ringing 
 
55 
 
Bird Catcher 
 
63 
 
Black and White_______________________________________ 74 
 
Blackboard Relay 
 
82 
 
Bleking 
 
68 
 
Block House Dodge BalL 
 
126 
 
Bluebird 
 
50 
 
Body Reach 
 
104 
 
Bombardment 
 
92 
 
Boundary Ball 
 
99 
 
Bow-Wow 
 
52 
 
Broom Dance 
 
69 
 
Broncho Tag 
 
98 
 
Brownies 
 
47 
 
Building a House______________________________________ 65 
 
Calling Animals 
 
~___ 
 
84 
 
Carousal 
 
59 
 
~rtvrheel 
 
105 
 
~t and Mice Catch Basket 
 
'-____________________________ 54 62 
 
~tch and Pull Tug of WaL 
 
127 
 
Center ~tch BalL 
 
128 
 
152 
 
 Centipede 
 
90 
 
.Chain Dodge Ball 
 
;:-.-~- 
 
Chain Tag 
 
124-126 
- 83-98 
 
Chariot Race 
 
63 
 
Chase the Animal Around the Circle____________________ 64 
 
Chicken Markets 
 
'--__ 61 
 
Chinese Get-Up 
 
105 
 
Chinning 
 
96 
 
Chopping Wood 
 
108 
 
Christmas Toys 
 
47 
 
Circle Chase 
 
98 
 
Circle Dodgeball 
 
78 
 
Circle Stride BalL 
 
118 
 
Cities 
 
106 
 
Clap In, Clap OuL______________________________________ 55 
 
Club Snatch 
 
92 
 
Coffee Grinder 
 
89 
 
Cotton Folk Dance_____________________________________ 87 
 
Crab Race 
 
75 
 
Crane Dive 
 
104 
 
Cranes and 81 Cro~s_____________________________________ 
 
Cross Cut Sa~ing 
 
108 
 
Cross Over Relay 
 
82 
 
Cross T~irl 
 
136 
 
Crossing the Brook____________ 
 
52 
 
Cshebogar 
 
136 
 
Cupid's Dart 
 
139 
 
Cut-Hap-Step 
 
137 
 
Cut-Step 
 
137 
 
Danish Dance of Greeting______________________________ 70 
 
Dare Base 
 
114 
 
Dash and Thro~ 
 
. 
 
117 
 
Days of the WeeL_____________________________________ 55 
 
Dear Old Santa_________________________________________ 48 
 
Diabolo 
 
110 
 
Did You Ever See a Lassie? 
 
58 
 
Dodge Ball 
 
77-109 
 
Drop the HandkerchieL_________________________________ 53 
 
Duck On the RocL 
 
123 
 
Dutch Couple Dance 
 
-'-___________________________ 71 
 
Egg and Spoon Relay 
 
. 
 
117 
 
Elimination Bump 
 
. 
 
138 
 
Elephants 
 
75 
 
153 
 
 Elephant Walk 
 
90 
 
End Ball _~ 
 
79-113-132 
 
.'O:"'-~': 
 
Fan Pyramid 
 
~ 
 
~--- 138 
 
Find the ()bject________________________________________ 52 
 
Firecracker 
 
90 
 
Firemen 
 
48 
 
Fish-Havrk Dive 
 
104 
 
Flovrers and Wind_____________________________________ 54 
 
Flying 
 
66 
 
Folk Dance 
 
51-68-70-100 
 
Follovr the LeadeL____________________________________ 64 
 
Forvrard Roll 
 
89-138 
 
Foul Shootinq 
 
128 
 
Fox and Chickens_____________________________________ 83 
 
Fox and SquirreL_____________________________________ 61 
 
Fox Trail 
 
141 
 
French Reel 
 
135 
 
French Tag 
 
63 
 
Frog in the Sea________________________________________ 53 
 
Fruit Basket 
 
67 
 
C;allop Step 
 
52 
 
(;arden Scamp 
 
50 
 
C;erman Bat BaIL______________________________________ 93 
 
C;erman Folk Dance___________________________________ 70 
 
C;iant's Cave 
 
59 
 
C;lide Hop 
 
104 
 
C;oing to Jerusalem 
 
106 
 
C;ossip 
 
120 
 
C;uard Ball 
 
109-119 
 
C;uessing the SingeL__________________________________ 85 
 
C;ypsy 
 
59 
 
Hallovre'en 
 
49 
 
Hammer Throvr 
 
75 
 
Handstand 
 
105 
 
Hand VVrestle 
 
120 
 
Have You Seen 1Ay Sheep? 
 
68 
 
Headstand 
 
105 
 
Heel-Toe Polka Step____________________________________ 89 
 
Highland Scottische 
 
100 
 
Hill Dill 
 
~ __-_____________________________ 78 
 
Horne Taq 
 
84 
 
Honey Pots 
 
61 
 
Horse Prancing 
 
142 
 
154 
 
 Horseshoes 
How Animals Get Ready for WinteL How Do You Do My Partner? Human Hurdle Relay Human Wicket Hunt the Key 
 
129 
54 ~____________ 51 140 104 107 
 
Hunt the SlippeL-------------------------------------- 106 
 
Hunter and Hunted 
 
107 
 
Huntsman 
 
52 
 
I Saw 
 
49 
 
Imitation Tag 
 
56 
 
Indian Wrestle 
 
121 
 
Jack in the Box 
 
57-90 
 
Jack Knife Bend_______________________________________ 90 
 
Japanese Tag 
 
83 
 
Jump and Clap 
 
125 
 
Jump Stick Relay 
 
139 
 
Jump the Shot_________________________________________ 82 
 
Jump the Stick_________________________________________ 89 
 
Jumping Jack 
 
142 
 
Jumping Pit 
 
133 
 
Jumping Rope 
 
90 
 
Jumping Wheelbarrow 
 
137 
 
Keep l\way 
 
124 
 
Keep It Up-------------------------------------------- 127 
 
King Ball 
 
95 
 
Klappdans 
 
121 
 
Knee Dip 
 
89 
 
Kull Dansen 
 
102 
 
Lame Dog 
 
~ 
 
75 ~___ 
 
Lame C;oose 
 
~ 
 
59 ~_____ 
 
Left and Right Hop------------------------------------- 133 
 
Letting Out the Doves__________________________________ 60 
 
Line Soccer 
 
126 
 
Locomotive ~ Long Ball 
 
125 94-119 
 
London Bridge Is Falling Down__________________________ 62 
 
London Town 
 
60 
 
Looby Loo 
 
51 
 
Marble C;olf 
 
' 
 
110 
 
Me's Little Pigs________________________________________ 57 
 
Mazurka-Ste~Step 
 
137 
 
MeasuringVVorm 
 
104 
 
155 
 
 Midnight 
 
74 
 
Minuet 
 
101 
 
. Mistic Rush 
 
~________ 
 
57 
 
Monkey Walk 
 
75 
 
Multiplication Relay 
 
__ _ 74 
 
Mumblety Peg 
 
__ 
 
_ 110 
 
My Grandfather's Trunk____________________________ __ 76 
 
My Old Kentucky Home__________________________ __ 86 
 
Naming Your Flowers______________________________ 
 
84 
 
Newcomb 
 
132 
 
New Orleans 
 
__ 81 
 
Nixie Polka 
 
_ _ 71 
 
Norwegian Mountain March____ 
 
_ 85 
 
Numbers Change 
 
83 
 
Odds and Evens______________ 
 
__ __ 98 
 
Originals Pyramids 
 
138 
 
Overtake 
 
__ 
 
109 
 
Pack Up Your Troubles 
 
103 
 
Partner Relay 
 
139 
 
Peanut Hunt 
 
55 
 
Peanut Race 
 
75 
 
Pinwheel 
 
104 
 
Pin Race 
 
75 
 
Pincho 
 
117 
 
Playing in the Wind 
 
_ 54 
 
Poison Circle 
 
106 
 
Polka Steps 
 
88 
 
Porn-Porn-Pull Away 
 
_ 78 
 
Pop Goes the WeaseL_______________________________ _ 68 
 
Progressive Dodge Ball 
 
109 
 
Pulling Up AnchoL 
 
125 
 
Pumping Up Bicycle Tire 
 
108 
 
Push Up 
 
97 
 
Pyramid Building 
 
139 
 
Pyramid Supports 
 
138 
 
Rabbit Hop 
 
75 
 
Red Rover 
 
78 
 
Red, White and Blue Dodge BalL________________ 
 
109 
 
Revolving Light 
 
142 
 
Rhythmic Steps 
 
121 
 
Ring Call Ball 
 
. 67-76 
 
Ringmasters 
 
.. _ 
 
65 
 
Rocking Horse _.. 
 
137 
 
156 
 
 Roly Poly 
 
~~ 
 
98-120 
 
Roman Soldiers 
 
~~ __ ~~__ 63 
 
<L Rope' SkippingRace 
 
~~~~,______ 79 
 
Rotation 
 
~ 
 
-127 
 
Round and Round the Village________________ ~_~ ~_ 50 
 
Run Rabbit Run 
 
73 ~._________________________ 
 
Running Hop, Step and Jump------ 
 
115 
 
Running Broad Jump 
 
115 
 
Running High Jump 
 
.. __ . 
 
115 
 
Running Girls, Boys 
 
116 
 
Sack Race 
 
75 
 
Schlag Ball 
 
.___ 93 
 
Schoolroom Volley Ball 
 
. ._____ __. 
 
130 
 
Screw Driver 
 
125 
 
Schottiche-Step Forward 
 
137 
 
Scythe Swinging 
 
108 
 
Sellenger's Round 
 
.. 
 
123 
 
Sewing Machine 
 
91 
 
Shot Put 
 
.... 
 
74 
 
Shoulder Stand __~ 
 
.. __ .. 
 
120 
 
Shouting Proverbs 
 
._____________ 85 
 
Shuttle Potato Race 
 
. 
 
118 
 
Sidewalk Checkers 
 
. 
 
III 
 
Signaling 
 
108 
 
Sixteen Pound ShoL 
 
._________ 75 
 
Skating 
 
91 
 
Skipping 
 
. 
 
52 ~_______ 
 
Skip Tag 
 
.________ 74 
 
Skobobansen 
 
101 
 
Slap Jack 
 
.. __ .______________________ 73 
 
Slipper Slap . 
 
.. . __. .____ 
 
72 
 
Snatch Ball _________________________________._. 
 
114 
 
Soccer Goal BalL 
 
. 
 
127 
 
Soft Ball 
 
. 
 
.. __. 
 
119 
 
Spanish Couple Dance Spoke Tag 
 
.. _ 121 81 
 
Squirrels in Trees.______________________________________ 66 
 
Standing Broad Jump 
 
96-108-114-133 
 
Standing Hop-Step and Jump Start of Race 
 
._ .. 
 
96-115-133 
 
142 
 
Statues 
 
90 ~________________________ 
 
Steamboat 
 
.. 
 
. 
 
~___ 
 
125 
 
Straddle Ball __. 
 
.. _.. 
 
.____________ 78 
 
157 
 
 Srrask 
 
72 ~_ 
 
Step-Crass-Twirl 
 
137 
 
"-1_ 
 
Step Hop 
 
104 
 
Steps 
 
----------------------- 73 
 
Swing Hop Swinging 
 
---------------------~----------------- 104 55 
 
Swiss May Dance Tag (}ames Tandem Teacher 
 
"__________________________________ 86 72 ~__________________________ 89 77 
 
Teamster Warming UpTennis 
 
-- 125 --'~ 131 
 
The Lost Princess______________________________________ 67 
 
The Music Box 
 
~______________ 
 
56 
 
The Ocean is Stormy 
 
..,._______________ 49 
 
The Thread Follows the Needle The Snail 
The Wind 
 
~__ 58 56 
65 
 
Thirty Yard Dash Threading the Needle Three Deep 
 
~ 
 
~ 
 
117 
 
108 
 
92 
 
Three Legged Race 
 
117 
 
Three Standing Broad Jumps 
 
114 
 
Three Step Sidevrard 
 
137 
 
Throwing Basket BalL 
 
~ 116-117 
 
Throwing Oat Bag, (}irls 
 
~ 
 
116 
 
Through the SticL______________________________________ 89 
 
Tin Can Bowling 
 
100 
 
Tip-Up 
 
104 
 
Top 
 
89 
 
Touch 
 
132 
 
Touch Step 
 
88 
 
Triple Wheelbarrow 
 
137 
 
Turkish Stand 
 
89 
 
Turn Single 
 
137 
 
Two Deep 
 
92 
 
Volley Ball 
 
94 
 
Volley Ball Serve for Accuracy 
 
97 
 
S t e p VVal~-Balance 
 
~ 
 
137 
 
Wand Jumping 
 
118 
 
Wheelbarrow Walk 
 
---------- 105 
 
158 
 
 VVicket VVcdk 
 
104 
 
VVo1f 
 
67 
 
'o,~,", Wind' Mill -_~----------------------------------------- 142 
 
--VVords or VVord Making 
 
107 
 
Zip 
 
80 
 
159 
 
 WANTED-A SHELTERED WORLD 
A HUMAN being needs more than one world in which to live. One world is not enough. We all ought to have a little ShangriLa of our own into which we could retire when the combat becomes too furious and too hard; a quiet world into which we can retire to think, to reflect, to dream; a world where we can close doors and listen to our thoughts and to the sound of the invisible wings of the spirit. We cannot all retire to the mountains of Tibet but we can build for ourselves a little sheltered world in which we can dwell as in a sanctuary; a world, first, with love, our love for those without whose love life would be meaningless; a world, secondly, where there are a few friends, and those not too exacting; a world in which there are books and pictures and music and play:;! and a hobby; a world in which we have certain indefeasible standards within ourselves, regardless of the rest of the world; a world in which we set up certain altars which keep inviolate regardless of what happens outside; a world built out of intangible things-loyalties, devotions, consecrations, enthusiasms, quests, yearnings. And if we build up that kind of a world for ourselves, then we can retire into it even in the midst of such a crazy, disturbed and startled world as is our world today, and in that world we escape from the fever and the menace of the world outside, and from time to time taste of the milk of paradise. 
That is what recreation is; that is the ideal of recreation-to help human beings to build for themselves, apart from their vocations; their occupations, that which they must do for a livelihood, to build for themselves wish worlds, dream worlds, which are more real and more necessary and more satisfying than the physical, material world about us. 
-Rabbi Abba Silver in an address at the Twenty-second National Recreation Congress.