THE LIBRARY
OF
THE UNIVERSITY
OF CALIFORNIA
LOS ANGELES
THE LIBRA!
OF
THE UNIVER'
OF CAL1FOR]
LOS ANGEL
GYMNASTIC STORIES AND PLAYS
PRIMARY SCHOOLS
PHYSICAL EXERCISES FOR THE FIRST
'f\0 YEARS OF SCHOOL
BY
REBECCA STONEROAD
DIRECTOR OF PHYSICAL TRAINING IN PUBLIC SCHOOLS
OF WASHINGTON, D.C.
BOSTON, U.S.A.
D. C. HEATH & CO., PUBLISHERS
1898
fit
COPYRIGHT, 1898,
BY D. C. HEATH & CO.
XorfaootJ $re0a
3. S. Gushing & Co. Berwick & Smith
Norwood Mass. U.S.A.
Education
Library
GV
M-23
PREFACE.
AT the request of many interested in the primary gymnastic
work of the public schools of Washington, D.C., I publish here-
with a few of the lessons which are given in the first and second
years of school before beginning the more exact physical exer-
cises of the third v^ar.
(O
Hoping that both kindergarten and primary teachers will find
these lessons suggestive and helpful in their work for the phy-
sical well-being of the child, I cordially present them to the
public.
Grateful acknowledgment is due to the assistant instructors
of physical training, Miss Squier, Miss Brockett, Miss Oberly,
and Miss Holmes, who have been most helpful in the preparation
of this manual.
R. S.
WASHINGTON, D.C.
January, 1898.
713615
CONTENTS.
PAGE
PREFACE . . . iii
INTRODUCTION 7
SPECIAL DIRECTIONS TO TEACHEKS 9
Explanatory Remarks 12
Sitting and Standing Positions 13
Signals for Rising and Sitting 14
PREPARATORY DRILL ON POSITIONS AND SIGNALS 15
FIRST YEAR.
TREES IN A STORM 19
AUTUMN IN THE WOODS 23
CHRISTMAS MORNING 27
SNOW PLAY 31
BIRDS LEARNING TO FLY 35
A WALK IN THE ORCHARD 39
A PICNIC ... 43
" FOLLOW MY LEADER : ' 45
SECOND YEAR.
A TRIP TO THE "Zoo" 49
BEAN BAG EXERCISES 53
SANTA GLAUS' VISIT 57
WINTER WORK AND PLAY 61
BEAN BAG EXERCISES 64
A COUNTRY VISIT 67
" FOLLOW MY LEADER " 71
6
6 CONTENTS.
SCHOOLROOM PLAYS.
"I SAY STOOP!" 73
RACE, TOUCHING WALL 73
PASSING BAGS . . . .73
RACE, PLACING OBJECTS . . 74
JACK FROST 74
RACE, PLACING BAGS IN PILES 75
SITTING TAG 75
RACE, PICKING UP BAGS 75
CHANGING SEATS .76
THROWING BAGS INTO RING 76
SQUAT TAG . . 77
TOSSING BAG TO CAPTAIN 77
RECESS PLAYS.
BUTTERCUPS AND DAFFODILS 79
RED ROSE .79
SKIP AWAY 80
CHASINGERS .80
CHARLIE OVER THE WATER 81
SHEEP AND WOLF ........... 81
HERE I BREW AND HERE I BAKE . . . . . . . . 81
TOUCH WOOD .82
THROWING THE HANDKERCHIEF 82
KLONDIKE 82
CAT AND MOUSE 83
RUN A MILE 83
FEATHER GAME . 83
YANKEE DOODLE . . . . . . . . . .84
BLACK-MAN 84
FROG IN THE MIDDLE 85
NEW YORK 85
HAT BALL 86
INTRODUCTION.
THE following gymnastic lessons for the first two years of
school are the outgrowth of an effort to make use of play as
a factor in body training. Action, imagination, and imitation,
the chief characteristics of play, are called forth at every point,
making the work pleasurable to the child. We have endeav-
ored to take advantage of the play instinct of childhood, and,
adapting it to our own ends, make it a means of education.
This becomes regulated play ; play directed toward educational
ends.
It has been our desire to form a connecting link between
the plays and games of the kindergarten, and the precise gym-
nastics given in the third year of school.
In these lessons the children use their imagination, and act
out a connected and consistent story in a series of body move-
ments. Many of these have been within their experience out-
side of school, yet they make good gymnastic exercises, bring-
ing into action many muscles of the body. Pretending to do
in school that which is seen or done out of it, makes children
happy in the doing. In these natural movements of childhood
opportunity is given for that coordination of muscles, so highly
desirable in all physical exercises for the young. "Wherever
possible, a play or game practicable for the schoolroom is
added to the lesson.
7
8 INTRODUCTION.
It must be understood, however, that the work is thor-
oughly systematic in that it consists of an orderly arrangement
of distinct exercises, each having a definite purpose. This is
the nearest approach to regulated play which we have been
able to get in the schoolroom.
Each lesson contains an exercise for the trunk, legs, arms,
and neck, together with a breathing exercise, so that, when
finished, all parts of the body will have been exercised.
All exercises have been planned for the schoolroom, allow-
ance being made for the ordinary desks and seats. It is highly
desirable that there be sufficient space around the room for
walking, running, etc.
The kind of work here outlined requires skill and teaching
power on the part of the teacher. Much more is demanded
than in the ordinary gymnastics, which to a great extent are
mechanical. The teacher should know something of the aims,
purposes, and methods of physical training before attempting
the work, and should have her school under control.
SPECIAL DIRECTION TO TEACHERS.
AT the beginning of each printed lesson is given a mere
outline of the story, which is to be amplified and in the main
obtained from the class by judicious questioning.
Make the lesson as bright, happy, playful, and natural as
possible. It is well to vary the story from day to day, in its
minor details.
As outlined the story is connected and consistent. Nothing
should be told or done out of harmony with the natural sequence
of events, or outside of the experience of the child. If possible,
let the lesson given be in keeping with the season of the year.
When first presented, let the lesson be conversational, giving
the children an opportunity to talk, thus making it at the same
time a language lesson. A wise teacher will avoid unneces-
sary talking on her own part, and that which is irrelevant on
the part of the child. Just enough to make the pupils enter
into the spirit of the work and become absorbed in the exer-
cises, is desirable.
After a few days all conversation should be omitted and
the exercises taken with just a reference to the story, sufficient
to keep up the imagination.
It is well to keep on the board a drawing which will illus-
trate the central thought in the story and be a help to the
10 SPECIAL DIRECTION TO TEACHERS.
imagination. The drawings herein given were made for the
special purpose of blackboard reproduction. Everything pos-
sible in the way of gesture, language, drawing, and objects
should be used to induce the child to live for a few minutes
in the little world of his imagination and make the movements
like those of reality.
As the parts of the story are brought out for the first time
and an exercise introduced, the teacher shows the pupils how
she wants them to make each movement. The exercise may
be taken at once by the children, or, if preferred, the sitting
exercises may be taken together after having been explained.
It is better to teach the standing exercises immediately before
the class rises, so as not to tire them by long standing.
All sitting exercises must be taken in the upright position.
In the teaching, nothing should be left undone which will
help to make each movement thoroughly understood before it
is attempted by the class, so that there will be as few errors as
possible in the execution. A rough blackboard sketch, mostly in
straight lines, illustrating the exercise, and drawn as the teacher
talks, will attract the attention of the child and place his mind
on the point which the teacher is trying to bring out.
If an exercise is specially difficult to teach, it is well to pro-
ceed in the following manner : First, show it as a whole, merely
using the appropriate signals ; next, analyze it, bringing out
the points by talking ; then make the rough blackboard sketch ;
and finally, if necessary, bring to the front a bright child who
can take the exercise for the observation of the entire class.
SPECIAL DIRECTION TO TEACHERS. 11
After a few days general teaching should cease and be fol-
lowed by special individual criticism. By means of the signals,
the teacher will be able to keep the whole class exercising, and
at the same time to walk around the room, criticising quietly
wherever necessary. Each child should be told his special
error in execution and be given the definite direction which
will help him.
All the arts and devices known to the primary teacher must
be used to make the work interesting. A bright voice and
cheerful manner which will be reflected in the children should be
cultivated. The interested look and happy expression of the
child is a test of successful work.
Each lesson is planned to occupy about fifteen minutes when
thoroughly understood by the class. After a few days the entire
set of exercises should be given once during the day either in
one or more periods, so that all parts of the body will have
been exercised each day.
The game supplements the lesson and may be played at any
other time during the day, making two periods of physical
exercise.
It is best to spend at least three weeks on each lesson, and
four weeks can be profitably used if the teacher is able to
keep up the interest and has a high ideal of what can be
accomplished by little ones. Children can be interested in
doing the exercises to the very best of their ability.
Floor space free from desks and seats is especially desirable
for this kind of work. If there are unoccupied seats, a few in
the front or back of the room may be removed, thereby giving
more space for running, walking, and playing.
12 EXPLANATORY REMARKS.
EXPLANATORY REMARKS.
THE word " signal " is used in the sense generally understood
by the word " command."
The precise name of each exercise, printed above the direc-
tions, is given for the benefit of the teacher only. When speak-
ing to the class the short familiar name, expressing the action
imitated, is to be used.
The figure opposite the name of the exercise denotes the
average number of times it is to be taken. This number may
be increased at the discretion of the teacher.
The italicized signal in the middle of the page, above the
dotted line, is the signal for taking the position for the exercise.
Signals in the brace are to be given successively as many
times as it is desired to repeat the exercise. If necessary, a
signal farther to the right on the printed page finishes the
exercise.
The italicized signal in the middle of the page, below the
dotted line, is that on which the arms are to be lowered or the
body to return to original standing position after the exercise
is finished.
" Teacher count " means that the teacher is to count One, and,
two, and, three, and, etc., returning to starting position on and.
" Teacher count four " means that four movements are to be
made in succession, the teacher counting four.
SITTING AND STANDING POSITIONS. 13
ABB RE VIA TIONS.
R Right.
L Left.
B Both.
Ex Exercise.
Rep. Repeat.
Tr Teacher.
Alt. ............. Alternate.
Vert. Vertical.
Hor. Horizontal.
Obi Oblique.
Backw'd Backward.
Forw'd \ Forward.
Upw'd Upward.
Ft Foot.
Hd. . Hand.
SITTING AND STANDING POSITIONS.
SITTING POSITIONS.
Resting Position.
1. Body far back on the seat, with back resting.
2. Chest raised, but not too high.
3. Head erect.
4. Eyes looking toward the front.
5. Hands resting on the lap.
6. Feet flat on the floor, with heels together.
14 SIGNALS FOR RISING AND SITTING.
Upright Position.
1. Body in an erect position, far back on the seat.
2. Heels together, and toes on a straight line. In other
respects the Upright Position is like the Resting
Position.
STANDING POSITION.
1. Chest raised to normal height.
2. Head erect.
3. Arms hanging loosely at sides.
4. Feet forming an angle of about 60 degrees.
5. Eyes looking toward the front.
SiaNALS FOR RISING AND SITTING.
Rising.
Ready. Place the right foot in the aisle.
Rise. Rise, bringing the left foot up to the right, and take
standing position directly behind the pupil in front.
Position. Step into the middle of the aisle and take standing
position directly behind the pupil in front.
Sitting.
Ready. Take a step beside the seat, bringing heels together.
Sit. Placing the left foot in front of the seat, sit.
Position. Take Resting Position, bringing in the right foot.
The words Rising and Sitting are preparatory commands immediately
preceding their respective signals.
PREPARATORY DRILL ON POSITIONS AND SIGNALS. 15
PREPARATORY DRILL ON POSITIONS AND
SiaNALS.
BEFORE beginning the regular lessons it will be found neces-
sary to spend three or four weeks on the following preparatory
driHs which accustom the children to obey with precision and
promptness the same signals when given in the future, and
enable the teacher to manage a large number of pupils with-
out waste of time.
I. Drill on Resting Position.
After pupils have learned how to sit in the Eesting Position,
drill on taking it immediately from some other position, as
that of writing, etc.
Signal Resting Position.
II. Drill on Upright Position.
Tell the pupils to^ sit as tall as possible. If any one has a
round back, a pressure above the waist line in the back,
with an effort on the part of the child to raise his chest,
will help to get the erect position.
Signal Upright.
Return to Eesting Position on the signal Rest, and practise chang-
ing from one position to the other with a steady motion.
III. Drill on Standing Position.
Tell the pupils to stand as tall as possible, or push up with
the top of the head for a moment as if pressing up a
heavy weight. The feet should be turned out equally,
with heels together and toes on a straight line
16 PREPARATORY DRILL ON POSITIONS AND SIGNALS.
IV. Drill on Rising and Sitting.
The upright position must always be taken before rising.
Working at first with one row at a time will give opportunity
for observing each pupil. Repeat the first signal for
each row before proceeding with the second. In the
same manner repeat the other signals, holding each child
up to his best endeavor.
After pupils have learned where to place the foot in the aisle
it should be placed out on the signal Ready, without look-
ing down and without moving any other part of the body.
Work for uniformity by having each pupil move with the
one in front on the second and third signals. After the
signal Rise, the best standing position is immediately
taken without unnecessary movements, close to the seat
and directly behind the one in front, before stepping
into the middle of the aisle on the third signal.
In a similar manner drill on sitting.
V. Drill on Arm Positions.
The names of the positions given below must be used as
preparatory commands and must be repeated each time
before taking the position. Change from one prepara-
tory command to another, so as to accustom the class to
listen and obey directions.
All arm positions, with the exception of the first, are to be
taken while standing. If desired, the second 'can be prac-
tised upon at first while sitting. %
1. Hands Clasped on Desk.
Sitting in upright position, clasp hands on edge of desk
in front.
Signals . ... [Position.
Hands Down.
SIGNALS FOR RISING AND SITTING. 17
2. Hands on Hips.
Bring hands to a firm position on hips, with fingers close
together in front and thumbs back. The forearm and
hand should form a straight line.
Signals ) Position.
\ Hands Dotvn.
3. Hands Clasped in Front.
Clasp hands loosely in front, with arms hanging.
Signals . . . {Position.
( Hands Doivn.
4. Hands Clasped Behind.
Clasp hands loosely behind, with arms hanging.
Signals { Position.
( Hands Down.
5. Arms Folded Behind.
Fold arms behind, at waist, with a firm grasp.
Signals (Position.
I Arms Down.
BLACKBOARD ILLUSTRATION.
Trees in a Storm.
18
TREES IN A STORM. 19
TREES IN A STORM.
THE great oak trees of the forest feel the coming of a
storm. At first little zephyrs bend each tree top from right
to left. Later a gentle breeze makes the delicate leaves
quiver. As the wind rises, the branches sway to and fro and
finally the great tree trunks are bent forward by the strong
wind.
I. Rising.
II. Breathing.
Blowing of Wind.
Inhale through the nose and exhale slowly through the mouth
making a sound as of wind blowing. Blow three times
after each exercise.
Signal . ..... ...... Blow.
III. Head Bending Right and Left ... 6
Swaying of Top of Tree.
Bend the head alternately from right to left with a slow, even
movement.
Signals . . .
. .
( Left.
IV. Hand Relaxing . . 4
Quivering of Leaves.
"With arms hanging loosely at sides, shak the hands in all
directions. Begin gently at first, increase the force, then
gradually decrease it. Repeat the whole after breathing
and blowing.
Signals . . \ShaJce.
( Stop.
20 TREES IN A STORM.
f '
V. Arm Swinging.
Swaying of Limbs.
Swing the arms loosely forward and backward, then let the
motion gradually die down, to be started again after the
breathing.
Signals . . Sway.j or f^- I Stop.
( Backward. )
VI. Trunk Relaxing Forward . 4
Bending of Tree.
Keeping the knees straight, drop the head forward and con-
tinue the motion, relaxing the parts of the spine in succes-
sion, with arms hanging and swaying. Immediately return
in reverse order to erect position.
Signals (Forward.
( Upward.
VII. Sitting.
VIII. Game.
Race Touching Wall. Page 73.
BLACKBOARD ILLUSTRATION.
Autumn in the Woods.
22
AUTUMN IN THE WOODS. 23
AUTUMN IN THE WOODS.
IT is autumn and the leaves are fluttering to the ground.
The little flowers droop their heads when nipped by Jack
Frost. Children in the woods kneel to pick up the gay au-
tumn leaves and nuts, or dried leaves to toss on their bonfire.
One after another they run through the woods, and take deep
breaths of fresh air. Finally, all play with hoops, swinging
them high overhead.
I. Arm" Raising Obliquely Upward 6
Falling of Leaves.
Raise the extended arms obliquely upward, carrying the hands
loosely with the wrists leading. Lower the arms, moving
the hands at the wrist from right to left with a fluttering
motion. Let the wrist precede the hand when coming
down.
Signals \ U P-
( Down.
II. Head Relaxing ... 6
Drooping of Flowers.
Close the eyes. Let the head gradually drop forward on the
chest, ending with a nodding motion. Slowly raise.
Signals (Fonoard.
I Upward.
III. Rising.
IV. Kneeling . 3{
Picking up Leaves.
Kneel on the right knee by placing the right foot back ; at
the same time bend forward and pretend to fill hands with
24 AUTUMN IN THE WOODS.
>.
dry leaves. Else, bringing heels together, and make a
motion of tossing in front.
Kepeat, kneeling on the left knee.
(Down.
Up.
Toss.
V. Running.
Keeping the chest up and head erect, run lightly on toes around
the room and up the aisle.
At first let one row run at a time, then all rows in quick suc-
cession.
Signal ........... Run.
VI. Breathing .... ........ 6
Take six deep breaths.
Signals . . . Uf^f'
( Exhale.
VII. Arm Swinging Overhead ....... 1O
Hands Clasped in Front.
Playing with Hoops.
Clasp hands loosely down in front. Swing arms forward and
upward until hands are high over head, forming a curve
with the arms. Keeping the hands clasped, swing arms
forward and downward to starting position.
Position.
Signals
Down.
Hands Down.
VIII. Sitting.
IX. Game.
Sitting Tag. Page 75.
BLACKBOARD ILLUSTRATION.
Christmas Morning.
26
CHRISTMAS MORNING. 27
CHRISTMAS MORNING.
IT is Christmas morning and the children waken early with
much stretching and yawning. They are so sleepy that they
try four times before they are wide awake. After washing
their faces and hands they hasten to look at their gifts brought
by Santa Glaus. First is found a toy elephant gravely nodding
its head, and they have great fun imitating it. A new drum
pleases both boys and girls, who clap their hands in time to
its beating. The girls' jointed dolls which bend forward so
oddly, are mimicked next, and at last they end their sport by
leaping like the funny jumping- jack..
I. Stretching and Yawning 4
Best arms and head on desk as if sleeping. Kaise head, rub
eyes with closed hands and stretch parts of arms in succes-
sion, with much yawning, as when waking in the morning.
Finally stretch legs and whole body. Return to position
on desk, then repeat the exercise.
Signal . . , Stretch.
II. Washing Faces and Hands . 3
Rub vigorously all parts of the face and neck with the hands,
as if Avashing. In a similar manner rub the hands.
Pupils at first imitate ^eacher. Later, teacher indicates part
of face to be rubbed.
III. Rising.
28 CHRISTMAS MORNING.
IV. Head Bending 12
Nodding of Toy Elephant.
Turn the head half way to the right, and in this position bend
it forward. Raise, face the front, then bend it directly
forward. Raise, turn it half way to the left and bend in
that direction. Raise, face the front, bend forward and
repeat the movements successively with a continuous
motion.
Signals . { Ri 9 ht > Front > or Le f L
\ Up.
V. Hand Clapping.
Elbows at Sides.
With elbows at sides clap the hands in the time used for drum
beating. -Imitate the sound of a drum corps coming up the
street, the sound growing louder and then gradually dimin-
ishing. Repeat the whole two or three times.
Position.
Signals Pupils follow teacher.
Hands Down.
VI. Trunk Bending Forward 8
Hands on Hips.
Jointed Doll.
Take position of Hands on Hips. Bend forward at the hips,
keeping the knees straight, the chest up, and head erect.
Raise trunk to erect position.
Position.
Signals .-.-...'. -V'v; .'.. (Forward.
Hands Down. \Upward.
CHRISTMAS MORNING. 9
(Jumping and Leg Spreading 4 Rep.
(Arm Swinging Sideways to Horizontal Position.
Jumping-Jack.
Jump lightly, landing on the balls of the feet with the legs
spread apart sideways, and at the same time swing arms to
a horizontal position at sides. Swing the arms downward,
jumping back to standing position on the signal and.
Kepeat the movements four times in succession.
At first let one row take the exercise, followed by the other
rows in succession.
Signals . ..... Jump. Teacher count.
VIII. Sitting.
BLACKBOARD ILLUSTRATION.
SNOW PLAY. 31
SNOW PLAY.
THE children look at the gray clouds overhead to see if it is
going to snow. When the storm begins, they imitate the fall
of the flakes. The little ones kneel to pick up the snow, which
they make into hard balls and throw far away. When cold
they jump from one foot to the other, and rub their hands
briskly together to warm them. Then they amuse themselves
by watching their breath freeze in the frosty air.
I. Head Bending Backward 6
Hands Clasped on Desk.
Looking at Clouds.
Take position of Hands Clasped on Desk. Steadily bend the
head backward, stretching the neck in front and raising the
chest. Steadily raise to erect position.
Signals . . . (Backward.
\ Upward.
II. Arm Raising Obliquely Upward ... 8
Falling Snow.
Raise the extended arms obliquely upward, with wrists lead-
ing, and lower in the same manner. As the arms descend,
move the fingers one after the other. Pupils imitate
teacher.
32 SNOW PLAY.
III. Rising.
jy (Kneeling 6
(Arm Exercise.
Snow Balling.
Kneel on the right knee and pretend to pick up snow. Rise,
and press the snow into a ball. Raise right arm to a
position for throwing, then throw with force.
Repeat, kneeling on the left knee, and throw with the left arm.
Down.
Up.
Signals { Press.
Ready.
( Tlirow.
V. Running in Place.
Hands on Hips.
Warming Feet.
Take position of Hands on Hips. Spring lightly from the ball
of one foot to the ball of the other, keeping the body erect
and raising the feet high in the back.
At first let one row take the exercise, followed by the others in
quick succession.
Position.
Signals . ,
Hands Down.
VI. Hand Friction.
Warm tog Hands.
Place the palms together so that the fingers point toward the
front, and rub hands briskly together.
SNOW PLAY. 33
"VII. Breathing.
Watching Breath.
Take a deep breath through the nose. Exhale slowly through
the mouth as when watching the breath on a frosty day.
Signal Breathe.
VIII. Sitting.
IX. Game.
Jack Frost. Page 74.
BLACKBOARD ILLUSTRATION.
Birds Learning to Fly.
34
BIRDS LEARNING TO FLY. 35
BIRDS LEARNINa TO FLY.
SOME young birds in their nest are learning to fly. First