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Physical Culture Exercises
PREPARED BY HENRY SUDER
I. WAND EXERCISES FOR BOYS Formation of Class.-The class is arranged into ranks of three, the two outer members are supplied with wands, the center member exercises without wand. The outer members are called first division (I. Div.), the center member, who stands one step in rear of the outer, is called second division (II. Div.).
D. All return to standing position, and re
main 1-8 counts. 3. Exercise: Like exercise one, but at B bend
trunk forward and at C raise trunk. 4. Exercise: Like exercise three, but take one
count for each movement.
inward and raise wand, arms bent
ward, arms raised forward in position.
All remain 1-8 counts.
and move feet backward to rear-hang
stand and remain 1-8 counts. C. Boys of II. Div. move feet forward to
front-hang stand and remain 1-8
counts. D. All return to starting position and remain
1-8 counts. 5. Exercise: Like exercise one, but straighten
arms upward. 6. Exercise: Like exercise five, but take one
count for each movement.
1. Exercise: I. Div., raise wand forward, arms
bent and lunge forward left.
sition of knees.
D. Return to starting position. .
tion of knees.
D. Return to starting position. Note to exercises : Take two counts for each movement, practice lunging, exercises alter
nately 1-16 counts. 2. Exercise: Like exercise one, but take one count for each movement.
inward and lunge forward, left arms
extended downward. Boys of II. Div. execute one step for
ward, arms raised forward in position.
All remain 1-8 count.
feet backward to front leaning sup-
counts. C. Boys of II. Div. move feet forward to
rear leaning support and remain 1-8 counts.
Group III. A. Boys of I. Div. execute one-fourth turn
inward and lunge forward left, arms extended downward. Boys of II. Div. execute one step forward and one-fourth turn left, at the same time placing hands on front members' shoulders, standing between
both and remain 1-8 counts. B. Boys of II. Div. step on wands carried
by boys of I. Div. and remain 1-8
counts. C. Boys of II. Div. raise arms forward
obliquely upward and remain 1-8
counts. D. Boys of II. Div. place hands on front
members' shoulders at one and jump down at two and all return to starting position 1-8 counts.
7. Exercise: Like exercise five, but at B bend
trunk backward, at C raise trunk. 8. Exercise: Like exercise seven, but take one count for each movement.
inward and lunge forward right, arms
extended downward. Boys of II. Div. one step forward and
place hands on 1. Div. shoulders, standing between, facing frontward
and remain 1-8 counts. B. Boys of II. Div. step on wands (facing
frontward) and remain 1-8 counts. C. Boys of II. Div. raise arms sideways and
remain 1-8 counts. D. All return to starting position (see Group III) and remain 1-8 counts.
Boys of II. Div. step between boys of I.
Div. who then lower arms and remain
1-8 counts. B. Boys of I. Div. lunge sideways left and
kneel on right knee, place left wand on
shoulders and right wand on hips. Boys of II. Div. execute one-fourth turn
left, place both hands on left wand and step on right wand,' remain 1-8
counts. C. Boys of I. Div. rise to lunging position.
Boys of II. Div. raise right arm forward obliquely upward, remain 1-8
counts. D. All return to starting position. 3. Exercise: I. Div. like exercise one, but at B
bend trunk sideways right (left) at C
raise trunk. II. Div. like exercise one, but extend both legs
backward. 4. Exercise: Like exercise three, but take one
count for each movement.
PART II. 1. Exercise: I. Div. A. Raise wand arms bent
and lunge sideways left. B. Wind left, move wand sideways left and
change position of knees. C. Rewind left, wind sideways right and
change position of knees. D. Return to starting position. II. Div. A. Bend knees to squatting position,
hands between knees on floor.
D. Return to starting position.
movement, practice lunging exercises al
ternately 1-16 counts. 2. Exercise: Like exercise one, but take one
count for each movement.
Group II. . Like Group I. but lunge to opposite direction at
C. Boys of II. Div. raise right arm forward obliquely upward and left leg back
ward. 5. Exercise: 1. Div. like exercise one, but at B
move wand forward, right hand at left
shoulder. II. Div. like exercise one, but at B extend
left leg and raise right (left) arm. 6. Exercise five, but take one count for each movement.
to side straddle position, arms extended
Boys of II. Div. raise arms sideways. 7. Exercise: I. Div. like exercise five, but at B
turn trunk left (right). II. Div. like exercise three, but extend both
legs backward straddling. 8. Exercise: Like exercise seven, but take one
count for each movement
'Group I. Boys of I. Div. carry wand horizontally
at sides of body, arms extended downward. Moving to the above position is done in the following manner: Boys standing in first ranks move their wands backward to the right, keeping one end in right hand, while the other end is taken by boy in rear, who at the same time moves his wand forward to the left, one end of which is taken by the boy in front with left hand. Changing of wands to be done
by two counts. A. Boys of I. Div. jump to side straddle
position, arms raised upward.
Group IV. Like Group III., but at C boys of II. Div.
kneel with both knees on shoulders of rear member, hands placed on shoulders
of front member. Boys of I. Div. raise arms sideways,
5. Like exercise one, but practice hand circle
behind body. 6. Like exercise five, but to the right. 7. Like exercise three, but turn and bend trunk
backward. 8. Like exercise four, but kneel right.
INDIAN CLUB EXERCISES FOR BOYS
Part I. I. Arm circle to the left with both clubs, left arm
remains in position, sideways obliquely up-
Practice 1-16 counts.
with both clubs, left arm remains in posi-
hand circles. 2. Like exercise one, but to the right. 3. A. Arm circle, inward with both clubs, tip
clubs, arms extended sideways and lunge
sideways left. B. Move forearms toward chest, change posi
tion of knees and bend trunk forward.
change position of knees.
Note: Practice lunging exercises 'alternately. 4. A. Move arms sideways, tip clubs, and kneel
on left knee.'
at the same time move arms sideways
left 1-4 counts. Repeat the above movements 1-16 counts. 5. Like exercise one, but practice hand circle
behind shoulder. 6. Like exercise five, but vice versa. 7. Like exercise three, but bend trunk sideways. 8. Like exercise four, but kneel right.
Part II. 1. Like exercise one, part I, but practice upper
hand circle. 2. Like exercise two, part I, but practice upper
hand circle. 3. Like exercise two, part I, but turn and bend
trunk forward. 4. Like exercise, part I, but tip clubs, arms ex
tended sideways, move forearms toward
chest and return 1-4 counts. . Practice four horizontal hand circles and at
the same time move arms outward 1-4
DUMB-BELL EXERCISES FOR GIRLS.
Part I. 1. Exercise: A. Raise bells over shoulders, and
place left foot sideways. B. Swing bells sideways downward (cross arms
in front of chest) and cross left foot
backward with bending of knees. C. Return to position A. D. Return to starting position 1-4 counts. Note: Practice foot exercise alternately 1-16
counts. 2. Exercise: A. Raise left bell over head, arm
bent, right arm sideways obliquely downward and execute four glide loops side
ways left 1-4 counts. B. Change position of arms and execute two
hops in place on right foot, left foot raised forward, change position of arms again and two hops on left foot, right
leg raised forward 1-4 counts. C. Repeat A, but vice versa, 1-4 counts. D. Repeat B, but vice versa, 1-4 counts-1-16
counts. 3. Exercise: Like exercise one, but at B, bend
trunk forward, at C raise trunk. 4. Like exercise two, but begin to the right and
at B raise foot backward. 5. Exercise: Like exercise one, but swing bells
down and in a circle over head. 6. Exercise: A. Raise left bell over shoulder,
right bell on hip and execute four side steps left with crossing of right foot for
ward 1-4 counts. B. Place toes of left foot near toes of right
foot at one, hop on right foot, swing left leg forward at two (knee kept slightly bent), place toes of left foot near toes of right foot at three and hop and swing left foot forward at four, 1-4
counts. C. Repeat A, but vice versa, 1-4 counts. D. Repeat B, but vice versa, 1-4 counts-1-16
counts. 7. Exercise: Like exercise five, but bend trunk
sideways left (right). 8. Exercise: Like exercise six, but begin to the
Best to be found LIBRARY books: It is fine to have books Mental fatigue in children.—Bellei has to loan to the children for home reading in studied mental fatigue in children, as the third grade. When the book is re- evidenced by the character of their afterturned, require a small book review from noon lessons. He states most positively the child, as to the contents of the story that the work done by children continuing and how he likes it. This is most whole- their lessons on into the afternoon, is, on some work, instilling in the mind of the account of the great mental fatigue that child a lasting taste for good literature. it involves, of no advantage to their in
struction but is full of danger to their ANCIENT RIDDLES:—What do liars do health.–J. Bellei, Lancet, Feb. 3, 1906. after death? Lie still.
Jour. review, New York Med. Jour. Why is an egg overdone like an egg underdone? Because it is hardly done. Little Doris is four years old. She
What is that which works when it plays lives in Minneapolis. Her nurse's name is and plays when it works? A fountain. Freda. At the kindergarten, she has
Which is the greatest riddle in the world? learned our national anthem and she sings Life, because we must all give it up. it with gusto to her dolly at home. Here
Why is a street car a safe place in a is her rendition of the first stanza: thunder storm? Because it has a con Our country is of thee ductor.
Sweet land of levity
Of fleas I sing. “Next to paternity and maternity come
Land is the pilgrim's pride the responsibilities of the school teacher, Land where our fathers die, and Wordsworth wished to be remembered From every mountain sigh as a teacher or nothing.
'Let Freda reign. “People of antipathies, prejudices and
-School Education. strong dislikes cannot make successful teachers. It is essential that a teacher, to
Latin confers on the student a knowlbe a success, should love boys and girls and
and edge of the English by enlarging his vocab
ea also love his profession. A kind word has
ulary, and gives judgment in choosing often decided a boy's fate.-Dean Penni
synonyms. It confers a knowledge of man, University of Pennsylvania.
English by study of grammar. English has no inflections; Latin has. It teaches
diagramming. It teaches a mastery of IN THE KINDERGARTEN: Ernest had English from the standpoint of rhetoric. been absent for several days. His teacher It gives the effect of emphasis by the asked the "circle” if any one could tell arrangement of words in the sentence. It why Ernest did not come to school. One gives further knowledge of English by little hand went up and its owner said, paraphrasing. In some respects there is “Please, teacher, he's sick-he's got the better drill in Latin than in English-it chicken coops."
teaches precision.—Prin. A. H. Speer, A little girl'was absent. “Can any one Atchison, Kan. tell me why Marie is away?” asked this same teacher. Patsy gave the reason as There is no surer way to win the respect he piped out, “Marie's got an illustrated and confidence of children than by fair and tooth.”
impartial dealings under all circumstances and at all times. The sense of justice is a pessimistic opinion that had been exstrong even in the vicious child. None, pressed. more than a pupil, recognizes the fact that “To be so unreasonably and so resocertain abuses of school regulations deserve lutely hopeless is unwise," she said. “It punishment, and little resentment will be reminds me of an old woman I used to cherished toward you, provided the punish- know. ment is commensurate with the offense. “This old woman was always ill, always Do not make a personal issue of every in- ailing. Her various diseases were to her fraction of school rules and when it is found the most interesting topic in the world necessary to deal with refractory pupils, do and she must have thought them most so as far as possible in private. Supt. S. interesting to others also, for she always S. Murphy, Mobile, Ala.
talked of them—she talked of nothing
else. The ESSENTIAL factor in any school is “One day I found her eating a hearty the teacher, and his personality and char- meal and asked her how she was. acter count for more than mere book “She sighed and answered: knowledge, more than fine buildings, ex- “ 'I feel very well, ma'am, but I always pensive apparatus, or great libraries. All feel bad when I feel well, because I know these things are exceedingly desirable, but I am going to feel worse afterward.' ”. without the inspiration of the enthusiastic teacher they amount to little. In a teacher IT MAY be that some spiteful person says the wisdom of the heart must ever rank unkind things about your work that you above the wisdom of the head. He must do not deserve, but every sensible person be more inspirational than informational. knows just how much to believe from It was the love and respect that the boys people with reputations for that kind of of Rugby had for the fine character of talking. If Mrs. F -tells everywhere Dr. Arnold, that gave to that school its that her Johnny is not learning a thing in success.-West Virginia School Journal.. your room, remember that she has said
that about every other teacher Johnny The very best and most practical and ever had, and don't take it to heart. It definite way to promote the public school is impossible for you to supply Johnny interests in any locality is to elect the right with brains, and if the majority of your kind of men on the board of education. pupils are making progress it is safe to Pay no attention to party or church affilia suppose their parents will not pay much tion-elect only the wisest and most pro- attention to the mother of one dull boy. gressive men. In many sections the school There are fathers and mothers in every interests are being retarded rather than community who complain about everypromoted by the boards of education. A thing and everybody, but the world at somewhat wide acquaintance with the large turns a deaf ear to their endless tales school conditions in the state leads us to of woe.-American Primary Teacher. say that wherever there is a progressive school board there the schools are good, A SUBJECT of keen interest is that of the the teachers are fairly well paid, and the incorrigible child. And here, more than community is proud of its schools.-West anywhere else, the personality of the Virginia School Journal.
teacher is of paramount importance. In
deed, with the right kind of a teacher, it MRS. CLARENCE H. MACKAY at a meeting would almost seem as if there were no such of the Roslyn school board disagreed with thing as an incorrigible child. In a school